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«Assessment Guide Primary Agriculture Ev a lu a t e Ba s ic Ex t er n al An im al An atom y an d M o r p ho lo g y Assessor:............. ...»

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1 116173

NQF Level: US No:

Assessment Guide

Primary Agriculture

Ev a lu a t e Ba s ic

Ex t er n al An im al

An atom y an d

M o r p ho lo g y

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. Terms and conditions apply.

Evaluate Basic External Animal Anatomy and Morphology 2 Primary Agriculture NQF Level 1 Unit Standard No: 116173 Before we start… T his assessment guide contains all necessary activities

Please Note:

and instructions that will enable the assessor and This Unit Standard learner to gather evidence of the learner’s competence 116173 Assessment as required by the unit standard. This guide was Guide must be read designed to be used by a trained and accredited assessor in conjunction with whom is registered to assess this specific unit standard the generic Assessor as per the requirements of the AgriSETA ETQA.

Guide as prescribed Prior to the delivery of the program the facilitator and and published by the assessor must familiarise themselves with content of this AgriSETA.

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. 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:

–  –  –

Model answers:

1. Notes on a bird’s body shape.

The bird’s body shape is streamlined to give as little resistance in flight as possible.

--------------------------------------------------------------------------------------------------------The bird’s body is shaped almost like the shape of a boat. It is narrow at both ends

--------------------------------------------------------------------------------------------------------And wider in the middle. The shape can best be illustrated as shown below:

2. Descriptions and detailed drawings of its head, neck, trunk, wings and legs.

–  –  –

3. A comparison and discussion of the differences between body shapes of flightless birds and birds that can fly.

The body of the pigeon is more streamlined (boat-shaped) than the chicken or fowl.

--------------------------------------------------------------------------------------------------------The fowl has a more block shaped or round body shape.

--------------------------------------------------------------------------------------------------------The pigeon has bigger wings (in relation to its body size) than the chicken which

--------------------------------------------------------------------------------------------------------has wings that are much smaller in relation to its body size.

--------------------------------------------------------------------------------------------------------The chicken has tail feathers which stick up, whereas the pigeon has tail feathers that

--------------------------------------------------------------------------------------------------------are smooth and in line with its stream-lined body.

--------------------------------------------------------------------------------------------------------The pigeon has not comb or wattles, which may increase air resistance in flight. The

--------------------------------------------------------------------------------------------------------chicken has a comb and wattles on its face and head.

--------------------------------------------------------------------------------------------------------

<

4. A description of preening behaviour.

The bird will put its beak at the base of its feathers and then draw its beak from the

--------------------------------------------------------------------------------------------------------base of the feather to its tip as if it is cleaning the feather. The bird will root around

--------------------------------------------------------------------------------------------------------at the base of its feathers (stick its beak underneath its feathers) as if it is looking for

--------------------------------------------------------------------------------------------------------lice.

--------------------------------------------------------------------------------------------------------- <

–  –  –





5. Descriptions and drawings of the mouth and beak of several bird species (try at least to compare - by drawing - the beaks of raptors versus seed eaters).

6. Descriptions of the surface area of the wings of flightless birds and birds that can fly.

Flightless birds such as ostriches and chickens have a small wing surface area when

--------------------------------------------------------------------------------------------------------compared to the size of its body. Birds that can fly have a much bigger wing surface

--------------------------------------------------------------------------------------------------------area when compared to the size of its body.

--------------------------------------------------------------------------------------------------------

–  –  –

7. Drawings and descriptions of the legs and toes.

8. Descriptions and drawings of the different types of feathers, where they occur on the body and their different functions. This part of the Portfolio of Evidence should contain a selection of bird feathers demonstrating the different feather types. Feathers can be mounted on blank paper with adhesive tape, labels can be written on the paper and the page can be stored in clear plastic sleeves (large plastic fridge bags also work well).

–  –  –

This description could make comments on whether the bird flaps its wings all the time

--------------------------------------------------------------------------------------------------------or whether it glides most of the time (like a bird of prey). The learner may also

--------------------------------------------------------------------------------------------------------comment on whether the bird makes a sound when it flies (whoosh) or lands (the

--------------------------------------------------------------------------------------------------------characteristic whistling sound when a dove lands). The learner can comment on

--------------------------------------------------------------------------------------------------------whether the bird flaps and then glides in a rhythmic pattern.

