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Technology & Livelihood education

10
Agricultural Crop Production

TEACHING GUIDE

GOVERNMENT PROPERTY

NOT FOR SALE

ALLOTTED TO

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1

Division _________________________________________________

First Year of Use: _________________________________________


Technology & Livelihood Education – Grade 10
Agricultural Crop Production
Teaching Guide
First Edition, 2014
ISBN: ___________
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Published by the Department of Education


Secretary: Br. Armin A. Luistro FSC
Undersecretary: Yolanda S. Quijano, PhD
Assistant Secretary: Elena R. Ruiz, PhD
Development Team of the Teaching Guide
Consultant: PEDRITO S. NITURAL , PhD
Central Luzon State University
Science City of Munos, Nueva Ecija
Subject Specialist & Management:
Emmanuel S. Valdez, Albert B. Erni
Authors: JESUS B. NAZARENO, MDM
Principal III, Bersamin Agro-Industrial High School
Division of Pangasinan II, Region I
RODOLFO C. SAJORDA, MSAE
Principal, Queen of Heart Academy
Dasmarinas City, Cavite
Validated By: Dr. Dennis M. Lucas, Sr
EPP/TLE Div. Coordinator
Division Of Puerto Princessa City
Andres Z. Taguiam, PhD
Technological University of the Philippines
Dasmarinas City Campus
Editors: Lourdes Lualhati, Rogelio Limsan
Reviewers: Dr. Cristina Celarta, Restituta Paragas
Illustrator: James M. Gaje

Printed in the Philippines by ____________


Department of Education-Instructional MaterialsCouncil Secretariat (DepEd-IMCS)
nd
Office Address: 2 Floor Dorm G, Philsports Complex, Meralco Avenue,
Pasig City, Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com
2
TABLE OF CONTENTS

TITLE Page

Quarter I

Learning Material 1.Entrepreneurship

Lesson 1. PECS

Content Standard
Performance Standard
Learning Competencies
Introduction
Objectives
Pre-assessment (Key to correction)
Motivation
Know
Process
Understand
Transfer
Post Test
References

Lesson II. MARKET AND ENVIRONMENT

Content Standard
Performance Standard
Learning Competencies
Introduction
Objectives
Pre-assessment (Key to correction)
Motivation
Know
Process
Understand
Transfer
Post Test
References

3
Learning Material II. Agricultural Crop Production (Rice)

Content Standard
Performance Standard
Learning Competencies
Introduction
Objectives
Pre-assessment (Key to correction)

Quarter II
Lesson 1. Prepare Materials, Tools and Equipment

Motivation
Know
Process
Understand
Transfer
Post Test
References

Lesson II. Site Selection and Soil Analysis

Motivation
Know
Process
Understand
Transfer
Post Test
References

Lesson III. Land Preparation

Motivation
Know
Process
Understand
Transfer
Post Test
References

Lesson IV. Seed Selection

Motivation
Know
4
Process
Understand
Transfer
Post Test
References

Quarter III

Lesson V. Seedling Management

Motivation
Know
Process
Understand
Transfer
Post Test
References

Lesson VI. Pulling, Planting/Transplanting

Motivation
Know
Process
Understand
Transfer
Post Test
References

Lesson VII. Nutrient Management

Motivation
Know
Process
Understand
Transfer
Post Test
References

Lesson VIII. Water Management

Motivation
Know
Process
Understand
Transfer
5
Post Test
References

Quarter IV

Lesson IX. Pest Management

Motivation
Know
Process
Understand
Transfer
Post Test
References

Lesson X. Harvesting, Threshing, Drying, Storing and


Milling

Motivation
Know
Process
Understand
Transfer
Post Test
References

Lesson XI. Marketing and Record Keeping


Motivation
Know
Process
Understand
Transfer
Post Test
References

6
AFA-Agri-Crop Production Grade 10 TG
K to12 BASIC EDUCATION CURRICULUM
ENTREPRENEURSHIP-BASED TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE & FISHERY ARTS – AGRI-CROP PRODUCTION (Rice)

Four Quarters Grade Level Standard:

This course covers the skills and knowledge required to support


agricultural crop production under supervision. It requires the ability to
prepare and handle materials, tools and equipment for agricultural crop
production, undertake cropping activities, and handle materials and
equipment. Agricultural crop production requires knowledge of safe work
practices, cropping practices ,and use of related tools and equipment.

