L e A R N e R G U I D e

NQF Level: 2 US No: 116055
Learner Guide
Primary Agriculture
Understand
animal nutrition
My name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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.
Understand animal nutrition
2
Primary Agriculture NQF Level 2 Unit Standard No: 116055
Before we start…
Dear Learner - This Learner Guide contains all the information to acquire all the
knowledge and skills leading to the unit standard:
Title: Understand animal nutrition

US No: 116055 NQF Level: 2 Credits: 7
The full unit standard will be handed to you by your facilitator. Please read the unit
standard at your own time. Whilst reading the unit standard, make a note of your
questions and aspects that you do not understand, and discuss it with your
facilitator.
This unit standard is one of the building blocks in the qualifications listed below.
Please mark the qualification you are currently doing:
Title ID Number NQF Level Credits Mark

National Certificate in Animal Production 48976 2 120
National Certificate in Mixed Farming Systems 48977 2 120
Are you enrolled in a: Y N

Please mark the learning program you
Learnership?
are enrolled in:
Skills Program?
Your facilitator should explain the above
Short Course?
concepts to you.
This Learner Guide contains all the information, and more, as well as the activities
that you will be expected to do during the course of your study. Please keep the
activities that you have completed and include it in your Portfolio of Evidence.
Your PoE will be required during your final assessment.
You will be assessed during the course of your study. This is called formative
assessment. You will also be assessed on completion of this unit standard. This is
called summative assessment. Before your assessment, your assessor will discuss
the unit standard with you.
Version: 01 Version Date: July 2006

3
What is assessment all about?

You will be assessed during the course of your study. This is called formative
assessment. You will also be assessed on completion of this unit standard. This is
called summative assessment. Before your assessment, your assessor will discuss
the unit standard with you.
Assessment takes place at different intervals of the learning process and includes
various activities. Some activities will be done before the commencement of the
program whilst others will be done during programme delivery and other after
completion of the program.
The assessment experience should be user friendly, transparent and fair. Should
you feel that you have been treated unfairly, you have the right to appeal. Please
ask your facilitator about the appeals process and make your own notes.
How to use the activity sheets…

Your activities must be handed in from time to time on request of the facilitator for
the following purposes:
The activities that follow are designed to help you gain the skills, knowledge
and attitudes that you need in order to become competent in this learning
module.
It is important that you complete all the activities and worksheets, as directed
in the learner guide and at the time indicated by the facilitator.
It is important that you ask questions and participate as much as possible in

order to play an active roll in reaching competence.
When you have completed all the activities and worksheets, hand this
workbook in to the assessor who will mark it and guide you in areas where
additional learning might be required.
You should not move on to the next step in the assessment process until this
step is completed, marked and you have received feedback from the assessor.
Sources of information to complete these activities should be identified by your

facilitator.
Please note that all completed activities, tasks and other items on which you
were assessed must be kept in good order as it becomes part of your
Portfolio of Evidence for final assessment.
Enjoy this learning experience!

4
How to use this guide …

Throughout this guide, you will come across certain re-occurring “boxes”. These
boxes each represent a certain aspect of the learning process, containing
information, which would help you with the identification and understanding of these
aspects. The following is a list of these boxes and what they represent:
What does it mean? Each learning field is characterized by unique terms and
definitions – it is important to know and use these terms and definitions correctly. These
terms and definitions are highlighted throughout the guide in this manner.
You will be requested to complete activities, which could be group activities, or individual
activities. Please remember to complete the activities, as the facilitator will assess it and
these will become part of your portfolio of evidence. Activities, whether group or individual
activities, will be described in this box.
Examples of certain The following box indicates a summary of

concepts or principles to concepts that we have covered, and offers
help you contextualise you an opportunity to ask questions to your
them easier, will be shown facilitator if you are still feeling unsure of
in this box. the concepts listed.
My Notes …
You can use this box to jot down questions you might have, words that you do not understand,
instructions given by the facilitator or explanations given by the facilitator or any other remarks that
will help you to understand the work better.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................

5
What are we going to learn?

What will I be able to do? .................................................................................. 6
What do I need to know? ................................................................................... 6
Learning Outcomes ............................................................................................. 6
An Introduction……………………………………………………………………………………….….…… 7
Session 1: Nutrient groups, functions, feed ingredients and groups............. 8
Session 2: On-farm storage procedures to maintain feed quality.................. 20
Session 3: Apply stock control and records……………………………………….….……… 25
Session 4: Feed processing for on-farm use……………………………………….……….. 30
Session 5: Evaluate feed quality ……………………………………………….…….…………… 34
Session 6: Apply correct feeding practices……………………………………………..……. 37
Session 7: Identify abnormal feeding behaviour…………………………..………….…. 41
Glossary .......................................................................................... 45
Am I ready for my test? ................................................................. 46
Checklist for Practical assessment ................................................ 48
Paperwork to be done .................................................................... 49
Bibliography ................................................................................... 50
Terms and Conditions..................................................................... 50
Acknowledgements ....................................................................... 50
SAQA Unit Standard

6
What will I be able to do?

When you have achieved this unit standard, you will be able to:
Understand the basic concepts used in animal nutrition, maintaining,

preserving, modifying and enhancing the nutrient value of animal feeds and
follow correct on-farm feeding practices.
Gain specific knowledge and skills in animal feeding and nutrition and will be
able to operate in an animal production environment implementing sustainable
and economically viable production principles.
What do I need to know?

It is assumed that a learner attempting this unit standard will demonstrate
competence against the following unit standards or equivalent:
NQF 1: Apply standard animal feeding practices.
NQF 1: Apply basic food safety practices.
NQF 1: Maintain basic water quality.
Learning Outcomes
At the end of this learning module, you must is able to demonstrate a
basic knowledge and understanding of:
Basic comprehension and understanding of identification of groups of
nutrients, ingredients and feeds.
Following procedures of record keeping, stock control and sensory feed
evaluation and feeding programmes.
Responsibilities for following out tasks and apply known solutions to familiar
problems.
Co-operating with and guiding others (develop communication skills).
Feed quality deviations.
Abnormal feeding behaviour.
Reporting skills.
Data gathering skills

7
An Introduction
This unit standard purpose is to introduce learners to the basic concepts used in animal
nutrition, maintaining, preserving, modifying and enhancing the nutrient value of animal
feeds and to follow the correct feeding practices. The animal element can include (but
is not limited to) one or more of the following species:
Cattle: That include dairy / beef or dual-purpose breeds.
Sheep and goats.
Pigs and other monogastric animals such as poultry.
Horses, mules and donkeys (equine family).
Game.
Fish.
Ostriches, emus and other birds.

