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Just In Time

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Term 1

Grade 12

Agricultural Sciences

2

AGRICULTURAL SCIENCES LESSON GUIDELINE

TERM ONE Week 1

LESSON OBJECTIVES

• For learners to be able to label the structure of the alimentary canal of ruminants.

• To compare structures of ruminants and non-ruminants.

• To know the functions and adaptations of different structures of the alimentary canal of

both ruminants and non-ruminants.

• To be able to define the related concepts/terms.

WEEK

ONE

TOPIC

ANIMAL NUTRITION

SUB-TOPICS/ CLARIFICATION

DAY 1. Alimentary canals

▪ Comparison on the external structure of the alimentary canal of a ruminant and non-ruminant

DAY 2. Alimentary canals ▪ Functions and adaptations of various

structures of the alimentary canal ▪ Description of the internal structure

of the rumen, reticulum, omasum, abomasum and small intestine

RELATED CONCEPTS/TERMS/VOCABULARY

▪ Alimentary canal/ Gullet

▪ Animal nutrition

▪ Alimentary canal/ Gullet

▪ Monogastric

▪ Polygastric

▪ Peristalsis

▪ Retro-peristalsis

▪ Regurgitation

▪ Ruminants/non ruminants

▪ Reticulo-rumen

▪ Forestomach

▪ Rumination

▪ Fermentation

▪ Papillae

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▪ Ingestion

▪ Digestion

▪ Absorption

▪ Egestion

EAC CONSIDERATIONS

▪ Learners will be given diagrams to

label, and provide functions as well

as adaptations of the different parts

of the alimentary canal for farm

animals.

PRIOR/ BACKGROUND KNOWLEDGE

▪ Herbivores and omnivores

▪ Grazers and Browsers

▪ Ruminants and non-ruminants

▪ Micro organism

▪ Mutualism

▪ Cellulose

RESOURCES

▪ CAPS document

▪ Annual Teaching Plan

▪ Examination Guideline

▪ Textbooks

▪ Worksheet

▪ Live specimen of the alimentary

canal

▪ Charts showing pictures with

different alimentary canals.

▪ Data projector/OHP and slides

▪ DVD( ASAAE Polokwane

conference): :digestive physiology of

ruminants: rumen microbial

fermentation

ACTIVITIES

▪ Labelling of the alimentary canal of

both ruminants and non- ruminants

▪ Comparison(differences/similarities)

of the alimentary canal

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▪ Functions and Adaptations of the

different structures of the alimentary

canal

▪ Terminology

METHODOLOGY

DAY 1.

▪ Clarify the role of alimentary canals

in nutrition.

▪ Use diagrams to show different

alimentary canals of different farm

animals.

▪ Discuss with learners functions of the

structures in the alimentary canals.

DAY 2.

▪ Evaluate structures having similar

functions in different animals.

▪ Analyse the adaptations of different

structures to their functions.

▪ Use illustrations and diagrams to

show internal structures of the

ruminants stomach compartments.

ASSESSMENT

▪ Informal assessment

➢ Homework

➢ Class work

➢ Group discussion ➢ Question and answer

• Formal: Dissection/ model of the

chicken gut

ERRORS/MISCONCEPTIONS/PROBLEM AREAS

▪ Emphases on:

➢ types and examples of farm

animals

➢ glandular (Proventriculus) and

muscular (Gizzard) stomach

of a fowl

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➢ fore-stomach and four

compartments of the stomach

of a cow

DIFFERENTIATED TEACHING APPROACHES: HIGH FLYERS AND PROGRESSED LEARNERS

▪ Communicative approach for all

learners

▪ Problem based for high flyers

▪ Enquiry for high flyers

▪ Cognitive (requires thinking,

understanding and recalling) for all

learners.

WEEK 1 ANNEXURES

ACTIVITY 1 [ 17 MARKS ] 1.1 Study the diagram of the digestive system of a farm animal illustrated below and answer

the questions that follow.

1.1.1 Identify the animal that has the above digestive system. (1) 1.1.2 Is the animal mentioned in QUESTION 2.1.1 still very young or is

it a mature animal? Give a reason for your answer. (2) 1.1.3 Name the part labelled A to J (10) 1.1.4 How is structure A adapted to perform its function? Suggest TWO adaptations.

(2) 1.1.5 Which movement is caused by the structure named in

QUESTION 1.1.4? (1)

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1.1.6 Give the letter of the part where the main absorption of nutrients takes place. (1)

ACTIVITY 2 [ 07 MARKS ]

2.1.1. Identify the type of farm animal shown in the diagram above. (1) 2.1.2. Refer to at least ONE structure in the diagram above to motivate the answer to

QUESTION 2.1.1. (1) 2.1.3. Identify the part where each of the following occurs and write down only the letter (A-E) (a) Excretion (1) (b) Absorption of amino acids (1) (c) Main absorption of water (1) 2.1.4. Give TWO reasons why the animal above cannot be fed roughages. (2)

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ACTIVITY 3 [ 07 MARKS ]

3.1 The diagram below shows a schematic image of the alimentary canal of a

fowl.

3.1.1 Identify, from the image, the letters of TWO structures outside

the alimentary canal responsible for the secretion of digestive

juices.

(2)

3.1.2 State the functions of the structures labeled F and H. (2)

3.1.3 Use the image above to determine THREE structural

differences between the alimentary canals of fowls and cattle.

(3)

ACTIVITY 4 :T ERMINOLOGY [ 7 MARKS]

4.1 Define the following concepts

4.1.1 Alimentary canal (1)

4.1.2 Ruminant (1)

4.1.3 Non – ruminant (1)

4.1.4 Forestomach (1)

4.1.5 Reticulo-rumen (1)

4.1.6 Simple stomach (1)

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4.1.7 Compound/ simple stomach (1)

ACTIVITY 5

5. Study carefully the following alimentary structures of different farm animals then

answer the questions that follow.

5.1 Identify each of the farm animals associated with the diagrams indicated as farm animal 1

and farm animal 2. (2)

5.2 Compare the functions of the part labelled B and G. (2)

5.3 Give ONE observable difference in the digestive systems of farm animal 1 and 2.

(1)

5.4 Which animal would be able to digest a roughage?

Give a reason for your answer. (2)

5.5 Write down the LETTER and the NAME of the structure where the following takes place

in farm animal 1 and 2.