--------------------------------------------------------------------------

<

10. A discussion on the reasons that flightless birds cannot fly.

The learner should comment on:

--------------------------------------------------------------------------------------------------------The size of the bird

--------------------------------------------------------------------------------------------------------- * The shape of the bird’s body

--------------------------------------------------------------------------------------------------------The size of the wings in relation to its body

--------------------------------------------------------------------------------------------------------The surface area of the wings

--------------------------------------------------------------------------------------------------------The stream-lined nature of the bird (does it have appendages on its head, or does

--------------------------------------------------------------------------------------------------------its tail stick out in a manner that reduces the stream-lined nature of the bird’s body)

--------------------------------------------------------------------------------------------------------My Notes …

Version: 01 Version Date: July 2006

Evaluate Basic External Animal Anatomy and Morphology

–  –  –

1. Identify the different basic anatomical parts of an insect?

Model Answer(s):

2. Determine by means of external parts, the class to which an arthropod belongs?

Model Answer(s):

–  –  –

3. Draw the lifecycle of an insect?

Model Answer(s):

B. Your Portfolio of Evidence for Activity 2 should include:

A description of the invertebrate on which you based your observations.

What type of invertebrate have you chosen to study?

Where did you find the invertebrate?

Descriptions on how the invertebrate moves and what anatomical feature(s) allows it to move.

A description of how the invertebrate feeds and a description of the food you observed it eat.

A description of tentacles, eyes, legs, body, head, thorax, abdomen, and mouth of the invertebrate (or lack of any of these parts).

A description of the defensive behaviour that the invertebrate exhibited when you caught it or while you observed it.

A discussion of the differences between endo and exo skeletons.

–  –  –

Model answers:

1. A description of the invertebrate on which you based your observations. What type of invertebrate have you chosen to study?

A snail

--------------------------------------------------------------------------------------------------------The snail has a soft, light-coloured body, which is covered by a hard, spiral shell.

--------------------------------------------------------------------------------------------------------The snail has tentacles and 2 eyes.

--------------------------------------------------------------------------------------------------------The shell is brown with dark stripes.

2. Where did you find the invertebrate?

I found it in my garden, under the plants, close to water.

--------------------------------------------------------------------------------------------------------Descriptions on how the invertebrate moves and what anatomical feature(s) allows it to move.

The snail moves by contracting and relaxing its body in a rippling motion. This part of

--------------------------------------------------------------------------------------------------------its body is called its muscular foot.

4. A description of how the invertebrate feeds and a description of the food you observed it eat.

The snail eats plant material. It moves its head from side to side and kind of shaves

--------------------------------------------------------------------------------------------------------the plant off almost like a razor.

5. A description of tentacles, eyes, legs, body, head, thorax, abdomen, and mouth of the invertebrate (or lack of any of these parts).

The snail does not have obvious different sections of its body. It looks like one piece

--------------------------------------------------------------------------------------------------------all together. It has what looks like four tentacles. But two of these tentacles have eyes

--------------------------------------------------------------------------------------------------------on the tips and two tentacles are shorter and do not have eyes. There are not feet

--------------------------------------------------------------------------------------------------------only the muscular light-coloured body/foot of the snail. The mouth is small and quite

--------------------------------------------------------------------------------------------------------difficult to see.

-------------------------------------------------------------------------------------------------------

–  –  –

6. A description of the defensive behaviour that the invertebrate exhibited when you caught it or while you observed it.

When I caught the snail it retracted back into its shell, and only came out after a while

--------------------------------------------------------------------------------------------------------again.

7. A discussion of the differences between endo and exo skeletons.

An endoskeleton provides structure to the body by providing a frame on the inside of

--------------------------------------------------------------------------------------------------------the soft tissues of the body. An exoskeleton protects the soft tissues of the body

--------------------------------------------------------------------------------------------------------by covering the outside of the body. Muscles are attached to the endoskeleton which

--------------------------------------------------------------------------------------------------------provides leverage to the muscles to enable movement. The exoskeleton provides

--------------------------------------------------------------------------------------------------------the basis of movement of animals with an exoskeleton. All organs are attached to the

--------------------------------------------------------------------------------------------------------inside of the exoskeleton.

–  –  –



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