Crocodiles, lions.
Why do we farm?
To sustain man and livestock through production of nutrient rich food of both
animal- and plant origin.
To generate an income from the products produced on a farm such as milk, wool,
eggs, feathers and other by- products derived from animals.
To utilize the veldt and roughage produced through the cultivation of soil.
To produce by-products like manure witch can be used as fertilizer.
To utilize other waste products such as crop residues, waste fruit, or by products
such as oil cake and other products that is discarded by factories.
There is information that a potential farmer needs to know in order to plan an animal
production unit.
A farmer must consider the following points in planning his production unit:
Availability of feed, quantity and quality.
The type of animal and its state of health
Creating a stress free environment
He must have knowledge and skill of feedlots and practices
Knowledge of animal health and handling skills
He must be able to identify certain behavioural patterns and rectify problems if

they occur.
8
Nutrient groups, functions,

Session 1 feed ingredients and
groups
After completing this session, you should be able to:
SO 1: Understand basic nutrient groups, functions, feed
ingredients and groups.
In this session we explore the following concepts:

An understanding of each nutrient group and its role in the body is
explained.
The ability to identify principal ingredient groupings is demonstrated.
The ability to identify principal feed groupings is demonstrated.
1.1 Introduction
You must be clear idea on how to follow instructions and how to check on the
quality of feedstuffs.
The handling, storage, and stock control of the feed are important to make sure
that the animals has adequate high quality and safe feed available. It is also
necessary that good personal safety measures be maintained so that you do not
ingest harmful substances such as certain animal medications and foodstuffs like
urea.
You must also be able to constantly check for abnormal animal behaviour and
report such behaviour to the supervisor or farm owner. You have to make sure
that you constantly check on the following:
Are the animals comfortable and relaxed?
Do the animals have enough water and feed?
Is the food and water clean and fresh?
Is the water quality adequate?
Is there enough shade?
Can the animals find shelter from cold winds and rain?
Are the young animals comfortable and well fed?

9
Are any of the animals showing signs of stress?
Do any animal behave strange? E.g. not eating
These questions will make sure that you learn to observe animals well.
1.2 Animal feed

As explained in unit standard 116191 on animal feeding procedures, animal feed can
be categorized into two main groups:
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 (Table 1).
Roughage: Food containing more than 18 percent fibre when dry

and are difficult to digest.
Concentrate: Feed that are rich in nutrients and highly digestible,
they contain less than 10 percent fibre when dry.
Table 1 Six fractions of a feeding sample as analyzed by the Weende Method.

Fraction Components
Moisture Water (Volatile acids and basis)
Ash Essential Elements
Major Ca, P, Mg, Na, Cl, S
Trace Fe, Mn, Cu, Co, I, Zn, Mo, Se
Crude Protein Protein, amino acids, amines, nitrates, glycosides, glycol-
lipids, B-Vitamins
Ether Extract Fats, Oils, Waxes, Organic acids, Pigments, Sterols, Vitamin
A, D, E & K.
Crude fibre Cellulose, Hemi-Celluloses, Lignin
Nitrogen-free Cellulose, Hemi-celluloses, lignin, sugars, starch, fructose,
extractives pectin, organic acids, tannins, pigments, water soluble
vitamins.

10
Animal feed can also be divided into a moisture part and the solid part (dry matter).
The ratio between moisture and dry matter vary, depending on the type of feed or
feed ingredient and the processing method.
Feed ingredients are described according to their nutrient content. The nutrient
analysis of a feed makes it possible to compare the value of different feed
ingredients so that it can be best combined to fulfil the nutrient needs of a specific
animal. In this way one is able to provide a balanced ration to the animal.
Nutrient: Component of the feed that gives nourishment to the

animal.
Ration: Livestock feed consisting out of a mixture of
ingredients.
Different types and classes of animals have different nutritional requirements.

Growing and producing animals need more nutrients than full-grown non-producing
animals.
The function of the farmer is to try to match the available quantity and quality of
feed, with that which is required by an individual animal or a particular group of
animals being fed.
1.3 Animals can be grouped according to

type
The next table, table 2 explains the feeding groups (classes) of animals and the type
of animals in the group as well as an example of the feed they normally consume.
Table 2. Feeding groups of animals
Feeding class Animal type Examples of feed
i. Herbivorous Ruminants Cattle, antelope, sheep, Plant material, grass,
ii. Herbivorous Monogastric goats. bushes and shrubs.
animals (Equine family) Horses, donkeys, rabbits. Plant material and some
concentrates like grains.
Omnivorous Pigs Plant material, roots, meat,
Monogastric Domestic and Wild poultry. and insects, fish.
Lions, dogs, cats, Meat, fish.
Carnivorous
crocodiles.

11
1.4 Feeding strategies can be grouped

according to the feed utilization
The next table, table 3 shows the different ways in witch an animal can utilize its
feed.
Table 3: Different ways of feed intake.
Examples of feed stuffs

Way of utilization Animal type
and use thereof
Natural vegetation and veldt

Game, beef cattle, sheep, consisting of grass, shrubs,
Extensive grazing goats, angora goats and Karoo veldt, small trees etc.
horses. Are used whenever the animal
graze or Browse.
Dairy cows, mutton sheep, Cultivated pastures, crop

Intensive grazing horses, chickens and residues, provided by the
sometimes pigs. farmer.
A variety of feedstuffs are fed

to animals that have no other
Feedlot animals, dairy cows, source of feed available.
Zero grazing
chickens and pigs. Inmost cases the diet is
balanced to supply required
nutrients.
1.5 Feeds can be grouped according to

their origin
Feeds can be grouped according to the general origin and appearance or the way it
was processed. Animal feed can be fed in different forms. It may vary from
natural pastures to complete feeds and from supplements to natural veldt.
Table 4 explains the different feed grouping with examples and description of the
feed.

12
Table 4 Different feed grouping and feed type.

Feed grouping Description Examples
All indigenous and
Natural vegetation and Plants and grasses that grows
naturalized grasses, shrubs,
veldt naturally.
forbs, sedges, trees, etc.
Plants that are sown regularly Rye grass, kikuyu, oats,
(annually or at specific intervals) Lucerne, cereals, various
Cultivated pastures
by man after lands have been legumes, Smuts finger
(usually) mechanically prepared. grass, kweek etc.
Plant material, usually in the
Lucerne, Oats, Rye grass,
Hay early stages of seed setting that
etc.
has been mown, dried and baled
Plant material, cut at various
stages, that is fermented in an Oats, maize, wheat,
Silage
air-less environment (silage pit Lucerne, legumes, etc.
or bale)
The baled stalks and chaff
Straw residues resulting from the seed Wheat, oats, maize, bean.
harvesting process.
Maize, wheat, oats,
Usually the seed component of
Dry concentrates cottonseed, Soya beans,
the plant.
lupines.
Algeal and bacterial Usually a feed supplement
Dried algae and / or bacteria
cultures e.g. brewer’s yeast.
Bone meal, blood meal,
By products from animal
Animal products carcass meal, chicken
processing plants.
manure, fishmeal, fish oil.
Complete dairy meal, Calf
Complete feeds – well Pre-mixed feeds from a feed
meal, Lamb fattening meal,
balanced. factory or on farm mixing.
and Pig growth meal.
Salt / mineral / protein /
Feeds that are offered in
energy licks; molasses;
Supplements. addition to other feedstuffs to
Vitamin / Enzyme
supplement the diet.
supplements.
Animal feed can be divided according to the nutrients it provides. Most of the
nutrients are found in most of the types of feed. However some feed are better
known for supply of protein and other for energy. In the next chapter the learner
will get background on the fractions of feed and their purpose.
1.6 The chemical composition of feed

Knowledge of the basic nutrients of food is necessary. To understand the function
of the different components of feed in the animal’s body the components must first
be explained.

