NQF Level: 2 US No:

Transcription

1 NQF Level: 2 US No: Assessment Guide Primary Agriculture Understand animal nutrition Assessor: Workplace / Company: Commodity: Date: The availability of this product is due to the financial support of the National Department of Agriculture and the AgriSETA.

2 2 Before we start T 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. Please Note: This Unit Standard Assessment Guide must be read in conjunction with the generic Assessor Guide as prescribed and published by the AgriSETA. 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: Title: US No: NQF Level: 2 Credits: 7 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 National Certificate in Mixed Farming Systems Please mark the learning program you are enrolled in: Are you enrolled in a: Y N Learnership? Skills Program? Short Course? Note to Assessor: 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.

3 3 1 SO 1 AC 1-3 Instructions to learner: Learner Guide: Page 17 Facilitator Guide: Page 12 Make a list of nutrient groups and describe for each its function in the body. Nutrient Crude Protein Carbohydrates / Starches Fats & Oils Crude Fibre Minerals Ca P K Na Cl Mg S Fe Vitamins Water Function in the body Building blocks for all protein containing material in the body primarily muscle and connective tissue, milk, fibre, blood, certain enzymes and hormones. Supplies the day to day energy for running the body s whole metabolism Supplies extra energy during times in which the carbohydrates are too few; Stores surplus energy as body fat; Necessary for the function of certain vitamins and enzymes. Contains some carbohydrates and starches that can be utilized by some animals. The roughage aspect of this fraction helps to keep the gut working properly. 99% of the Ca in the body is found in the bone and teeth. Essential for the normal functioning of the heart and skeletal muscles. Essential in the activity of the enzyme system. Also involved in the coagulation of blood % of the P in the body is found in the bone and teeth. Essential for the energy metabolism of the body. Essential for balancing the acidity of the body fluids. Important in carbohydrate metabolism as well as nerve and muscle function. Also essential for the general balancing of fluids in the body. Urine contains high levels of K. Plays a role in transmission of nerve impulses and in the absorption of sugar and protein from the digestive tract. Essential in the balance of the body fluid and maintenance of muscle tone. Chemical component of digestive juices- it aid digestion. Essential in the balance of the body fluid and maintenance of muscle tone Activator for many different enzymes. Plays a role in balancing body fluids. Essential for the formation of S-containing proteins. Wool contains high levels of S. Essential for hormone and enzyme functions. Essential part of the haemoglobin molecule that carries the oxygen in the blood. Is either part of or activates a number of enzyme systems. In general they are either a part of or help to activate the enzyme and coenzyme systems of the body. Vitamins are essential for all aspects of energy transmission in the body. The body consists of between 75 and 85% water. Essential component of all systems in the body. It forms the ultimate mediator between the body and its environment.

4 4 2 SO 1 AC 1-3 Instructions to learner: Individual exercise. Learner Guide: Page 18 Facilitator Guide: Page 12 Describe the principle ingredient groupings. Roughage Which include hay, straw, pastures and other plant materials with high fibre content and concentrate with more concentrated foodstuff such as grains, oil cake meal, and carcass meal. Animal feed can also be categorized according to the main chemical composition of the roughage or concentrates 3 SO 1 AC 1-3 Instructions to learner: Individual exercise. Learner Guide: Page 19 Facilitator Guide: Page 12 Describe the principle feed groupings and their origin Model Answer: Fraction Moisture Ash Crude Protein Ether Extract Crude fibre Nitrogen-free extractives Components Water (Volatile acids and basis) Essential Elements Major Ca, P, Mg, Na, Cl, S Trace Fe, Mn, Cu, Co, I, Zn, Mo, Se Protein, amino acids, amines, nitrates, glycosides, glycollipids, B-Vitamins Fats, Oils, Waxes, Organic acids, Pigments, Sterols, Vitamin A, D, E & K. Cellulose, Hemi-Celluloses, Lignin Cellulose, Hemi-celluloses, lignin, sugars, starch, fructose, pectin, organic acids, tannins, pigments, water soluble vitamins.

5 5 4 SO 2 AC 1-3 Instructions to learner: Field trip and individual assignment. Learner Guide: Page 23 Facilitator Guide: Page 13 Go to the farm were you are doing your practical and ask for a copy of the fire prevention plans and procedures. Discus the plan in class and assess if it is satisfactory. Make suggestions to improve it. The answer will differ from farm to farm but should include: 1. The basic fire control measures must be implemented on the farm. 2. Attention should be given to the safe storage of dry matter like hay and silage to reduce risk of fire outbreaks. 3. Rules regarding smoking of tobacco must be strictly enforced especially with regard to non-smoking areas. 4. Fire prevention equipment like fire extinguishers must be visible, accessible and clearly marked out. 5. All employees on the farm must receive proper training with regard to fire prevention. 6. An accessible register with al the signed-in names of employees must be kept at hand by management to make sure everybody is accounted for in the case of a fire outbreak. 7. Proper evacuation routes must be in place with safe assembly areas away from barns etc. for the assembly of personnel in the case of fire. 8. Retaining teams must be organized to retain fires and provide first aid if necessary. My Notes

