Educators' Guide for Pedagogy and Assessment

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Unit: 2. Aquatic and Land-Based Production

Agribusiness

Learning Outcome: 1. I can understand the morphology and nutritional requirements of different fish species. 

1 I can outline the morphological differences of an ornamental and an edible fish species.
 WRITING
Types of fish:

• 
  Ornamental Fish: 
  - Cold water: goldfish or mosquitofish or
  - Tropical: cichlids or Siamese fighter fish;
  


• Edible fish: tuna or seabream or tilapia; Pangasius.

Morphology:

• Exterior: fins; head; lateral line; scales;


• Interior: skeleton; swim bladder; heart; gills; brain; reproductive organs. 

2 I can identify the specific nutrients and their roles in fish.
WRITING
Nutrients:

• Proteins;


• Carbohydrates;


• Fat;


• Fibre;


• Vitamins: A;B;C;D;E;K


• 
  Minerals: calcium; phosphorus; sodium; potassium; iron; zinc.
  

1 I can describe the nutritional requirements of different fish species at different life stages.
USE OF DIGITAL MEDIA 
Life Stages: larva/fry; juvenile; adult; reproductive/broodstock.
Nutritional Requirements: proteins; carbohydrates; fats.
Different fish species: tuna; goldfish.

Learning Outcome: 2. I can care for fish in order to prevent and cure diseases and correct disorders. 

3 I can identify the most common ornamental/edible fish diseases and disorders.
READING AND UNDERSTANDING
Fish diseases:

• Fin rot;


• White spot (ich);


• Fish pop-eye;


• Lateral line disease;


• Parasites: e.g. lice;


• Virus: e.g. nodavirus;

Fish disorders: bloat; genetic disorders caused by inbreeding.

4 I can describe the correct treatment procedure to control the most common ornamental/edible fish diseases and disorders.
INFORMATION MANAGEMENT
2 I can explain tank and cage requirements of different fish species.
LEARNING TO LEARN
Tank requirements: size; temperature; salinity; pH; filtration (ammonia, nitrite, nitrate); light; aeration; water source; decor;
Cage requirements: size; location; materials used. 
1 I can perform routine tasks in the maintenance and upkeep of a fish tank taking into consideration the health and safety aspect.
PRACTICAL
Routine tasks: water change; cleaning; feeding; water testing and amendments; record keeping;
Health and Safety: switch off electrical components before cleaning; be aware of sharp edges; wear rubber sole shoes; wash hands; handle chemicals with care.               

Learning Outcome: 3. I can describe the main processes of plant physiology. 

5 I can describe the plant organs that are crucial for the intake and internal transport of water and nutrients.
WRITING
Structure and Function of plant organs of monocots and dicots: xylem; phloem; roots; leaf.
6 I can describe different plant physiological processes.
USE OF DIGITAL MEDIA
Plant physiological processes: e.g. transpiration, translocation, photosynthesis, osmosis, germination, tropisms (photo- and geo-), respiration.                                             
3  I can explain how light and/or temperature can be used to control flowering in horticulture.
PRACTICAL
Flower control: photoperiodism; vernalisation; artificial lighting; blackouts; heating; cooling. 

Learning Outcome: 4. I can cultivate and care for a range of vegetables from field to market. 

7  I can describe the importance of recordkeeping for proper crop pest control and fertiliser application. 
USE OF DIGITAL MEDIA
Types of records: date and field number; type of pathogens; weather condition; pesticide name and active ingredient; nutrient content of fertiliser; quantity/dose of chemical, method of application; type of crop.
8  I can describe the different symptoms of various plant diseases and nutritional deficiencies for a given vegetable species.
INFORMATION MANAGEMENT
Vegetable Species: potatoes or onions.
Symptoms of diseases:

• Potatoes: early blight; late blight;


• Onions: rust; downy mildew;

Symptoms of deficiencies:

• Potatoes: nitrogen; potassium;


• Onions: nitrogen; phosphorus;

                                                    
4 I can select appropiate measures to fight against diseases and nutritional deficiencies in vegetable production. 
 COGNITIVE LEARNING
Cultural practices: choice of resistant/tolerant propagative material; crop rotation; intercropping; solarisation; traps; field burning; tillage;
Biological practices: biological control; manure;
Chemical practices: sterilisation; pesticides; artificial fertiliser. 

5 I can explain the main factors influencing the proper harvesting time of different vegetables. 
CREATIVE LEARNING
Main Factors: species and cultivar; weather conditions, fertility, overall care.

2 I can produce a range of vegetable plants from sowing/transplanting to market.
PRACTICAL
Range of vegetables: e.g. potatoes, spring onions, lettuce, cabbages.
Post-harvest practices: Cleaning; grading; packaging; labelling; storage.
                                                               

Learning Outcome: 5. I can explain the propagation, care and harvesting requirements for different crops. 

9 I can identify the different propagation techniques used for different crops.
WRITING
Propagation techniques: seeding; grafting; cuttings; runners; bulb; rhizome; division; layering.
10 I can select a suitable growing medium for specific growing objectives.
CREATIVE LEARNING
Growing objectives: good water drainage; aeration; pathogen/pest free; nutrient dynamics and control.
Growing media: peat; compost; coconut fibre; soil; perlite; vermiculite; rockwool; expanded clay.       
                             
3 I can propagate a range of crops.
PRACTICAL
Propagation techniques: e.g. seeding, grafting, cuttings, runners, bulb, rhizome, division, layering.

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