13
Enzymes: Biological catalysts or substances that enhance

biological chemical reaction without changing its
composition.
Crude protein: Substances in a diet containing nitrogen and
contributing towards formation of protein.
The chemical composition of forages
The major diet of farm animals is made up of plant material. Plants and animals
contain the same types of chemical substances. According to constituents,
properties and functions, these substances can be grouped in classes as shown in
the figure.
My Notes …
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .
...................................................................................
...................................................................................
...................................................................................
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................................................................................
...................................................................................
...................................................................................
...................................................................................
...................................................................................
...................................................................................
...................................................................................
...................................................................................
...................................................................................
...................................................................................
...................................................................................
.............................................................................. .....

14
Composition of feed.
Feed
Water Dry material
Inorganic material Organic matter

Minerals
Nitrogenous components “N” Non-nitrogenous components
True Protein Non-protein Carbohydrates Fat and fatty

Nitrogenous substances
Compounds
The dry matter of food is conveniently divided into organic and in-organic material,
although, in living organisms, there is no such sharp distinction. All proteins, for
example, contain nitrogen and some, also contain sulphur and many of the lipids
and carbohydrates in plants contain phosphorus while iron is a structural part of the
haemoglobin molecule. Some of the microelements are for instance intimately
connected with the functioning of enzymes.
The chief nutrients and their functions
It is necessary that the learner have a basic understanding of the main nutrient
components of feed. The table explains the function of the main nutrient
components of feed.

15
Functions of nutrient components.
Nutrient Function in the body
Crude Protein Building blocks for all protein containing material in the body – primarily muscle and
connective tissue, milk, fibre, blood, certain enzymes and hormones.
Carbohydrates Supplies the day to day energy for “running” the body’s whole metabolism
/ Starches
Fats & Oils 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.
Crude Fibre 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.
Minerals – 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
Ca
system. Also involved in the coagulation of blood.
P 80- 85% 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.
K 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.
Na 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.
Cl Chemical component of digestive juices- it aid digestion. Essential in the balance of the
body fluid and maintenance of muscle tone
Mg Activator for many different enzymes.

Plays a role in balancing body fluids.
S Essential for the formation of S-containing proteins. Wool contains high levels of S.
Essential for hormone and enzyme functions.
Fe Essential part of the haemoglobin molecule that carries the oxygen in the blood. Is either
part of or activates a number of enzyme systems.
Vitamins In general they are either a part of or help to activate the enzyme and co-enzyme
systems of the body. Vitamins are essential for all aspects of energy transmission in the
body.
Water 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.

16
Please complete Activity My Notes …

1, 2 & 3 at the end of ...................................
this session . ...................................
. ...................................
. ...................................
. ...................................
. .........
Concept I understand Questions that I still

(SO 1, AC 1-3) this concept would like to ask
The ability to identify principal ingredient

groupings is demonstrated. Feed
ingredients include but are not limited to
grains, plant and animal proteins, NPN,
pulses (oil seeds), fibre, minerals and
vitamins.
The ability to identify principal feed

groupings is demonstrated.
An understanding of each nutrient group

and its role in the body is
explained. Protein, carbohydrates, fats,
fibre, minerals, vitamins, water
My Notes …
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .
...................................................................................
...................................................................................
...................................................................................
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................................................................................
...................................................................................
...................................................................................
...................................................................................
...................................................................................

17
1
Individual exercise. My Name:
..................
My Workplace:
..................
My ID Number:
SO 1 AC 1-3
...................
Make a list of nutrient groups and describe for each its function in the body.
Nutrient group Function in the body
My Notes …
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .
...................................................................................
...................................................................................
...................................................................................
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Facilitator comments: Assessment:

18
2
..................
My Workplace:
..................
My ID Number:
SO 1 AC 1-3
...................
Describe the principle ingredient groupings
My Notes …
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .
...................................................................................
...................................................................................
...................................................................................
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
..................................................................................
..................................................................................
..................................................................................

19
3
..................
My Workplace:
..................
My ID Number:
SO 1 AC 1-3
...................
Describe the principle feed groupings and their origin
My Notes …
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .
...................................................................................
...................................................................................
...................................................................................
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
..................................................................................
...................................................................................
...................................................................................
...................................................................................
...................................................................................

20
Session 2 On farm storage procedures

to maintain feed quality
SO 2: Following correct on-farm storage procedures to
maintain feed quality.

Correct feed storage procedures are demonstrated.
Appropriate basic fire control and management precautions are

explained.
Precautionary insect and rodent control is explained.
2 .1 Correct feed storage procedures are

demonstrated.
What can be done to ensure proper storage of feeds?
Ensure that feed storage areas are waterproof.
If feed is stored loose, ensure that area is protected from wind, rain and
pests/loose roaming animals.
Store high cost feeds and supplements that can easily be loaded, in an area
that can be safely locked.
Small quantities of feed can be stored in plastic bins or containers
Make sure that fire control apparatus is available and working. The basic fire
control measures must be implemented on the farm. Attention should be
given to the safe storage of dry matter like hay and silage to reduce risk of
fire outbreaks.
Rules regarding smoking of tobacco must be strictly enforced especially with

regard to non-smoking areas. Fire prevention equipment like fire
extinguishers must be visible, accessible and clearly marked out. All
employees on the farm must receive proper training with regard to fire
prevention.

21
An accessible register with al management to make sure everybody is

accounted for in the case of a fire outbreak must keep the signed-in names
of employees at hand. 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. Retaining teams must be organized to retain fires and provide
first aid if necessary.
Stack bags / bales in such a manner that cats can get to the rodents, but
that the rodents do not have "nice" hiding places.
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.
Always keep stock control sheets up to date.
2.2 Records to be kept

All feeds that are regularly stored should appear as an item on a stock control sheet.
Before any new consignment of feed arrives, the existing levels of stock need to be
controlled and an area prepared for the new consignment. Do not load fresh food
on top of old food.
All consignments of feed delivered to the farm need to be checked, as it is off-

loaded on the farm. Check that the label corresponds to that on the delivery note.
Check the condition of the bags (are they torn, punctured or badly worn?) Count /
weigh the feed as it is off-loaded and jot the actual number /weight received down
next to the amount on the delivery note. Make a note on the delivery note of any
problems encountered. Once the entire load has been checked, the delivery note is
signed and a copy is kept for the farm records.
Whenever feed is taken out to be used in a mix or to be fed, the amount of stock
that is removed form the store needs to be jotted on the stock control sheet.
The stock levels need to be controlled on a regular basis and maintained at a

specific level. This is done as follows:
Take the last actual count / weight of bags / bales / feed.
Add all deliveries / new mixes made.
Subtract all stock used.

Jot down figure calculated - this is the Expected Stock Level.