It also covers the skills and knowledge required to support post


harvest work under direct supervision. It requires the ability to prepare
materials, tools and equipment for drying, storing and milling, undertake
record keeping, and cleaning upon completion of work. Post-harvest work
requires knowledge of safe work practices, work techniques, use of tools
and equipment, and repair and maintenance of post harvest components
and systems.

LEARNING MATERIAL I
ENTREPRENEURSHIP

PECs LEARNING OBJECTIVES

CONTENT STANDARD
The learner demonstrates Develop and strengthen Personal
understanding of one’s Personal Competencies and Skills (PECs)
Competencies and Skills (PECs) in needed in Agricultural Crop
Agricultural Crop Production. Production
 Identify areas for
PERFORMANCE STANDARD improvement, development,
The learner independently creates a and growth
plan of action that strengthens  Align one’s PECs according to
/further develops one’s PECS in his/her business/career
Agricultural Crop Production. choice
 Create a plan of action that
ensures success of his/her
business/career choice

7
PRE-ASSESSMENT

 Utilize the sample pre-


assessment test available in
the learning module or crafts
comprehensive teacher- made
tests to assess learner’s prior
knowledge and skills in PECs
 Evaluate the result of the
assessment and prepare a
plan of action to strategically
address the learning needs
and requirements of the
learners.

I. INTRODUCTION

 Guide learners in appreciating


and understanding PECs in
order to attain success in
business or in the world of
work by sharing / telling
inspiring real-life stories of
successful entrepreneurs and
or well-known workers in the
field of Agricultural-Crop
Production in your province.

 Explain to learners the


importance of assessing their
PECs as a requirement in
becoming a successful
entrepreneur.

 Make learners understand the


importance of entrepreneur-
ship and how to become an
entrepreneur and contribute
to the progress of the
8
community in particular and
the nation in general.

II. OBJECTIVES

With your assistance and


the guidance of this module,
learners are expected to
understand the underlying
principles and concepts of PECs
more particularly in:
- Identifying areas for
improvement, growth and
development; and

- aligning learners, PECs


according to their business
or career choice; and

- creating a plan of action that


ensures success in their
business or any given career
choice.

III. MOTIVATION

Present a picture parade of


known agricultural entrepreneurs in
the locality or country. Focus on
those who are engaged in crops like
rice, corn, and others. Allow
learners to search for their
qualifications, and characteristics
that made them successful.

1. Instruct the students to choose


and write the letter of the correct
answer in their test notebook.

Task 1 Matching type

9
Check their answers using the key
to correction below:
1. E 6. B
2. K 7. C
3. H 8. I
4. A 9. D
5. J 10. F

Task 2 Guide Questions

 Have learners actively perform


task 2, and let them share their
answers and relevant
experiences with the class.

 Process learners’ unders-


tanding on the guide questions
presented in task 2.

Task 3 Group Activity

 Group learners then let them


perform Task 3 and let them
share their thoughts to the
class.

 Process learners’ unders-


tanding and guide them in
arriving at a relevant and
acceptable generalization.

IV. PERSONAL
ENTREPRENEURIAL
COMPETENCIES

A. Know  Discuss the importance of


assessing personal
entrepreneurial competencies
and skills vis-à-vis a
practicing entrepreneur or
10
employee; provide a solid
example of an entrepreneur or
employee existing in your
province.