(a) Absorption of certain fermented products. (1)

(b) Physical digestion of food through small stones. (1)

(c) Storage and softening of food. (1)

(d) Digestion of cellulose. (1)

(e) Maximum absorption of water from food. (1)

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MARKING GUIDELINES

ACTIVITY 1 [ 08 marks]

1.1 Digestive system of farm animals 1.1.1 Calf, ruminant, cow √ (1) 1.1.2 Very young animal, √fore stomach is underdeveloped. √ (2) 1.1.3. A. Oesophagus B. Rumen C. Reticulum D. Omasum E. Abomasum F. Small intestine G. Colon H. Rectum I. Caecum J. Anus 10x1 (10) 1.1.4 ● Has longitudinal and circular muscle√ ● Mucous membrane√ (2) 1.1.5 Peristalsis√ (1) 1.1.6 F√ (1) ACTIVITY 2 [07 marks] 2.1. 2.1.1. Non – ruminant √ (1) 2.1.2. A- stomach √ (1) 2.1.3. (a) E √ (1)

(b) C √ (1)

(c) D √ (1)

2.1.4

• No rumen √ (1)

• No microorganism for cellulose digestion √ (1)

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ACTIVITY 3 [ 08 marks]

3.1. Schematic image of the alimentary canal of a fowl

3.1.1 Letters of TWO structures responsible for the secretion of

digestive juices

• I✓

• E✓

(2)

3.1.2 The functions of the structures labelled

F -Chemical digestion through digestive juices✓

H -Grind the feed finer✓

(2)

3.1.3 THREE structural differences between the alimentary canals of

fowl and cattle

Fowl: Cattle:

2 x caeca 1 x caecum ✓

Cloaca/vent Anus ✓

Simple stomach Complex stomach ✓

Beak with no teeth Mouth with teeth ✓ (Any 3)

(3)

ACTIVITY 4 [07 marks]

4.1.1 Alimentary canal – the digestive track/ gut, leading from mouth to the anus, through which

the feed passes. √ (1)

4.1.2 Ruminant – Animal with complex or compound stomach, i.e. the stomach is divided into

four parts (rumen, reticulum, omasum and abomasum) √ (1)

4.1.3 Non ruminants- animal that have a single / simple stomach √ (1)

4.1.4 forestomach- is the first three parts of a complex or compound stomach ((rumen, reticulum

and omasum) √ (1)

4.1.5 Reticulo – rumen- is the first two parts of the compound stomach (rumen and reticulum) √

(1)

4.1.6 Simple stomach – is the stomach not divided into visible parts. (1)

4.1.7 Compound/complex stomach – is the stomach that is divided into four visible regions.

(1)

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ACTIVITY 5

5.1 Farm animal 1- Fowl/Chicken√

Farm animal 2- Cow√/Goat√/Sheep√(any 1) (2)

5.2 Serve the function of storing√ and softening√ food. (2)

5.3 The number of stomachs.√

The size of organs.√ (any 1) (1)

5.4 Farm animal 2√ as the stomach of the animal is adapted to performing the action.√ OR

The micro-organisms present assist in the action.√ (any 1 sound reason (2

5.5 It an adult√ animal as it have all the stomachs fully developed.√ (2)

5.6 (a) G-Rumen√

(b) C-Ventriculus/Gizzard√

(c) A-Crop√/G-Rumen√

(d) G-Rumen√

(e) F-Abomasum√ (1x5)

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Term 1

Week 2

Lesson objectives

At the end of the lesson learners should be able to:

• Define rumination, regurgitation and peristalsis.

• Differentiate between chemical and mechanical digestion.

• Give a brief explanation of the intake of food and chewing of the cud.

• Compare the difference in size and functionality between the stomach of a young and an

adult ruminant.

• Classify the different types of the rumen microbes.

• Describe the most important requirements for normal functioning of rumen microbes.

• Name the functions of the rumen microbes.

• Explain absorption of food directly by osmosis and diffusion.

Week 2

Topic Digestion

Subtopic/ Clarification 1. Digestion in non-ruminants(pig)

• Basic processes of the alimentary canal.

o Ingestion, Digestion, Absorption,

Assimilation & Egestion.

• Digestion(mouth, stomach, small intestines)

• Absorption (passive & active)

2. Digestion in a non-ruminant(fowl)

• Structure of the fowl’s alimentary canal

• Role of the crop, proventriculus, ventriculus & cloaca

• Adaptations of proventriculus & ventriculus to their functions

• Functions of accessory glands

3. Digestion in ruminants

• Structure of a ruminants alimentary canal

• Description of ruminants: Stomachs,

Rumination & Regurgitation

• Difference between a mature & a young

ruminant.

• Functions of the rumen

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• Role of the microbes and their

requirements from the rumen

4.

• Functions of the omasum and abomasum

• Adaptations of omasum and abomasum in

performing their functions

Related

concepts/terms/vocabulary

• Digestion

• Mechanical digestion

• Chemical digestion

• Peristalsis

• Retro-peristalsis/ reverse peristalsis

• Regurgitation

• Rumination/ chewing the cud

• Bolus

• Cud

• Chyme

• Egestion

• Villi

• Absorption (active and passive)

• Cloaca

EAC considerations • Learners can be given a case study to read and

answer questions (writing)

• Presentation(oral, diagram-based)

• Random questioning during or at the beginning

of the lesson.

• Picking terms/concepts in a container/box.

Prior/background knowledge • Grade 11 active and passive absorption

• Grade 10 animal studies, differences between

ruminants & non-ruminants.

Resources • Textbooks

• Case study

• PowerPoint presentation

Activities • Terminology

• Identifying & labelling structures

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▪ Comparison(differences/similarities) of the

alimentary canal

▪ Functions and Adaptations of the different

structures of the alimentary canal

▪ Modelling

Methodology DAY 1

• Define the concept/term digestion.

• Questions based on the processes occurring in

the alimentary canal (interaction).

• Draw a schematic representation or diagram of

the digestive system and add learners’

responses in each part.

• The teacher adds the missing concepts/points.

For example, the role of the hydrochloric acid in

the stomach.

DAY 2

• Learners are given a diagram based activity

where they are supposed to identify the crop,

ventriculus and proventriculus.

• Comparing structures having similar functions

to those of ruminants.

• A chicken can be dissected to show live parts

of the alimentary canal.

DAY 3

• Use diagrams to illustrate differences between

mature and young ruminants.

• Illustrate through drawing the path followed by

food in ruminants to clarify rumination.

DAY 4

• Using pictures to show physical appearances of

the compartments of the stomach

• Dissecting the stomach

• Check for various parts of the complex stomach

as well as their suitability to perform their

functions.

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• Requirements and functions of microbes in the

reticulo-rumen.

Assessment • Practical investigation

• Class test

• Classwork

• Homework

Errors/misconceptions/problem

areas

• Rumination versus regurgitation

• Excretion & egestion

Differentiated teaching

approaches: High flyers &

Progressed learners

A designed worksheet will have additional

questions for Progressed learners and High flyers.

E.g.

➢ For progressed learners: check texture

(feed/inner lining of the stomach) and size of

the different component.

➢ For high flyers: check the pH using the

universal indicator and check the

temperature using the thermometer.

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Activities:

Activity 1

1 The flow chart below shows different processes involved in the movement of food through

the digestive system tract of farm animals.

1.1 Name the processes labelled A-E. (5)

1.2 Match the descriptions below with the processes in the flow chart above. Write

only the letter.