22
Now conduct an actual count / weigh and compare it to the expected stock
level.
The Stock Control sheet indicates what the minimum acceptable level of every
item is. Once stock levels have been checked, follow workplace procedure to
order stock that is below the minimum required level.
Whenever stock levels are checked, a check on quality can also be done.
Check e.g. for signs of mould, rancidity, wet, dung contamination, separation
of components.
Report any signs of quality problems on the stock control sheet.

4 & 5 at the end of this .....................................
session . .....................................
. .....................................
. .....................................
. .....................................

Correct feed storage procedures are

demonstrated.
Feed storage includes but is not limited

to bags, bins, silos, heaps, warehouses,
boxes, and cages, as relevant to the
context of operation.
Appropriate basic fire control and

management precautions are explained.
Precautionary insect and rodent control

is explained.
My Notes …
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .
...................................................................................
...................................................................................
...................................................................................
...................................................................................

23
4
Individual assignment; field My Name:
trip ..................
My Workplace:
..................
My ID Number:
SO 2 AC 1-3
...................
Go to the farm were you are doing your practical and ask for a copy of the fire
prevention plans and procedures. Discuss this plan in class and assess if it is
satisfactory. Make suggestions to improve it.
My Notes …
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .
...................................................................................
...................................................................................
...................................................................................
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
..................................................................................
...................................................................................
...................................................................................

24
5
trip ..................
My Workplace:
..................
My ID Number:
SO 2 AC 1-3
...................
Make a list of the effects that a poor insect and rodent control plan might have on
animal health and production on the farm.
My Notes …
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .
...................................................................................
...................................................................................
...................................................................................
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
..................................................................................

25
Session 3 Apply stock control and

records
SO 3: Apply stock control and records.

Recording and reporting on levels of feedstock is demonstrated.
An appropriate measure to secure feedstock against theft is explained.
Knowledge of requisitions, replenishment and stock assessment are
demonstrated.All stock levels, gains or reductions are recorded and
reported appropriately.
Introduction
As feed often makes up to between 60% and 70% of the costs of a farming
operation, it is critically important that it is correctly stored and used. It is very
important that you make sure that you understand the control of feed on a farm.
The farmer must always know the rate of the feed-flow on the farm. In other
words the farmer must have full control of the use and supply of feed on his farm.
Keeping that in mind, it is important that the people who practically feed the animals
on the farm must regularly report to the farmer or manager on the use and stock of
feed.
3.1 What losses can be suffered if feed is

not correctly stored?
Quantity
Birds and rodents will eat the feed or, carry it away.
Loose roaming animals might eat the feed.
Human theft.
Fire could destroy feed that are not stored away.
Insects can turn grains into dust.

26
Wind blows loose meal away.
Quality
Birds, rodents and other animals eating freely will contaminate the feed
with a danger of disease transmission to livestock.
If the feed gets wet, it will become mouldy and is then dangerous to feed
to pregnant animals. It is likely that it will need to be discarded or used to
make compost
High temperatures can turn oily / high fat feeds rancid.
Open containers of molasses attract rodents that may fall into it and
drown.
If feed storage is such that the identity of the feed / mix is lost, it means
that the feed may have to be discarded if it contains potentially dangerous
substances such as antibiotics or urea
Always work on a FIFO (First in - first out) basis, so that feeds do not
become too old.
3.2 What can be done to ensure proper

storage of feeds?
Ensure that feed storage areas are waterproof.
If feed is stored loose, ensure that area is protected from wind, rain and
pests/loose roaming animals.
Store high cost feeds / supplements that can easily be loaded, in an area that
can be safely locked.
Small quantities of feed can be stored in plastic bins or drums.
Make sure that fire control apparatus is available and working.
Stack bags / bales in such a manner that cats can get to the rodents, but that
the rodents do not have "nice" hiding places.
Ensure an active rodent control program (use cats, dogs, baited traps, eco-
friendly poison).
Always keep stock control sheets up to date

27
3.3 Records to be kept

All feeds that are regularly stored should appear as an item on a stock control
sheet. Before any new consignment of feed arrives, the existing levels of stock
need to be controlled and an area prepared for the new consignment. Do not
load fresh food on top of old food.
All consignments of feed delivered to the farm need to be checked, as it is off-

loaded on the farm. Check that the label corresponds to that on the delivery
note. Check the condition of the bags (are they torn, punctured or badly
worn?) Count / weigh the feed as it is off-loaded and jot the actual number
/weight received down next to the amount on the delivery note. Make a note
on the delivery note of any problems encountered. Once the entire load has
been checked, the delivery note is signed and a copy is kept for the farm
records.
Whenever feed is taken out to be used in a mix or to be fed, the amount of
stock that is removed form the store needs to be jotted on the stock control
sheet.
The stock levels need to be controlled on a regular basis and maintained at a

specific level. This is done as follow:
• Take the last actual count / weight of bags / bales / feed.

• Add all deliveries / new mixes made.
• Subtract all stock used.
• Jot down figure calculated - this is the Expected Stock Level.
• Now does an actual count / weigh and compare it to the expected stock
level.
• The Stock Control sheet indicates what the minimum acceptable level of
every item is. Once stock levels have been checked, follow workplace
procedure to order stock that is below the minimum required level.
• Whenever stock levels are checked, a check on quality can also be done.
Check e.g. for signs of mould, rancidity, wet, dung contamination,
separation of components.
• Report any signs of quality problems on the stock control sheet.

28

6 at the end of this .....................................
session . ....................................
. ....................................
. ....................................
. ....................................
. ...

Recording and reporting on levels of

feedstock is demonstrated.
An appropriate measure to secure

feedstock against theft is explained.
Knowledge of requisitions,
replenishment and stock assessment are
demonstrated.
All stock levels, gains or reductions are

recorded and reported appropriately.
My Notes …
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .
...................................................................................
...................................................................................
...................................................................................
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................................................................................
...................................................................................
...................................................................................
...................................................................................
...................................................................................
...................................................................................

29
6
trip ..................
My Workplace:
..................
My ID Number:
SO 3 AC 1-4
...................
Go to the farm were you are doing your practical and obtain the following documents.
a) Requisition forms for ordering of feed and other stock.
b) Documents for recording and reporting on available stock

30
Session
4 Feed Processing for
on-farm use
SO 4: Feed processing for on-farm use.
In this session we explore the following concepts:\

Feed ingredients can be identified correctly according to instructions.
Appropriate feed type, quality and quantity are selected from feed store
for the appropriate application.
Feed is mixed correctly according to formulation where appropriate.
Recording and reporting on feed levels in stock is performed accurately.
Evaluate feed quality before allowing animals access to the feed.
Introduction
Paragraph text as discussed earlier, notes different type of animals found within
South Africa.
The most abundant animals farmed with are the ruminants. Ruminants make out a
large group. Cattle, sheep, goats and most antelope fall in this group. Farmers may
farm extensively with cattle, sheep and goats, but in the case of dairy cattle and
sometimes, sheep and goats intensive or semi-intensive farming is practiced. In
cases of intensive farming, the ration fed to the animals must include all the
nutrients needed.
Extensive grazing pastures may also need extra feed in drought times in the form of
licks. The farmer can feed already mixed feed or he can mix his own. Pig and
poultry farmers feed concentrates to their pigs or chickens. Dairy cattle or beef
cattle and sheep farmers will feed roughage as well as concentrates.
It is very important that farmers mix their rations in the correct way. The following
must be kept in mind when mixing feeds and licks.
Points to remember when mixing feed / licks:
• For hand mixing ensure that the area on which the mix is going to be made, is
clean and dry. If a concrete slab is not available, try and use a sheet of metal
or plastic to work on. It is not good to mix soil in with feed. It may wear down
animals' teeth and may cause digestive problems.
• Ensure that spades and buckets are clean and dry.

31
• Use appropriate protective clothes.
• Have all the ingredients ready at hand - weigh or count out the ingredients
before you start mixing.
• Make very sure that the correct ingredients are used in the correct quantities -
check recipe often. Jot down ingredients as they are weighed or counted out.
• Ensure a thorough mix by always mixing the finest grain products together
first, followed by course grained, adding any liquid last.
• If a very small quantity of powder is to be added (e.g. medicated powder,

herbal powder etc.), mix this with a larger volume of similarly fine-grained
ingredient and then mix with the whole or mix it with the liquid (if it is wet
table) that is mixed in last.
• If you are mixing a large quantity of liquid in by hand, form a dam inside the
well-mixed dried ingredients and add liquid slowly so that it does not break the
wall. Gradually mix the dry ingredients with the liquid by taking spades full of
dry ingredients off the inside of the wall and mixing it with the liquid in the
dam. Continue this all around the dam as long as it takes to mix in the whole
wall.
• Always check for foreign bodies such as wire or string or plastic while mixing.
Remove such items before bagging / storing stock.
• Clean the mixing area / equipment after the mix has been bagged or otherwise
removed.
• If equipment such as hammer mills or feed mixers are used, ensure that the
relevant Safety Regulations are followed.
• Update stock sheets.

♦ Quantity of ingredients used - stock out / used
♦ Quantity of mix made - stock in / received.

7 at the end of this ...................................
session . ...................................
. ...................................
. ...................................
. ...................................
. .........

32

Feed ingredients can be identified

correctly according to instructions
Appropriate feed type, quality and

quantity is selected from feed store for
the appropriate application.
Feed is mixed correctly according to

formulation where appropriate.
Recording and reporting on feed levels

in stock is performed accurately.
My Notes …
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .
...................................................................................
...................................................................................
...................................................................................
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................................................................................
...................................................................................
...................................................................................
...................................................................................
...................................................................................
...................................................................................
...................................................................................
...................................................................................
...................................................................................
...................................................................................
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .

33
7
Group Work; field trip My Name:
..................
My Workplace:
..................
My ID Number:
SO 4 AC 1-4
...................
Divide into groups of 5 and go to the farm or feedlot, were you are doing your
practical. Learners must demonstrate the poses of feeding livestock and should
include:
a) Select appropriate feed quantities and quality from stock available.
b) Demonstrate correct mixing of ingredients and feed animals to ensure accessibility.

34
Session
5 Evaluate feed quality

SO 5: Evaluate feed quality before allowing animals access
to the feed.
5.1 Feed quality

Quality of feed
The quality of feed refers to its ability to provide in the nutritional needs of the
animal and is measured directly by calculating the amount of feed in kilograms given
to the animal and its growth in production.
The quality of a feedstuff is determined by:

The freshness thereof
The form in witch it is given to the animal
Degree of contamination of the feedstuff
The amount of digestible nutrients within the feed
The correct balance between concentrate and roughage.
To assess the quality of a feed it is important not only to physically assess the feed
but also to make sure that none of its ingredients can be harmful to the animal.
In feedlot environments it is important to carefully monitor the feed in the troughs:
Make sure there is always fresh feed in the troughs as most animals in feedlots
can afford to feed very selectively.
Feed should be provided at regular intervals and in amounts that can be finished
in a relatively short period of time. Production improves drastically when large
amounts of feed is divided and given at regular intervals.
All leftover feed must be removed at the end of each day.
Remove al foreign materials from the troughs as this may block the animals
digestive system.
Troughs should regularly be disinfected to prevent spreading of disease.
Troughs should be well positioned out of the elements to protect feed from rain.
Some feeds like urea may become poisonous when it gets wet.

35

8 at the end of this ...................................
session . ...................................
. ...................................
. ...................................
. ...................................
. .........

Feed quality assessment is

demonstrated.
The ability to remove sub-standard or

waste feeds. Is demonstrated.
The ability to report and record actions

taken is demonstrated.
The ability to identify reasons for

deviations and actions is demonstrated.
My Notes …
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .
...................................................................................
...................................................................................
...................................................................................
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................................................................................
...................................................................................
...................................................................................
...................................................................................
...................................................................................
...................................................................................
...................................................................................
...................................................................................
...................................................................................

36
8
Individual assignment My Name:
..................
My Workplace:
..................
My ID Number:
SO 5 AC 1-4
...................
Wright a report on how you would ascertain if feedstuffs were of good quality.
Include the following:
a) Physical evaluation.
b) ‘First in / First out’.
c) Information on product of suppliers.

37
Session 6 Apply correct feeding

practises
SO 6: Apply correct feeding practices.

Water quality.
Extensive feeding systems.
Semi-Intensive feeding systems.
Intensive feeding systems.
6.1 Water Quality

No livestock producer will ever be able to sell a good quality product if
there is no clean water on the farm.
The quality of drinking water is definitely one of the most important production
factors and is often not considered when the topic of feeding systems is being
discussed.
Good quality drinking water must always be available and accessible in any
production system.
Care must be taken to ensure that water troughs are cleaned daily and it must be
constructed in such a way as to not allowing livestock to damage it. In most parts of
the country water is scarce and losses must be prevented. If shade can be provided
it will ensure that the temperature of the water is always cool which can boost
production during the hot summer months and it also reduces the growth rate of
algae in the water supply
The most important task regarding water supply is the fact that it must be
continues. The producer must put in place infrastructure e.g. reservoirs, dams,
purification systems and pipelines. To ensure the quality of the water stays the
same, regular water sampling and analyses must be done. The infrastructure
necessary for continuous water quality supply will differ for different farms but must
ensure a good quality water supply and enough water to prevent shortages from
occurring.

38
6.2 Extensive feeding systems

The basic principles of an extensive production or feeding system is the
following:
Low input from management.
High degree of self-sufficiency of livestock.

Livestock in an extensive feeding system is normally free grazing or browsing in a
camp or pasture and no additional feedstuffs are provided in addition to the natural
vegetation of the veldt. The only component supplied by management is good
quality drinking water. Livestock is regularly moved to different camps to prevent
overgrazing of the veldt. Dry-land systems with no irrigation of the veldt are
normally the case.
Where there is a shortage of nutrients in the consistency of the natural vegetation a

producer often provides a lick to compensate for this deficiency. This normally
includes a protein and micro- supplement lick.
Good quality drinking water must always be available and accessible in

any production system.
6.3 Semi-intensive feeding systems
The principles of this kind of system is the following:
A higher input level of management is required than with the extensive system
but lower management than with intensive feeding systems.
The animal’s nutritional needs are met by 50/50 % ratio between free grazing
and feeding supplied by management. Normally the animal takes in enough
roughage when browsing or grazing and the concentrate part of its diet is
supplied as an additional feed. In the case of semi intensive systems the grazing
can differ from natural veldt to irrigated crops.
This type of feeding system is used in many production systems in South Africa.
Good quality drinking water must always be available and accessible in

any production system.