 Expand learners’ curiosity by


asking relevant questions on
the important characteristics
/ traits / attributes and skills
of good entrepreneur

 Assist/Guide learners in
understanding the
entrepreneurial competencies
(characteristics, traits,
attributes, and skills) of good
entrepreneur

 Have an appropriate, relevant,


and timely learning activity
for the learners to appreciate
B. Process the best entrepreneurial
competencies

 Assess learners’ knowledge,


skills and understanding.
Utilize the result of the
assessment to improve the
learning.

 Let learners accomplish task


4 (PECs Checklist). Let them
have their own interpretation
or personal insights based on
the accomplished task.

C. Understand  Facilitate student to student


interactions and process
learners understanding.
11
 Deepen learners
understanding on PECs by
guiding them in
accomplishing task 5
(Interview).

 Facilitate appropriate learning


activities to finish the task.
D. Transfer
 Encourage learners to report
their accomplishments with
the class.

 Process learners, unders-


tanding on PECs.

 Assist learners in individually


accomplishing task 6
(Preparation of a Plan of
Action). Let them intelligently
craft their own plan of action.
Have learners present their
work to the class and process
their understanding.

 Guide learners in answering


essential questions presented
in task 7 (Essential
Questions).

 Let learners share their


answers with the class and
then process their
understanding.

 Provide learners with more


concrete examples of
12
advantageous PECs and their
importance in day-to-day
living as future entrepreneurs
or workers.

 Provide learners applicable


activities where they can
transfer to the community
technologies they have
learned.

 Let learners utilize available


resources in the community
to accomplish the task.

V. Key to corrections

VI. REFERENCES: 1. E 6. B
2. K 7. C
1. Module 5, Project EASE, 3. H 8. I
4. A 9. D
Effective and Affordable
5. J 10. F
Secondary Education
2. http://www.entrepreneur.com/arti
cle/77408#ixzz2twpYG49A 5. http://www.thetimes100.co.uk/the
ory/theory--constraints-on-
3. http://www.thetimes100.co.uk/the production--
ory/theory--opportunities- 303.php#ixzz1PVkyDy8k
constraints-business-
6. http://www.thetimes100.co.uk/the
environment--
ory/theory--production-and-
165.php#ixzz1PVjUuaWu
resource-requirements--
4. http://www.thetimes100.co.uk/the 354.php#ixzz1PVlGG7zv
ory/theory--constraints-- 7. http://www.thetimes100.co.uk/the
421.php#ixzz1PVki8a36 ory/theory--nature-and-role-of-
marketing--
245.php#ixzz1PVlc88gR

13
ENVIRONMENT and MARKET LEARNING OBJECTIVES
CONTENT STANDARD A. Develop a product /service in
The learner demonstrates Agricultural Crop Production
understanding of environment and
market in Agricultural Crop  Identify what is of “value” to
Production in one’s the customer
locality/municipality or province.
 Explain what makes a
PERFORMANCE STANDARD product unique and
The learner independently creates a competitive
business vicinity map reflective of
potential Agricultural Crop  Apply creativity and
Production market within the innovative techniques to
locality/municipality or province. develop marketable products.
 Employ a Unique Selling
Proposition (USP) on the
product/service

B. Select a business idea based


PREASSESSMENT on the criteria and techniques
set
 Utilize the sample pre-
assessment test available in  Enumerate various criteria
the learning module or craft and steps in selecting a
comprehensive teacher- made business idea
tests to assess learner’s prior
 Apply the criteria/steps in
knowledge and skills in PECs.
selecting a viable business
idea
 Determine a viable business
idea based on the
criteria/technique set

C. Develop a brand for the


product.

 Identify the benefits of having


a good brand

 Enumerate recognizable
brands in the town/province

 Enumerate the criteria in


developing a brand
14
 Generate a clear appealing
I. INTRODUCTION brand

People who aspire to start a


business need to explore the
economic, cultural, and social
conditions prevailing in the area.
Needs and wants of the people in a
certain area that are not met may
be considered as business
opportunities. Identifying the needs
of the community, its resources,
available raw materials, skills, and
appropriate technology can help a
new entrepreneur in seizing a
business opportunity.