(a) Finger-like projections will increase surface area for nutrient uptake

(1)

(b) Mechanical and enzyme digestion occurs. (1)

1.3 Name the enzyme in non-ruminants responsible for digestion in A (1)

Activity 2

2. Study the following table showing various enzymes assisting in chemical digestion and

answer questions to follow.

ENZYME SUBSTRAT PRODUCT

A Lipids Fatty Acids

B Casein Solid milk proteins

Amylase C Maltose

Peptidase Peptides D

E Maltose Glucose

Lactase F Glucose

2.1 Define the concept chemical digestion. (1)

2.2 Name the labels A-F. (6)

2.3 Name TWO main parts of the alimentary canal the above substances are found in.

(2)

Food taken in through the mouth

Food particles are broken down

Soluble food particles move

across the wall of the small intestine

into the bllood

Dissolved food particles are taken

by body cells

Undigested food is eliminated from the

body

A B C

D E

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Activity 3 3. The structure below represents a cross section of a villus.

3.1 Name a part in the alimentary canal where the structure illustrated above is found.

(1)

3.2 Depict the main nutrients absorbed by parts A and B. (2)

3.3 Identify the structures labelled G increasing surface area of absorption. (1) 3.4 Name the glands labelled as D secreting intestinal juices. (1) 3.5 State the name of digestive juices secreted by part D. (1) Activity 4 4. The diagram below shows the absorption of nutrients from the small intestines into the

blood circulatory system.

4.1 Identify the types of nutrient transport in A and B. (2)

4.2 Identify structure C. (1)

4.3 Name the nutrient that is absorbed through each of the following:

(a) Blood capillaries (1)

(b) Lacteal (1)

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Activity 5 5. The diagram below shows the alimentary canal of a farm animal.

5.1 Identify parts A, D and E. (3)

5.2 Name TWO ways in which part C is adapted to perform its function. (2)

5.3 Identify part B and estimate the pH of its contents. (2) 5.4 Give one importance of stones in the part labelled C. (1)

5.5 Name TWO parts of the alimentary canal of poultry that will not be found in sheep.

(2)

Activity 6

6. The diagram below shows the accessory glands playing an important role in digestion.

6.1 Identify and name the structures labelled A - D. (4)

6.2 Provide the name and one function of the substance found in part A. (2)

6.3 Depict the name of the digestive juice secreted by part C. (1)

D

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Activity 7

7. The pictures below show the stomach compartments in farm animal.

A B

7.1 Indicate the TYPE and EXAMPLE of an animal with the stomach compartments in the picture

above. (2)

7.2 Identify the letter from the pictures representing the compartment where the following occurs:

(a) Microbial fermentation (1)

(b) Grinding of food (1)

(c) Heating rods keep the temperature constant (1)

7.3 Explain how the compartment labelled A is structurally suited to perform its

function. (1)

Activity 8

8. The diagram below illustrates the process of rumination in the stomach of a ruminant.

The arrows point out the movement of the food in the different parts of this alimentary

canal.

8.1 Identify the parts labelled A and B in the stomach area illustrated

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above. (2)

8.2 Briefly describe the process of rumination by referring to the arrows

that show the movement of food in this alimentary canal. (3)

8.3 Select a letter (A–E) of a part on the diagram that corresponds with

the following descriptions:

(a) A chamber similar to that of the non-ruminant in terms of digestive juices it

secretes and the functions it performs (1)

(b) The compartment of this stomach that has a honeycomb

patterned lining (1)

(c) The chamber where foreign objects like wire are lodged (1)

8.4 Name TWO functions of bacteria and protozoa in this alimentary

canal. (2) .Activity 9

9.1 Select THREE labelled parts that constitute the forestomach of ruminant animals.

(3)

9.2 State TWO ideal conditions required for microbial activity in the ruminant stomach.

(2)

9.3 Describe TWO functions of micro-organisms in the digestive system of ruminants.

(2)

9.4 Enzymatic digestion of feed occurs in the true stomach of a ruminant animal. Give a

reason to support this statement. (2)

9.5 Name a part in the digestive system of a fowl that is adapted to perform the same

function as the true stomach of ruminant animals. (1)

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PRACTICAL INVESTIGATION WORKSHEET

RUMINANT STOMACH DISECTION/CHICKEN DISECTION

GROUP MEMBERS’NAMES

1. ________________________________________

2. ________________________________________

3. ________________________________________

4. ________________________________________

5. ________________________________________

6. ________________________________________

7. ________________________________________

Method

a) Place a ruminant stomach in a hard clean surface.

b) Using a knife or a dissecting pair of scissors, dissect the compound stomach in the

middle.

c) Remove the feed content in each stomach and place it separately

Task/exercise

1. Name the apparatus used to conduct the investigation. (5)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Give an account of the feed content found in each stomach compartment. (4)

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_____________________________________________________________

3. Explain in details why there are differences in terms of the feed content found in each

stomach. (4)

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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4. Describe the texture and appearance of each compartment. (8)

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Using the thermometer correctly, read the temperature of the ruminant. (3)

__________________________________________________________________________________________________________________________________________

6. Using the content found in the rumen, test and name the pH of this compartment (2)

__________________________________________________________________________________________________________________________________________

7. Is the pH suitable for the functioning of the rumen? explain in details.(4)

_______________________________________________________________________________________________________________________________________________________________________________________________________________

30 Marks

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MARKING GUIDELINES: Activity 1 1.1 A – Ingestion B – Digestion C – Absorption D – Assimilation E – Egestion 1.2 (a) C (b) B 1.3 Salivary amylase Activity 2

2.1 Breaking down of food through the action of enzymes/digestive juices.

2.2 A – Lipase

B – Renin

C – Starch

D – Amino acids

E – Maltase

F – Lactose

2.3 True-stomach and small intestines

Activity 3

3.1 Small intestines

3.2 A – Proteins/Carbohydrates

B – Lipids/Fats

3.3 Micro-villi

3.4 Glands of Lieberkühn

3.5 Succus entericus

Activity 4

4.1 A – Active absorption

B – Passive absorption

4.2 Carrier molecules

4.3 (a) Proteins/Carbohydrates

(b) Lipids/Fats

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Activity 5

5.1 A – Crop

D – Small intestine/Duodenum

E – Pancreas

5.2 It has a rough inner layer and it consists of small stones assisting in food grinding.

5.3 B is the Proventriculus having an Acidic pH.

5.4 It assists in breaking down food/mechanical digestion.

5.5 Crop, Proventriculus, Ventriculus, Ceacea and Cloaca (ANY TWO)

Activity 6

6.1 A – Gall bladder

B – Duodenum

C – Pancreas

D – Liver

6.2 Bile

• Helps in the emulsification of fats

• It helps in the absorption of fat soluble vitamins

• It neutralises the acidic pH of gastric juices

• It serves an anti-septic agent (ANY ONE)

6.3 Pancreatic juice/Enterokinase

Activity 7

7.1 Ruminant e.g. cow/sheep/goat

7.2 (a) A

(b) B

(c) A

7.3 It consists of numerous papillae bringing heat creating a suitable environment.

Activity 8

8.1 A – Rumen

B – Omasum

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8.2 The coarse ingest in the reticulum is regurgitated back to the mouth for re-chewing. The

refined cud is re-swallowed into the omasum and later passed to the abomasum.

8.3 (a) D

(b) C

(c) C

8.4

• Breaking down of fibre.

• Synthesis of amino acids.

• Synthesis of soluble fatty acids (ANY TWO)

26

LESSON GUIDELINE FOR GRADE 12

TERM ONE

Week 3

Lessons Objectives

• To be able to state functions and importance of water, proteins, Carbohydrates and lipids (fats

and oils)

• To be able to state food source and deficiency symptoms of macro and micro elements

• To be able to state functions, food source and deficiency symptoms of vitamins

• To be able to classify vitamins according to their solubility.

WEEK Three

TOPIC Components of feeds

SUB-TOPIC • Classification of the components of feeds.

• Importance and functions of water, proteins,

carbohydrates and fats and oil in animal production

and growth.

• Importance, deficiencies and food source of minerals

(macro-elements and micro-elements).

RELATED

CONCEPTS/TERMS/VOCAB

• Growth

• Production

• Reproduction

• Maintenance

• Fattening

• Nutritive ratio

EAC CONSIDERATIONS

• Listening: listen to the educator and questions will

follow

• Speaking: learners answer questions asked in the

classroom

• Writing: writing of activities

• Reading: read the posters and stick the correct

answers in the correct poster.

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PRIOR/BACKGROUND

KNOWLEDGE

• Organic and inorganic compounds (grade 11 AGRS).

RESOURCES • Grade 12 NCS CAPS text books.

• Grade 11 Life Sciences text books.

• Food specimens.

ACTIVITIES • Classwork

• Homework

METHODOLOGY Day 1:

• Telling (explain the concepts) method.

• Use the schematic diagram to show various

components of feeds.

• Written activities.

Day 2:

• .

• Explain the importance of the feeds and their

functions.

Day 3:

• Learner centred method

• Assess practical

Day 4:

• Explain the importance of vitamins

• Leaner centred

• Assess practical

ERRORS/MISCONCEPTION/

PROBLEM AREAS

• Similarities between minerals and vitamins

deficiency. e.g. Vitamin D and Calcium have both

Rickets and Osteomalacia.

DIFFERENTIATED

TEACHING APPROACHES:

HIGH FLYERS AND

PROGRESSED LEARNERS

❖ Progressed learners

• Leaner centred lessons (practical)

• Visual resources (diagrams of animals with deficiency

and food specimens)

• Activities based on section A (MCQs, Matching)

❖ High flyers

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• Section A (agricultural terms and correct

agricultural terms) questions.

• Section B: diagram questions

Activity 1.

Topic: Components of feed

Complete the following worksheet

Table 1.1

Vitamins Solubility

Fats/water

Functions Deficiency

symptoms

Food source

1__________ 2__________ Blood clotting 3______________ 4_________

Vitamin A 5_________ 6___________ 7_______________ Green

Pasture

8_________ 9_________ 10__________ Anaemia 11________

Vitamin D 12_________ 13__________ Rickets 14_________

Vitamin B12 15_________ 16__________ 17____________ 18_________

19_________ 20_________ 21__________ Curled-toe paralysis 22_________

Vitamin B1 23________ 24__________ Degeneration of

nerve cells

25________

26________ 27________ 28________ Muscular dystrophy 29________

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Activity 2

2. Below is a schematic representation of the components of feeds.

2.1 Identify the substances represented by A, B and C. (3)

2.2 Distinguish between an oil and a fat. (2)

2.3 State the end product of digestion of the following in pigs:

(a) Carbohydrate (1)

(b) Protein (1)

Activity 3

3.1Name a vitamin or mineral deficiency that may lead to each of the following:

(a) Osteomalacia (1)

(b) Night blindness (1)

(c) Goitre (1)

(d) Anaemia (1) (e) Deformation and ulceration of the cornea of the eyes (1) (f) Muscular dystrophy (stiff-lamb disease) (1) (g)Insufficient formation of haemoglobin in red blood cells (1) (h) Milk fever in dairy cattle (1) (i) Sway-back in sheep (1) (j) Parakeratosis in chickens (1)

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Marking Guideline

1. Vitamin K √

2. Fat soluble √

3. Poor Clotting of blood for chicken √

4. Green forage √

5. Fat soluble V

6. Good vision V

7. Night blindness V

8. Vitamin B6 (Pyridoxine) V

9. Water soluble

10. Haemoglobin synthesis/ Macro nutrient metabolism/Health immune and Nervous system V

11. Whole grains e.g. Oatmeal V

12. Fat soluble V

13. Healthy teeth and bones/ Good growth/ Absorption of calcium and phosphorus/ Anti-rickets

V

14. Sun-dried hay V

15. Water soluble V

16. Contains cobalt/ Co-enzyme in several reactions V

17. Wasting disease/ Staggers/ Retarded growth/ Poor hatching of eggs V

18. Fermentation products/ formed in the alimentary canal of ruminants V

19. Vitamin B2 (Riboflavin) V

20. Water soluble V

21. Normal growth V

22. Whole grain s V

23. Water soluble V

24. Prevent certain nervous systems V

25. Yeast/ green fodder/ Not required by ruminants animals V

26. Vitamin E V

27. Fat soluble V

28. Metabolic regulator V

29. Cereal grains/ Oil seeds V

Question 2

2.1

A. Dry matter

B. Inorganic

C. Vitamins

2.2

1) Fats: are solid at room temperature

31

2) Oil: are liquid at room temperature oil contain more proportion of unsaturated fatty acid.

2.3

1) Glucose

2) Amino Acid

3.1

Deficiency Mineral Vitamin

(a) Osteomalacia Calcium D

(b) Night blindness A

(c) Goitre Iodin

(d) Anaemia Iron

(e) Deformation and

ulceration of the

cornea of the eyes

A

(f) Muscular

dystrophy (stiff-lamb

disease)

Selenium E

(g)Insufficient

formation of

haemoglobin in red

blood cells

Iron

(h) Milk fever in dairy

cattle

Calcium

(i) Sway-back in

sheep

copper

32

Term1

Week 4

Objective(s)

By the end of the lesson learners should be able to:

• Define digestibility of feed, digestibility co-efficient, biological value, essential amino acids

index, ideal proteins, gross energy, metabolic energy, digestible energy and net energy,

and nutritive ratio.

• List the factors affecting the digestibility of feeds

• Able to describe the method used to improve/increase the digestibility of feeds, the

purpose/aims of calculating the energy value of feeds and the nutritive ratio in animal

feeding.

• Calculate and interpret the digestibility co-efficient of a feed, the feed energy flow and

nutritive value of feeds.

• To explain the importance of animal proteins in rations and evaluate the feed proteins in

terms of biological value.

• Identify and draw the schematic representation of energy flow.

• Name the units in which the energy value is expressed.( J,KJ,MJ)

•

Week 4

Topic : Animal nutrition

Sub-topic / clarification Day 1. Digestibility of feeds

• Digestibility and digestibility co-

efficient

• Factors affecting digestibility

• Improving feed digestibility

• Calculating and interpreting

digestibility co-efficient

Day 2. Quality of feeds

• Concept of Biological value

• Distinguishing between essential

and non-essential amino acids

• Concept of the ideal protein

Day 3. Energy values

• Importance of energy and how it is

measured

• Concepts of GE, DE, ME & NE

33

• Calculations based on energy flow

and interpretation of energy

values

Day 4. Nutritive ratio

• Concept of NR

• Interpretation of NR

• Calculation of NR

Related concepts/terms/ vocabulary • Digestibility co-efficient

• Biological value

• Energy value

• Gross energy

• Digestible energy

• Metabolic energy

• Net energy

• Nutritive ratio

• Dry matter

• Moisture content

• Ideal proteins

• Essential amino acids

• Non- essential amino acids

EAC considerations • Learners will work in groups and

present their solid arguments in

front of the whole class; each

group will have a group leader and

a speaker.

• Continuously engaging in class

activities.

• Teaching methodology will also

help in achieving EAC.

Prior knowledge • Components of feeds

Resources • Textbooks, previous exam

papers(National),calculators,

• Caps document.

34

activities • Class works/ home works from

previous exam papers and text

books to help leaner’s in achieving

the targeted outcome/objectives

• Calculating digestibility co-

efficient, energy value and

nutritive ratio.

Methodology Day 1

• Explain the concept of digestibility

• List possible factors affecting feed

digestibility

• List and explain different

processes that are used to

improve digestibility

• Demonstrations of calculating and

interpreting digestibility co-efficient

Day 2

• Provide learners with definitions of

the concepts

• Distinguish between essential and

non-essential amino acids

• Allow learners to investigate

differences on BV of proteins of

plant and animal origin

Day 3

• Use a schematic diagram to

illustrate different energy values

• Provide explanations of different

energy values

• Use a schematic illustration to

calculate energy values as losses

occur

Day 4

• Provide the explanation of NR.

35

• Tabulate different NR values to

highlight their purposes.

• Use examples to calculate and

interpret the suitability of NR

Assessment • Group discussions

• Peer assessment

• Summative assessment

Misconceptions/errors/ problematic

areas

• Learners, at times struggle to use

the formulae as taught

• Poor substitution

• Units not included in some cases

• Poor interpretation of digestibility

co-efficient and nutritive ratio

• Poor interpretation of calculation.

Differentiated teaching approaches:

high flyers and progressed learners.

• More challenging activities for high

flyers

• Forming groups to be led by high

flyers.

• More remedial work for

progressed/struggling learners.

Activities

Activity 1

1. The table below shows the feed composition, feed intake and feed excreted by a calf that consumed 5 kg of feed with a 15% moisture content.

FEED COMPOSITION FEED INTAKE (%) FEED EXCRETED (%)

Moisture 7,7 3,8

Crude protein 5,0 3,0

Crude fibre 78 72

Minerals 4,0 2,2

1.1 Identify the feed component that has the lowest absorption rate in the body of the calf.

(1)

1.2 Substantiate the answer to QUESTION 1.1 by giving one reason. (1)

1.3 Give ONE reason, from the table, why the feed above cannot be recommended for

milk-producing cows. (1)

1.4 Calculate the dry material of the feed in kg. (2)

36

Activity 2 2. A heifer was fed with 25 kg feed with a moisture content of 15%.

This heifer excreted 8 kg dry manure.

2.1 Calculate the digestibility co-efficiency of the feed. (5)

2.2 Explain the implication of the digestibility co-efficiency in

QUESTION 2.1 (2)

2.3 Suggest THREE processes that can be applied to improve the digestibility of feeds. (3)

Activity 3 3. The table below shows the biological value (BV) of different feeds that are fed to growing

piglets.

TYPES OF FEED BIOLOGICAL VALUE (BV)

Fishmeal 90

Soymeal 70

Wheat 60

Peanut meal 75

Maize meal 55

Bone meal 78

3.1 Explain the concept biological value. (2)

3.2 Indicate the relationship between the biological value and the

quality of a feed. (2)

3.3 Identify the feed with the lowest biological value in the table above. (1)

3.4 Determine the suitability of the feed identified in QUESTION 3.3 for animal

production. (1)

3.5 Explain why it is important to feed pigs with a feed that has a high biological value.

(1)

Activity 4

4. The diagram below is a schematic representation of the energy flow

in a farm animal.

4.1 Refer to the schematic representation above and identify A, B and C. (3)

4.2 Identify the type of energy that serves as a potential energy value of a feed.

(1)

4.3 Write down the formula used to work out digestible energy. (1)

37

4.4 Give TWO reasons why net energy is important to livestock. (2)

Activity 5

A heifer eats 6, 48 kg of hay per day, which contains the total of 123, 8 MJ gross energy. She

loses 35, 5 MJ in faecal energy, 5, 4 MJ in urine, 10, 45 MJ in methane production and 21, 0 MJ

is lost in heat. Calculate the DE, ME and NE available to the animal per day again give a

detailed description of the calculations and interpret the results. (6)

Activity 6

6. The table below shows the composition of two animal feeds.

FEED A FEED B

80% TDN 70% TDN

10% DP 12% DP

NR = 1 : 7 …

6.1 Use a formula to calculate the nutritive ratio (NR) of FEED B. (3)

6.2 FEED A cannot be recommended for milk-producing cows.

Refer to the nutritive ratio above to justify this statement. (2)

Activity 7

7. The table below gives the nutritional information of selected feeds.

FEED CRUDE PROTEIN (%) TDN (%)

Lucerne hay 25 62

Maize meal 9,5 80

Silage 7,5 75

7.1 Calculate the nutritive ratio (NR) of Lucerne hay. Show ALL

calculations. (3)

7.2 Classify the scale of the NR value of Lucerne hay calculated in

QUESTION 7.1. (1)

7.3 Justify the suitability of Lucerne hay for the fattening of matured

animals by referring to the data above. (2)

38

MARKING GUIDELINE

Activity 1

1.1 Crude fibre✓

1.2 The fore-stomachs of a calf are still under-developed. ✓

1.3 It consists of a little percentage of needed proteins✓

1.4 DM = 5kg – (15/100 x 5kg) ✓

= 4,25kg✓

Activity 2

2.1 DM in feed = 25kg – (15/100 x 25kg)

= 21,25kg✓

DC = DMI – DME x 100✓

DMI 1

= 21,25kg – 8kg x 100✓

21,25 kg 1

= 13,25kg x 100

21,25kg 1

= 62,35✓ %✓

2.2 Only 62.35% of the feed is digestible and absorbed✓✓

2.3 Pelleting✓, Grinding✓, Soaking✓, Boiling✓, Roasting✓ (ANY THREE)

Activity 3

3.1 It the measure of a protein quality of a feed. ✓

3.2 The higher the BV the higher the quality of a feed. ✓

3.3 Maize meal✓

3.4 Fattening✓

3.5 To stimulate growth/reproduction✓

Activity 4

4.1 A – ME✓

B – Manure/faeces✓

C – Body heat✓

4.2 GE✓

39

4.3 GE – Energy lost through faeces✓

4.4 It important for Growth✓, Production✓, Reproduction✓ and to do Work✓ (ANY TWO)

Activity 5

DE = GE – energy lost faeces✓

123.8mj – 35.5mj

= 83.3mj✓

ME = DE – energy lost through urine & gases✓

= 83.3mj – 15.85mj

= 67.45mj✓

NE = ME – energy lost through body heat✓

= 67.45mj – 21.0mj

= 46.45mj✓

Activity 6

6.1 NR = 1:TDN – DP✓

DP

= 1:70 – 12

12

= 1:68✓

12

= 1:5.67✓

6.2 Feed A has a wide NR✓ and less proteins✓ not suitable for producing animals.

Activity 7

7.1 NR = 1:TDN – DP✓

DP

= 1:62 – 25

25

= 1:37✓

25

= 1:1.5✓

7.2 Narrow✓

7.3 It not suitable for fattening due to its narrow ratio✓ and less fat and carbohydrate content. ✓

40

Term 1

Week 5

Objectives

• Learners will be able to classify the type of feeds.

• Learners will know the characteristics of roughages and concentrates and their functions.

• Learners will know what supplements are and different supplementing methods.

• Learners will be able to plan a fodder flow program using the Pearson square method

Week 5

Topic Animal Nutrition

Subtopic/Clarification Day 1. Types of feeds

• Classify of feed types

• Characteristics of roughages and concentrates and

their functions

• Examples of different feed types

Day 2. Supplements to rations

• Defining what supplements are

• Describe the different forms in which supplements

come in

• Influences of growth stimulants on animal growth

and production

• Precautions of using NPN substances

Day 3. Planning a feed flow program

• Purpose of the use of the Pearson square

• Illustrating the use of the Pearson square in mixing

feed rations

• Calculating the amounts/percent of a feed in a

mixed ration.

Related Concepts/

terms/vocabulary

• Concentrates

• Roughages:

41

• Digestion:

• Digestibility

• Maintenance Ration

• Production Ration

• Pearson Square

• Fodder flow Program

• Large stock unit

• Small stock unit

EAC considerations • Reading (case study).

• Speaking(discussions)

• Listening (presentations)

• Writing(activities and assessment)

Prior Knowledge • Digestion

• Digestibility

• Crude fibre

• Rumination

• Components of feeds

Resources • Concept cards.

• Textbooks

• A chart with the mind-map of the types of feeds.

• Word puzzle.

• Big chart with signs and the parts of a formula

written in small cards(Pearson square)

Activities • Labelling schematic diagrams of feeds

• Drawing Pearson squares

• Case studies

• Group discussions

Methodology Day 1

• Use a schematic illustration to show different feed

types

• Use characteristics to classify between roughages and

concentrates

• Provide the functions of both roughages and

concentrates

42

• List examples of feeds and categorize them into their

classes.

Day 2

• Explain what supplements are and their value to feeds

in regards to deficiencies.

• Use diagrams/pictures to show various forms of

supplements

• List various methods of supplementing suitable for

various vitamins and minerals.

• List various growth stimulants and their roles

Day 3

• Clarify what NPN substances are and their functions

• List the most commonly used NPN

• Describe precautions of using urea

Assessment • Classwork

• Homework

Misconceptions/problem

Areas

• Learners confuse components of feeds with types of

feeds.

• Learners confuse Pearson Square with Nutritive ratio.

Differentiated teaching

approaches

Activities will cater for all learner abilities. There will be

high order, middle order and low order questions as in the

activity. High-flyers will be prepared beforehand to help in

presentations. Use self-discovery to keep their interest and

focus. Progressed learners will use more senses during

lesson and when doing activities.

Activities

Activity 1

1. The following feeds and feed supplements are available to livestock farmers:

43

Choose the most suitable feed or feed supplement from the list above that matches each

of the following descriptions:

1.1 A concentrate to be used as an energy source (1)

1.2 A substance that is used to regulate the lick intake of grazing animals(1)

1.3 A cheap protein supplement in the ration of ruminant farm animals (1)

1.4 A protein-rich concentrate that can be fed to pregnant farm animals (1)

1.5 A protein-rich roughage that is fed to growing calves (1)

Activity 2

2. The diagram below represents a form of mineral supplementation in cattle.

2.1 Indicate the mineral supplementation method represented in the

diagram above. (1)

2.2 Suggest a possible partial substitute for protein that could be used

in the ration of ruminants. (1)

2.3 Briefly explain how the following growth regulators would increase

the production output of a farm animal:

(a) Hormones (1)

(b) Antibiotics (1)

Activity 3

3. The table below shows the fodder crops that form part of a farmer's fodder flow planning.

yellow maize meal; bone meal; urea; Lucerne; silage; salt; fish meal

44

3.1 Use the data above to calculate the following:

(a) Quantity of Fescue (DM t/Ha) (2)

(b) Number of hectares planted with maize (for silage) (2)

3.2 Identify the fodder crop, in the data above that can be utilised as:

(a) Summer grazing (1)

(b) A succulent crop during the winter (1)

(c) The most economic hay (1)

Activity 4

4. The table below indicates the feeds available to a dairy farmer to compose a ration.

REQUIRED DIGESTIBLE

PROTEIN VALUE (DP) %

REQUIRED DIGESTIBLE


REQUIRED DIGESTIBLE


17% Maize 9%

Peanut oilcake 44%

4.1 Use the Pearson square method to balance the ration. (3)

4.2 Calculate the percentage of maize to be included in the ration. (2)

Activity 5

5. The table below shows feeds (A, B, C and D), their respective digestible protein (DP) and

their cost. Animals in a feedlot require 16% digestible protein.

NO. FODDER Ha DM (t/Ha) TOTAL

PRODUCTION

(t/year)

COST

(R/Ha)

TOTAL COST

(R)

1. Kikuyu

(pasture)

25 10 … 680 17 000

2. Ryegrass

(hay)

20 15 300 … 31 160

3. Fescue

(hay)

15 … 210 1 130 16 950

4. Maize

(silage)

… 10 100 1 055 10 550

TOTAL 68 860 75 660

45

5.1 Use the Pearson square method to determine the ratio needed to mix FEED A and

FEED C to meet the feeding requirements stated above. (4)

5.2 If FEED B is mixed with FEED D to meet the feeding requirement then four parts of

FEED B must be mixed with 26 parts of FEED D.