39
6.4 Intensive feeding systems

The principles of this kind of feeding system is
High input from management.
Low level of self-sufficiency from livestock.
This type of system is normally used on dairy farms and feedlots and requires a high
degree of input from management.
Management must provide both the roughage and concentrate parts of the balanced
diet of the animals and this requires careful management skills as animals can easily
be underfed, overfed or poisoned.
Every animal is different and all the animals in a group won’t necessarily have the
same nutritional requirements. Furthermore, the production outputs of some animals
are much higher than that of others. Producers had to overcome this problem
because it is not cost effective to feed the group to the requirements of the animal
with the highest or lowest nutritional requirement within the group. It is now
possible to feed every animal in accordance to its individual need and production
ability. This method ensures a more feasible input-output ratio.
Again, good quality drinking water must always be available and accessible in any
production system.

9 at the end of this ....................................
session .....................................
.....................................
.....................................
.....................................
.....

The ability to ensure continuous water

supply is demonstrated.
The ability to observe and report

regularly on feed availability is
demonstrated.
The ability to co-ordinate maintenance

of feeding equipment is demonstrated
The ability to allow animals access to

feed according to program is
0demonstrated.

40
9
Individual assignment My Name:
..................
My Workplace:
..................
My ID Number:
SO 6 AC 1-3
...................
Describe in detail the type of feeding system used on the farm were you are doing
your practical.
a) Note all the different strategies and activities that mite make the specific feeding
used, unique.

41
Session
7 Identify abnormal feeding
behaviour.
SO 7: Identify abnormal feeding behaviour.
Introduction
Now that you have learned about feed and the type of animal that needs a certain
type of feed, we can look at abnormal feeding behaviour of animals. There will
always be competition among animals when fed. Feeding is a time when a keen
observer can clearly spot abnormal behaviour and reporting that to the supervisor
early might save some animals lives or to make management decisions. Feeding
time is also a time where the weaker or younger animals will find it difficult to
compete with the stronger and older animal. Therefore there must be enough
feeding space or ration so that every animal gets its fair share. Feed intake is
directly related to production levels. Supplying animals with adequate feed and
water is critical for their well being and production.
Feed intake is very badly affected if any of the following problems occur:
Too little feed is made available. This leads to severe competition between
animals and the younger and weaker animals always gets the least access.
Lack of clean water. Feed intake will stop sooner than later if no water is
available.
Feed is contaminated with urine and dung.
Feed contains foreign matter such as plastic, wire, string etc. Death may be the
result from swallowing of these foreign objects.
Spoilt feed left in feed troughs accumulates due to a lack of intake by the
animals. This leads to the false impression that there is sufficient feed available.
Feed is out of reach of animals or feeders are not distributing feed properly.
Incorrect quantity or type of feed is offered.
Feed is selectively eaten - certain portions are left.
Feed space is so limited as to result in severe competition between animals -

some animals having very little if any access to feed. This also leads to weaker
animals being injured.

42
Animals want to eat, but due to some physical problem is unable to do so (e.g.
something stuck in the throat; smooth tongue; infections on the lips, tongue or
gums; stasis of the gut; colic; bloat).
Sick animals rarely exhibit a healthy appetite.
Animals that are on heat usually do not eat much.
Pain reduces feed intake.
Stray voltage results in a low current being present in metal feeders. Animals
exhibit low or erratic intake.
Routine checks to prevent problems
In order to prevent any of the above problems, certain routine checks should be in
place. For example:
Actual feed intake should be calculated regularly.
Automatic feeders should be checked daily for correct functioning.
Feed bunkers should be cleaned at least once or twice a week - depending on

how wet and perishable the feed is and how the feed bins are shaped.
Feed bunkers should be checked twice daily for contamination and spoilt feed
removed.
Remove any foreign matter such as wire, string, plastic etc.
In an intensive feeding system, water troughs should be checked twice daily to

ensure that fresh clean water is always available.
Animals should be fed according to a regular routine.
Availability of feed in a grazing situation should be monitored daily.
Salt licks should be limited, to prevent animals from over-intake if it is only

irregularly supplied. This can lead to diarrhoea.
Animal health should be monitored and any of the following symptoms

immediately recorded and reported:
• Diarrhoea;
• Lameness accompanied by swollen cornets (laminitis);
• Bloat;
• Sweet smell on the breath of a ruminant (ketosis);
• Sour smelling, yellowish dung in a ruminant (acidosis);
• Swollen muzzle / muzzle;

43
• Drooling from the mouth;

• Vomiting;
• Excessive weight loss or gain.
Metal feeders should be checked for stray voltage from time to time.

10 at the end of this ...................................
session . ...................................
. ...................................
. ...................................
. ...................................
. .........

Animals are assessed regarding their

feeding habits over time.
Abnormal feeding behaviour is recorded

and reported.
Any deviation or observations regarding

feeding are observed and reported.
My Notes …
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .
...................................................................................
...................................................................................
...................................................................................
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................................................................................
...................................................................................
...................................................................................
...................................................................................

44
10
Individual Report My Name:
..................
My Workplace:
..................
My ID Number:
SO 7 AC 1-3
...................
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.

45
Glossary
Term Description
A method of feeding was the animals use its lips to pluck off leaves
Browse
normally found with sheep and goats.
Feed that are rich in nutrients and highly digestible; they contain less
Concentrate
than 18 percent fibre when dry.
Carnivorous Animals that feeds on meat.
A method of feeding were the animal curls its tongue around a stand of
Graze grass and with a jerk of the head the grass is then cut off with the lower
front teeth. This is the method of feeding used by cattle.
Herbivorous Animals that feeds on plants and plant derivatives.
The digestive system has only one stomach where ruminants have 4
monogastric
stomachs.
Omnivorous Animals that feeds on both plant and animal products.
Feed containing more than 18 percent fibre when dry and are difficult to
Roughage
digest
A type of digestive system found in herbivores that has 4 different

Ruminants
stomachs and used these animals chose the cud.
My Notes …
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .
...................................................................................
...................................................................................
...................................................................................
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................................................................................
...................................................................................

46
Am I ready for my test?

Check your plan carefully to make sure that you prepare in good time.
You have to be found competent by a qualified assessor to be declared
competent.
Inform the assessor if you have any special needs or requirements before the
agreed date for the test to be completed. You might, for example, require an
interpreter to translate the questions to your mother tongue, or you might need
to take this test orally.
Use this worksheet to help you prepare for the test. These are examples of
possible questions that might appear in the test. All the information you need
was taught in the classroom and can be found in the learner guide that you
received.
1. I am sure of this and understand it well
2. I am unsure of this and need to ask the Facilitator or Assessor to explain what it means
Questions 1. I am sure 2. I am unsure
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.
7. The main diet of farm animals contains / made up of

what?
8. Crude Protein is a nutrient, what is its function in the

animal body?
9. What minerals do we need to maintain muscle tone and to

balance body fluids?
10. Why is it important to store high fat / oily feeds away

from high temperatures?