6 6 5 SO 2 AC 1-3 Instructions to learner: Field trip and individual assignment. Learner Guide: Page 24 Facilitator Guide: Page 13 Make a list of the effects that a poor insect and rodent control plan might have on animal health and production on the farm. Ensure an active rodent and insect control program (use cats, dogs, baited traps, eco-friendly poison). The reason for such a program has 3 basic principles: Producers must apply food safety principles when producing foodstuffs for human consumption as prescribed by law. Significant losses may occur due to rodent consumption and/or contamination by insects or rodents. When containing the population of rodents and insects like flies one indirectly reduce the risk for infections and sickness to animals and livestock. This can help to improve production on the farm because of the reduction in loss of production and livestock 6 SO 3 AC 1-4 Instructions to learner: Field trip and individual assignment. Learner Guide: Page 29 Facilitator Guide: Page 14 Go to the farm were you are doing your practical and obtain the following documents: Requisition forms for ordering of feed and other stock Documents for recording and reporting on available stock The answer will differ in relation to the different enterprises the learner is familiar with. My Notes

7 7 7 SO 4 AC 1-4 Instructions to learner: Group Work and Field trip. Learner Guide: Page 33 Facilitator Guide: Page 15 Divide into groups of 5 and go to the farm or feedlot, were you are doing your practical. Group members must demonstrate the poses of feeding livestock and should include: Select appropriate feed quantities and quality from stock available. Demonstrate correct mixing of ingredients. Put out feed for animals in the correct way to ensure good access. The answer will differ in relation to the different enterprises the learner is familiar with. 8 SO 5 AC 1-4 Instructions to learner: Individual assignment, write report. Learner Guide: Page 36 Facilitator Guide: Page 16 Write a report on how you would ascertain if feedstuffs are of good quality. Include the following: Physical evaluation First in- first out Information on products from supplier Physical factors will include all inputs as per learner experience The basic principles of using the oldest stock in store to ensure that no feedstuff goes to waste. Information such as the date when the product was bagged will give a good indication on the freshness thereof

8 8 9 SO 6 AC 1-3 Instructions to learner: Individual assignment. Learner Guide: Page 40 Facilitator Guide: Page 17 Describe in detail the type of feeding system used on the farm were you are doing your practical. Note all the different strategies and activities that mite make the specific feeding used, unique. The answer will differ in relation to the different enterprises the learner is familiar with. 10 SO 7 AC 1-3 Instructions to learner: Individual assignment, observe and write report. Learner Guide: Page 44 Facilitator Guide: Page 18 Observe and write a report on animal behaviour during feeding time. Special attention must be given to animals in poor condition and possible reasons and solutions must form part of your report. The answer will differ in relation to the different enterprises the learner is familiar with.

9 9 Assessment Feedback Form Comments / Remarks Feedback to learner on assessment: Feedback from learner to assessor: Learner s Signature: Date: Assessor s Signature: Date:

10 10 Summative Test and Attitude & Attribute Evaluation B 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: Unit Standard: NQF Level: 2 Learner Name: Questions 1. Select a group of animals that belong to the Herbivorous Ruminants. 2. Chicken manure, Fishmeal, Bone meal, Blood meal belong to which feed grouping? 3. How would you define the term "Complete feeds" (well-balanced)? 4. Define the description of Algeal and Bacterial cultures. 5. Baled stalks and chaff residues resulting from the seed harvesting process. This is a description of which feed grouping? 6. Give the description of Natural vegetation and veldt feed grouping. Model Answers Goats, Cattle, Sheep Animal wastes. Pre-mixed feeds from a feed factory or from a farm mixing. Dried Algae and / or bacteria. Straw. Plants that grow naturally in the wild. 7. The main diet of farm animals contains / made up of what? 8. Feed of animals is made of two fractions, they are: Plant Material. Water and Dry material.

11 11 Questions 9. Crude Protein is a nutrient, what is its function in the animal body? 10. What minerals do we need to maintain muscle tone and to balance body fluids? 11. Why is it important to store high fat / oily feeds away from high temperatures? Model Answers Building blocks for all protein containing material in the body. Na (sodium) and Cl (chloride). Because they can become rancid. 12. Why do we give animals licks? To supplement the animal's diet. 13. Cattle, sheep and goats are all examples of which group of animals? 14. When an animal doesn't want to eat, what should you suspect? 15. Why is it important for animals to have enough feeding space? Ruminants. It may have infection of the lips, tongue. To avoid competition for feed between animals. My Notes

12 12 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 Learner s Signature: Actions to follow: Assessor report to ETQA Learner results and attendance certification issued Date: Assessor s Signature: Date: Moderator s Signature: Date: