This unit has 5 learning outcomes.
LEARNING OUTCOMES |
ASSESSMENT CRITERIA |
The learner will: |
The learner can: |
- Understand the principles, processes and procedures relevant to the correct identification of species.
(EC2.1; EC2.2; EC23.3)* |
- Define a specific taxonomic group and illustrate its hierarchical relationship within classifications.
- Outline the diagnostic features of the main representative families within a taxonomic group.
- Explain the reasons for the use of scientific conventions for the naming of biological specimens and apply these conventions correctly.
- Identify the issues that might influence the reliability and accuracy of correct species identification.
- Design a dichotomous key for a minimum of 5 specimens from one family only.
|
- Understand taxonomic classification and specimen nomenclature.
(EC23.2)* |
- Define the essential features (of three) different species that display a representative cross-section of nomenclature.
|
- Know how to correctly use the equipment and resources for identifying species.
(EC19.1; EC6.1)* |
- Use three different scientific keys for identifying 10 species. (e.g. Stace, Clapham, Hayward).
- Implement correct procedures for the correct identification of either a critical-taxa specimen (e.g. Hawkweed) or indicator species.
- Outline key authoritative sources of supplementary information that could be used to aid positive identification.
- Create a species reference collection that follows conventions respective of the taxonomic group collected (e.g. Herbarium).
- Demonstrate the correct and safe use of equipment necessary for identifying a biological specimen (e.g. hand lens, use of chemicals).
|
- Independently collect, record and identify specimens correctly from a field site.
(EC2.1; EC2.2; EC29.1; EC6.1)* |
- Record species data in an appropriate fashion to meet specific requirements.
- Identify 35 species from a selected UK habitat using field characteristics
- Justify each identification, indicating what the field characters were and which other species the choices could be confused with.
- Describe protocols, codes of conduct and any legislation relevant to the collection of wildlife data.
- Explain the importance of indicator species for understanding the ecological relationships at a site
- Evaluate and analyse the ecological condition of a habitat based on the suite of indicator species identified.
|
- Understand necessary Health & Safety procedures whilst carrying out a field survey
(EC23.1; EC19.1 ) |
- Produce a risk assessment and follow appropriate Health and Safety procedures while carrying out a field survey.
|
Assessment information
Guidance:
This grid gives details of the assessment activities to be used with the unit attached.
Please refer to the NOCN Centre Handbook for definitions of each activity and the expectations for assessment practice and evidence for moderation.
The assessment activities for this unit are indicated in the table below:
Key:
P = Prescribed – this assessment method must be used to assess the unit.
O = Optional – this assessment method could be used to assess the unit.
Case study |
|
Project |
|
Written question & answer/test/exam |
O |
Role play/simulation |
|
Essay |
|
Practical demonstration |
P |
Report |
P |
Group discussion |
O |
Oral question and answer |
O |
Performance/exhibition |
P |
Written description |
O |
Production of artefact |
O |
Reflective log / diary |
P |
Practice file |
O |
Signposting Key Skills
This unit offers clear opportunities for learners to provide evidence of achievement in Key Skills achievement in the following skill area/s:
Key Skill |
|
Wider Key Skill |
|
Communication |
Yes |
Working with others |
Yes |
Information Technology |
Yes |
Problem solving |
Yes |
Application of Number |
Yes |
Improving Own Learning and Performance |
Yes |