47
Questions 1. I am sure 2. I am unsure
11. Why do we give animals licks?
12. Cattle, sheep and goats are all examples of which group
of animals?
13. When an animal doesn't want to eat, what should you

suspect?
14. Why is it important for animals to have enough feeding

space?
My Notes …
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................

48
Checklist for practical assessment …

Use the checklist below to help you prepare for the part of the practical
assessment when you are observed on the attitudes and attributes that you need
to have to be found competent for this learning module.
Answer Motivate your Answer

Observations
Yes or No (Give examples, reasons, etc.)
Can you identify problems and deficiencies

correctly?
Are you able to work well in a team?
Do you work in an organised and

systematic way while performing all tasks
and tests?
Are you able to collect the correct and

appropriate information and / or samples
as per the instructions and procedures that
you were taught?
Are you able to communicate your

knowledge orally and in writing, in such a
way that you show what knowledge you
have gained?
Can you base your tasks and answers on

scientific knowledge that you have learnt?
Are you able to show and perform the

tasks required correctly?
Are you able to link the knowledge, skills

and attitudes that you have learnt in this
module of learning to specific duties in
your job or in the community where you
live?
The assessor will complete a checklist that gives details of the points that are
checked and assessed by the assessor.
The assessor will write commentary and feedback on that checklist. They will
discuss all commentary and feedback with you.
You will be asked to give your own feedback and to sign this document.
It will be placed together with this completed guide in a file as part
of you portfolio of evidence.
The assessor will give you feedback on the test and guide you if there are
areas in which you still need further development.

49
Paperwork to be done …
Please assist the assessor by filling in this form and then sign as instructed.
Learner Information Form
Unit Standard 116055
Program Date(s)
Assessment Date(s)
Surname
First Name
Learner ID / SETA
Registration
Number
Job / Role Title
Home Language
Gender: Male: Female:
Race: African: Coloured: Indian/Asian: White:
Employment: Permanent: Non-permanent:
Disabled Yes: No:
Date of Birth
ID Number
Contact Telephone
Numbers
Email Address
Signature:
Postal Address

50
Bibliography
World Wide Web:
wordnet.princeton.edu/perl/webwn
Terms & Conditions

This material was developed with public funding and for that reason this material
is available at no charge from the AgriSETA website (www.agriseta.co.za).
Users are free to produce and adapt this material to the

maximum benefit of the learner.
No user is allowed to sell this material whatsoever.
Acknowledgements
Project Management:
M H Chalken Consulting
IMPETUS Consulting and Skills Development
Developer:
J van der Merwe
Authenticator:
Mr MM Ratsaka
Technical Editing:
C Klindt
OBE Formatting:
Ms P Prinsloo
Design:
Didacsa Design SA (Pty) Ltd
Layout:
Ms P Prinsloo

All qualifications and unit standards registered on the National Qualifications Framework are
public property. Thus the only payment that can be made for them is for service and
reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted,
the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:

SAQA US ID UNIT STANDARD TITLE
116055 Understand animal nutrition
SGB NAME NSB PROVIDER NAME
SGB Primary NSB 01-Agriculture and Nature
Agriculture Conservation
FIELD SUBFIELD
Agriculture and Nature Conservation Primary Agriculture
ABET BAND UNIT STANDARD TYPE NQF LEVEL CREDITS
Undefined Regular Level 2 7
REGISTRATION REGISTRATION START DATE REGISTRATION END SAQA DECISION
STATUS DATE NUMBER
Registered 2004-10-13 2007-10-13 SAQA 0156/04
PURPOSE OF THE UNIT STANDARD

The learner achieving this unit standard will understand the basic concepts used in animal nutrition,
maintaining, preserving, modifying and enhancing the nutrient value of animal feeds and follow correct on-
farm feeding practices. In addition they will be well positioned to extend their learning and practice into
other areas of Animal production in agriculture.
Learners will gain specific knowledge and skills in animal feeding and nutrition and will be able to operate
in an animal production environment implementing sustainable and economically viable production
principles.
They will be capacitated to gain access to the mainstream agricultural sector, in animal production,
impacting directly on the sustainability of the sub-sector. The improvement in production technology will
also have a direct impact on the improvement of agricultural productivity of the sector.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that a learner attempting this unit standard will demonstrate competence against the
following unit standards or equivalent:
• NQF 1: Apply standard animal feeding practices.

• NQF 1: Apply basic food safety practices.
• NQF 1: Maintain basic water quality.
UNIT STANDARD RANGE

Whilst range statements have been defined generically to include as wide a set of alternatives as possible,
all range statements should be interpreted within the specific context of application.
Range statements are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must
however be comparable in scope and complexity. These are only as a general guide to scope and
complexity of what is required.
UNIT STANDARD OUTCOME HEADER
N/A
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Understand basic nutrient groups, functions, feed ingredients and groups.
OUTCOME RANGE
Functions for nutrients include but are not limited to maintenance, stimulation and production.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
An understanding of each nutrient group and its role in the body is explained.
ASSESSMENT CRITERION RANGE
Protein, carbohydrates, fats, fibre, minerals, vitamins, water.
The ability to identify principal ingredient groupings is demonstrated.
Feed ingredients include but are not limited to grains, plant and animal proteins, NPN, pulses (oil seeds),
fibre, minerals and vitamins.
The ability to identify principal feed groupings is demonstrated.
Feed includes but is not limited to natural vegetation and veld, planted crops, pastures, hay, silage, dry
concentrates, algeal cultures and whole animals, animal products, complete feeds and supplements.
SPECIFIC OUTCOME 2
Following correct on-farm storage procedures to maintain feed quality.
OUTCOME RANGE
Feed includes but is not limited to whole animals, animal products, natural vegetation and veld, planted
crops, pastures, hay, silage, dry concentrates, algeal cultures and complete feeds and supplements, as
relevant to the context of operation.
ASSESSMENT CRITERIA
Correct feed storage procedures are demonstrated.
Feed storage includes but is not limited to bags, bins, silos, heaps, warehouses, boxes, cages, as relevant
to the context of operation.
Appropriate basic fire control and management precautions are explained.
Precautionary insect and rodent control is explained.
SPECIFIC OUTCOME 3
Apply stock control and records.
OUTCOME RANGE
ASSESSMENT CRITERIA
Recording and reporting on levels of feed stock is demonstrated.
An appropriate measure to secure feed stock against theft is explained.
Knowledge of requisitions, replenishment and stock assessment are demonstrated.
All stock levels, gains or reductions are recorded and reported appropriately.
SPECIFIC OUTCOME 4
Feed processing for on-farm use.
OUTCOME RANGE
ASSESSMENT CRITERIA
Feed ingredients can be identified correctly according to instructions.
Appropriate feed type, quality and quantity is selected from feed store for the appropriate application.
Feed is mixed correctly according to formulation where appropriate.
Recording and reporting on feed levels in stock is performed accurately.
SPECIFIC OUTCOME 5
Evaluate feed quality before allowing animals access to the feed.
OUTCOME RANGE
ASSESSMENT CRITERIA
Feed quality assessment is demonstrated.
The ability to remove sub-standard or waste feeds. Is demonstrated.
The ability to report and record actions taken is demonstrated.
The ability to identify reasons for deviations and actions is demonstrated.
SPECIFIC OUTCOME 6
Apply correct feeding practices.
OUTCOME RANGE
Feeding strategies appropriate to extensive, semi-intensive and intensive production systems.
ASSESSMENT CRITERIA
The ability to ensure continuous water supply is demonstrated.
The ability to observe and report regularly on feed availability is demonstrated.
The ability to co-ordinate maintenance of feeding equipment is demonstrated.
Troughs, dispensers, founts etc.
The ability to allow animals access to feed according to program is demonstrated.
SPECIFIC OUTCOME 7
Identify abnormal feeding behaviour.
OUTCOME RANGE
crops, pastures, hay, silage, dry concentrates, algeal cultures and complete feeds and supplements.
Animals include but are not limited to mammals, reptiles, birds, crustaceans, molluscs, fish and insects.
ASSESSMENT CRITERIA
Animals are assessed regarding their feeding habits over time.
Abnormal feeding behaviour is recorded and reported.
Abnormal feeding behaviour in animals includes but is not limited to low intake, feed selection, feed
rejection, vomiting, weight-loss (or lack of weight gain), over consumption overfeeding.
Any deviation or observations regarding feeding are observed and reported.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