Use the data above to calculate the cost per unit of the following mixtures:

(a) FEED A and FEED C (2)

(b) FEED B and FEED D (2)

Activity 5

5.

PRODUCT CRUDE PROTEIN (%) PRICE PER TON (R)

Maize meal 11 3 210

Soybean meal 44 4 576

A ration with a crude protein content of 13% is required in a production enterprise. The Pearson

square method was used to balance this ration, as illustrated below:

5.1 Calculate the percentage of:

(a) Maize meal in the ration above (2)

(b) Soybean meal in the ration above (2)

MARKING GUIDELINES:

Activity 1

TYPE OF FEED DIGESTIBLE PROTEIN (DP)

(%)

COST PER UNIT

(R/kg)

FEED A 36 R2,90

FEED B 42 R3,50

FEED C 9 R1,10

FEED D 12 R1,40

46

1.1 Yellow maize meal✓

1.2 Salt✓

1.3 Urea✓

1.4 Fish-meal/Bone-meal✓

1.5 Lucerne✓

Activity 2

2.1 Mineral licks✓

2.2 Urea/Biuret✓

2.3 (a) Increases metabolism and feed conversion to release energy. ✓

(b) Sustains good health in animals favouring production. ✓

Activity 3

3.1 (a) 210t/year / 15ha✓

= 14t/ha✓

(b) 100t/ha / 10t/ha✓

= 10ha✓

3.2 (a) Kikuyu pasture

(b) Maize silage

(c) Fescue hay

Activity 4

4.1 9 27 parts of maize✓

44 8 parts of peanut oilcake✓

27 parts of maize : 8 parts of peanut oilcake✓

4.2 % Maize = 27/35 x 100✓

= 77.14%✓

Activity 5

5.1 (a) 31/33 x 100✓

= 93.93%✓

(b) 2/33 x 100✓

= 6.06%✓

17

47

LESSON GUIDELINE

WEEK 6

OBJECTIVES

Learners should be able to:

• Know the different types of animal production systems which are used in South Africa i.e.

intensive and extensive production systems.

• Learners must be able to IDENTIFY and HAVE understanding of animal production systems

• Small – scale and large scale farming systems.

• Factors increasing animal production under intensive production system (broiler production).

• Factors increasing animal production in extensive production systems ( beef production).

WEEK SIX

TOPIC ANIMAL PRODUCTION

SUB-TOPIC PRODUCTION SYSTEMS:

Intensive & extensive production systems

RELATED CONCEPTS/

TERMS/ VOCABULARY

• Feed conversion

• Environment

• Breeding

• Feeding

• Enterprise management

EAC

Speaking and writing: Interpretation & differentiation:

terminology;

Listening and speaking: debate or argue with facts;

Writing: problem solving e.g. outline how to enhance

productivity

PRIOR

KNOWLEDGE/BACKGROUND

INFO

-Domestication of animals; types of animal production and

products thereof

48

RESOURCES

-Textbook; slides; publications (like Farmers Weekly);

DVDs, elders for IK

ACTIVITIES

• Research on the production systems and incorporate

them with farming systems.

• Written activities on intensive and extensive

production systems

METHODOLOGY

-Questions and answers, problem solving; presentations and

self-discovery (allow learners for research).

ASSESSMENT

-Test based assessment- test

-Task based – classwork; homework

PROBLEM AREAS

-Failure to relate the effects of systems to production.

-Failure to understand factors to increase animal production

under intensive and extensive production systems.

-Failure to differentiate between production systems (

intensive and extensive) and farming systems ( commercial

and subsistence)

DIFFERENTIATED

TEACHING APPROACHES

-High flyers- get to be provided with extra activities

-Progressed learners - receive one-on-one approach and

remedial work

49

WEEK SIX ANNEXTURE

ACTIVITY 1 [ 06 marks ]

Study the illustration below and answer questions based on it

A: RURAL CATTLE HERDING B: CATTLE IN A FEEDLOT

1.1.1 Identify the animal production systems represented by A and B in

the above illustrations. (2)

1.1.2 Compare the following aspects of the animal production systems illustrated

above:

(a) Capital investment (2)

(b) Area of land occupied (2)

50


2.1. The farmers below are involved in two different production systems.

FARMER A: Farming in a 4 800 ha semi-arid area with 2 workers. The farm has 1

farm shed, 8 wind pumps, 1 cattle- handling facility, 1 dipping station and 400 cattle

kept on natural pasture.

FARMER B: Farming in a 400 ha wet area with 20 workers. The farm has 6 farm

sheds, 25 feedlot camps, 3 cattle- handling facilities, 3 dipping stations and 3 500

cattle.

2.1.1 Identify the farming system practised by FARMER A and FARMER B (2)

2.1.2 Give TWO reasons from the table that support the answer to QUESTION

2.1.1. (2)

2.1.3 Briefly distinguish between the feeding strategies followed by FARMER A and

FARMER B. (2)

2.1.4 State TWO measures that FARMER A can take to increase production. (2)

MARKING GUIDELINES


1.1.

1.1.1. A= Extensive √

B= Intensive √

1.2.

1.2.1.

EXTENSIVE INTENSIVE

Capital investment Less √ More √

Area of land occupied More √ Less √

ACTIVITY 2

2.1.

2.1.1. Farmer A= Extensive production

51

Farmer B= Intensive production

2.1.2. A – Large area/ space

Less number of labourers, meaning less labour.

Less inputs

B – Less space/ area

More workers, meaning more labour.

More inputs

2.1.3. Farmer A= Extensive

Farmer B= Intensive

52

Term1

Week 7

Objectives


• Differentiate between forms of shelter

• Differentiate between broilers and layers

• Know forms of heat loss.

Week SEVEN

Day ONE

Topic Animal production

Sub-topic • Animal shelter/ protection/ housing

Related concepts / terms • Shelter/ Housing

• Homeothermic

• Cow pens

• Shed

• Broiler units

• Kraal

• Biosecurity

• Thermoregulation

• Conduction EAC consideration • Compare and present different animal

housing structures(writing, and speaking) Prior / background knowledge • Indigenous shelters for example kraal (rock

)

• Domestication of animals Resources • CAPS Document

• Annual teaching plan

• Examination Guideline

• Chalkboard and chalk

• Textbooks

• Excursions Activities • Classwork and home work

Methodology • Question and Answer

• Group Discussion

• Excursion (Farm) Assessment • Informal assessment; previous national

exam question papers

53

➢ Homework

➢ Class work Errors / Misconceptions / Problem

areas: • Emphasis on

➢ Shelter and Housing

➢ Livestock

➢ Homoeothermic and thermoregulation Differentiated teaching approaches:

high flyers and progressed learners. • Face to face approach for all learners

(Individual communication with the

progressed learners)

• Group them (each group must consist of

high flyers, average and progressed

learners)

• Problem based for high flyers.