The assessment of qualifying learners against this standard should meet the requirements of established
assessment principles.
It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in
which the qualifying learners are working. These activities and tools may include an appropriate
combination of self-assessment and peer assessment, formative and summative assessment, portfolios and
observations etc.
The assessment should ensure that all the specific outcomes; critical cross-field outcomes and essential
embedded knowledge are assessed.
The specific outcomes must be assessed through observation of performance. Supporting evidence should
be used to prove competence of specific outcomes only when they are not clearly seen in the actual
performance.
Essential embedded knowledge must be assessed in its own right, through oral or written evidence and
cannot be assessed only by being observed.
The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a
qualifying learner is able to explain the essential embedded knowledge but is unable to perform the specific
outcomes, they should not be assessed as competent. Similarly, if a qualifying learner is able to perform
the specific outcomes but is unable to explain or justify their performance in terms of the essential
embedded knowledge, then they should not be assessed as competent.
Evidence of the specified critical cross-field outcomes should be found both in performance and in the
essential embedded knowledge.
Performance of specific outcomes must actively affirm target groups of qualifying learners, not unfairly
discriminate against them. Qualifying learners should be able to justify their performance in terms of these
values.
• Anyone assessing a learner against this unit standard must be registered as an assessor with the
relevant ETQA.
• Any institution offering learning that will enable achievement of this unit standard or assessing this unit
standard must be accredited as a provider with the relevant ETQA.
• Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines
in the relevant qualification and the agreed ETQA procedures.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The person is able to demonstrate a basic knowledge of:
• Basic comprehension and understanding of identification of groups of nutrients, ingredients and feeds.
• Following procedures of record keeping, stock control and sensory feed evaluation and feeding
programmes.
• Responsibilities for following out tasks and apply known solutions to familiar problems.
• Co-operating with and guiding others (develop communication skills).
• Feed quality deviations.
• Abnormal feeding behaviour.
• The purpose of achieving these outcomes.
• Reporting skills.
• Data gathering skills
UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A
UNIT STANDARD LINKAGES

N/A
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING

Problem Solving: Relates to outcomes:
• Follow correct on-farm storage procedures to maintain feed quality.
• Apply stock control and records.
UNIT STANDARD CCFO WORKING

Teamwork: Relates to all outcomes.
UNIT STANDARD CCFO ORGANIZING

Self-Management: Relates to all outcomes.
UNIT STANDARD CCFO COLLECTING

Interpreting Information: Relates to all outcomes.
UNIT STANDARD CCFO COMMUNICATING

Communication: Relates to all outcomes.
UNIT STANDARD CCFO SCIENCE

Using science and technology: Relates to all outcomes.
UNIT STANDARD CCFO DEMONSTRATING

Interrelatedness of systems: Relates to all outcomes.
UNIT STANDARD CCFO CONTRIBUTING

Self-development: Relates to all outcomes.
UNIT STANDARD ASSESSOR CRITERIA

N/A
UNIT STANDARD NOTES

N/A
All qualifications and unit standards registered on the National Qualifications Framework are public property. Thus the only
payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is
reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

L e A R N e R G U I D e

Uploaded by

Copyright:

Available Formats

L e A R N e R G U I D e

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

L e A R N e R G U I D e

Uploaded by

Copyright:

Available Formats

NQF Level: 2 US No: 116055

Title: Understand animal nutrition

Title ID Number NQF Level Credits Mark

Are you enrolled in a: Y N

Version: 01 Version Date: July 2006

What is assessment all about?

How to use the activity sheets…

It is important that you ask questions and participate as much as possible in

Sources of information to complete these activities should be identified by your

Enjoy this learning experience!

Version: 01 Version Date: July 2006

How to use this guide …

Examples of certain The following box indicates a summary of

Version: 01 Version Date: July 2006

What are we going to learn?

What do I need to know? ................................................................................... 6

Learning Outcomes ............................................................................................. 6

Session 1: Nutrient groups, functions, feed ingredients and groups............. 8

Session 2: On-farm storage procedures to maintain feed quality.................. 20

Session 3: Apply stock control and records……………………………………….….……… 25

Session 4: Feed processing for on-farm use……………………………………….……….. 30

Session 5: Evaluate feed quality ……………………………………………….…….…………… 34

Session 6: Apply correct feeding practices……………………………………………..……. 37

Session 7: Identify abnormal feeding behaviour…………………………..………….…. 41

Am I ready for my test? ................................................................. 46

Checklist for Practical assessment ................................................ 48

Paperwork to be done .................................................................... 49

Terms and Conditions..................................................................... 50

SAQA Unit Standard

Version: 01 Version Date: July 2006

What will I be able to do?

Understand the basic concepts used in animal nutrition, maintaining,

What do I need to know?

Version: 01 Version Date: July 2006

Cattle: That include dairy / beef or dual-purpose breeds.

Sheep and goats.

Pigs and other monogastric animals such as poultry.

Horses, mules and donkeys (equine family).

Ostriches, emus and other birds.

Availability of feed, quantity and quality.

The type of animal and its state of health

Creating a stress free environment

He must have knowledge and skill of feedlots and practices

Knowledge of animal health and handling skills

He must be able to identify certain behavioural patterns and rectify problems if

Nutrient groups, functions,

In this session we explore the following concepts:

The ability to identify principal feed groupings is demonstrated.

Do the animals have enough water and feed?

Is the food and water clean and fresh?

Is the water quality adequate?

Is there enough shade?

Are the young animals comfortable and well fed?

Version: 01 Version Date: July 2006

Are any of the animals showing signs of stress?

Do any animal behave strange? E.g. not eating

1.2 Animal feed

Roughage: Food containing more than 18 percent fibre when dry