• Enquiry for high flyers.

• Cognitive (requires thinking, understanding

and recalling) for all learners.

Objectives


• Differentiate production systems

• Know requirements in intensive units

Week 7

Day 2


Sub-topic • Intensive animal production system

Related concepts / terms • Intensive production system

• Semi intensive systems

• Backyard system

• Free range

• Deep litter system

• Battery cage

• Water troughs (drinkers)

• feeders

• feedlot holding pens

• bedding EAC consideration • Understanding of terminology as well as

comparison of production systems.

(speaking, writing and reading)

54

Prior / background knowledge • Indigenous knowledge of different shelters

and housing

• Predators

• Scavengers

• Stock Theft Resources • CAPS Document




• Textbooks

• Agricultural magazines i.e. farmers weekly

• Internet (if available)

• Excursions Activities • Classwork, page 150, activity 1: No: 2 a – f.

Study & Master Grd 12 Methodology • Question and Answer


• Excursion (Farm) Assessment • Informal assessment; previous national

exam question papers, Nov 2012 P1.

➢ Homework Errors / Misconceptions / Problem

areas:

• Emphasis on

➢ Backyard system

➢ Deep litter system

➢ Intensive and extensive system







learners)





55

Objectives


• Understand the behaviour of different farm animals

Week 7

Day 3


Sub-topic • Behaviour of farm animals.

Related concepts / terms • Behaviour of various farm animals

• Blind spot

• Feeding

• Defecation

• Hatching

• Flock(herd) EAC consideration • Conduct research on different farm animal

behaviour(writing, presentation, interpret) Prior / background knowledge • Brooding

• Domestication

• Handling

• Ruminants

• Non-ruminants Resources • CAPS Document




• Textbooks



• Excursions Activities • Homework

Methodology • Question and Answer


• Excursion (Farm) Assessment • Informal assessment

➢ Homework

➢ Class work Errors / Misconceptions / Problem

areas:

• Emphasis on

➢ Blind spot

➢ Flight zone

56







learners)





Objectives


• Know Tools and equipment’s for animal handling

• Know the functions of tools/equipment

Week 7

Day 4


Sub-topic • Handling of farm animals

Related concepts / terms • Prodder

• Castration

• Dehorning

• Docking

• Shearing

• Vaccination

• hoof trimming

• crush

• holding pen

• milking pen

• furrowing pen

• dosing

• nose pliers

• halters

• red flag

• Tattooing

• Branding

57

EAC consideration • Understanding of terminology. (speaking,

writing and reading)

• Use of scientific dictionary. Prior / background knowledge • Animal behaviour

• Whistle

• Whip Resources • CAPS Document




• Textbooks



• Excursions Activities • Classwork

• Homework Methodology • Question and Answer


• Excursion (Farm) Assessment • Informal assessment

➢ Summative Errors / Misconceptions / Problem

areas: • Emphasis on

➢ The usage of handling equipment’s

➢ Whistle and whip

➢ Techniques and tools used to handle

farm animals.



learners.

• Face to face approach for all learners





learners)

• Problem based for all learners.

• Enquiries for all groups.



58

Term 1

Week 8

Objectives


• Differentiate between male and female sex organs

• Differentiate between spermatogenesis and ovigenesis

• Differentiate between sterility and infertility

Week 8

Day

1

Topic ANIMAL REPRODUCTION

Sub-topic • Male Reproductive organs of cattle. • The functions & structures of the male

reproductive organs. • The process of sperm formation

(spermatogenesis) • The factors causing sterility and infertility in bulls.

Related concepts / terms • The primary and secondary reproductive organs of a bull.

• Spermatogenesis • Sterility. • Infertility in bulls.

EAC consideration • Learners will discuss in groups and make a presentation, drawing and labeling of structures as well as giving functions. (writing, speaking, reading, listening)

Prior / background knowledge • Grade 9 Natural sciences, reproduction.

Resources • Textbooks • Video(ASAAE) • charts • Catalogues • Internet (You-tube) • ATP & CAPS -document.

Activities • Classwork • Home work

Methodology • Pair/Group/Class discussion • learner presentation • communicative approach

Assessment • Peer and educator assessment.

Errors / Misconceptions / Problem areas:

• Learners confuse sterility and infertility concepts • Spermatogenesis.

Differentiated teaching approaches: high flyers, average and progressed learners.

• Activities will be done in groups which consists of high flyers, average & progressed learners to enhance individual understanding.

59

Objective


• Differentiate between oestrus and oestrus cycle

WEEK 8

DAY 2

TOPIC ANIMAL REPRODUCTION

SUB-TOPIC • FEMALE RPRODUCTIVE ORGANS

• FUNCTIONS OF FEMALE

REPRODUCTIVE ORGANS.

• THE PROCESS OF OOGENESIS

• THE CONCEPTS OF OESTRUS &

OESTROUS CYCLE RELATED CONCEPTS/TERMS • Ovaries

• Fallopian tubes

• Uterus

• Infundibulum

• Vagina

• Oogenesis/ovigenesis EAC CONSIDERATION • Speak- when discussing the importance

of female reproductive organs.

• Writing –when drawing & labelling the

female reproductive organs. PRIOR KNOWLEDGE • Human reproduction in grade 9 in

Natural Sciences. RESOURCES • CAPS-document

• ATP

• Textbooks

• Chalkboard

• Learner’s book

• Posters ACTIVITIES • Class work

• Home work METHODOLOGY • Narrative

• Question & answer

• Group/Peer Tutoring ASSESSMENT • Baseline

• Summative MISCONCEPTION/ERRORS/PROBLEMATIC

AREAS.

• Learners confuse gametogenesis,

spermatogenesis & Oogenesis.

60

• Learners confuse oestrus & oestrus

cycle. DIFFERENTIATED TEACHING

APPROACHES: high flyers and progressed

learners.

• Each group has balance number of high

flyers, average & struggling learners.

• All learners are exposed to challenging

work while sufficient remedial work is

availed.

Week 8

Day 3

Topic ANIMAL REPRODUCTION

Sub-topic • The female sex hormones and their functions. • The periods/stages/phases of the oestrus cycle in

cows. • The noticeable signs/characteristics of oestrus in

cows. • The practical methods dairy farmers can adopt to

assist identifying cows on heat.

Related concepts / terms • Estrus • estrus cycle • Sex hormones.

EAC consideration • learners will discuss in groups, the oestrus cycles, • write down stages of oestrus

Prior / background knowledge • Previous lesson on oestrus/heat.

Resources • Textbooks • Video.

Activities • Home work • Class work

Methodology • Pair/Group/Class discussion • Active learning. • communicative approach

Assessment • Revision for informal class test.

Errors / Misconceptions / Problem areas:

• Learners confuse Oestrus and Oestrus cycle. • Learners confuse female and male sex Hormones.

Differentiated teaching approaches: high flyers and progressed learners.

• Activities will cater for all learner ability.

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