To be successful in any kind


of business venture, potential
entrepreneurs should always look
closely at the existing business
environment and market. They
should always be watchful on the
existing opportunities and
constraints. The opportunities in
the business environment are those
factors that provide possibilities for
a business to expand and make
more profits. On the other hand,
constraints are those factors that
limit the ability to grow hence,
reducing the chance of generating
profit. One of the best ways to
evaluate the opportunities and
constraints is to conduct Strengths,
Weakness, Opportunities and
Threats Analysis (SWOT).

15
II. OBJECTIVES

With your assistance and


guidance of the module, learners
are expected to understand the
underlying principles and
concepts of EM more particularly
in:
- identifying what is of “value” to
the customer;
- identifying the target customer;
- explaining what makes a
product unique and competitive;
- applying creativity and
innovative techniques in the
development of a marketable
product; and,
- employing a unique selling
proposition (USP) on the
product and/or service.

III. MOTIVATION

Present a picture parade


of known agricultural
entrepreneurs in the locality
or country. Focus on those
who are engaged in crops like
rice, corn and other field
crops. Allow learners to
search for their qualifications

A. Pre-assessment
 Utilize the sample pre-
assessment test available in
the learning module or craft a
comprehensive teacher made
test to assess learners’ prior
knowledge and skills in EM.

16
Key answer to the Pre-
Assessment
1. D 6. D
2. C 7. B
3. A 8. C
4. B 9. D
5. A 10. D
 Evaluate the result of the
assessment and prepare a
plan of action to strategically
address the learning needs
and requirements of the
learners.
Guide Activities
 Ask learners to actively
perform task 2 and guide
them in presenting their
answers to the class.
 Process learners’ responses
and guide them to arrive at
appropriate generalization.

III. LEARNING GOALS AND


TARGETS

Based on the objectives of the


lesson and results of the pre-
assessment, have the learners
define their personal goals and
targets to achieve at the end of this
module. Ask them to write their
goals/targets in their
journal/module.

17
 Discuss product development,
IV. PERSONAL concept of developing a
ENTREPRENEURIAL product, finding value,
COMPETENCIES
innovation, unique selling
A. Know proposition and its relationship
to the business environment
and market at large.
 Let learners actively participate
in the discussion on the
aforementioned topics; assist
or guide learners in presenting
their ideas and relevant
experiences.
 Design varied levels of learning
activities for the learners to
better understand the
aforementioned topics.
 Guide learners in reflecting on
the importance of product
development, concept of
developing a product, finding
value, innovation, and unique
selling proposition.
 Design an assessment to
evaluate learners
understanding on the previous
topics.
 Utilize the result of the
assessment in designing /
developing learning activities
that would enrich learners
understanding.

 Guide learners in accomplishing


task 3. Let them conduct a
research by undergoing an
interview with a successful
entrepreneur or practitioner

18
B. Process within the province.
 Let learners present the result of
their research to the class and
process their understanding in
contrast with the objectives of
this module.

 Inspire learners to deepen their


understanding on environment
and market by carefully
watching the prescribed topics
C. Understand on task 4.
 After letting the learners watch
the videos, let them prepare a
comprehensive narrative report
on the topics they have watched.
 Encourage learners to present
their accomplishments to the
class.
 Process learners, understanding
to satisfy the objectives of this
module.
.
 Guide learners in developing
their concept for their own
product or services as reflected
on task 5.
 Assist learners in analysing
and utilizing available
D. Transfer
resources in developing their
concept of their own product or
services.
 Evaluate learners output by
referring to teacher-made
rubrics which are aligned with
the performance standards.
 Let learners eloquently share
and present their output to the

19
class.
 Lead learners in reflecting on
the importance of product
conceptualization

V Key to corrections
1. D 6. D
2. C 7. B
3. A 8. C
4. B 9. D
5. A 10. D

5. http://www.thetimes100.co.uk/the
ory/theory--constraints-on-
production--
303.php#ixzz1PVkyDy8k

VI. REFERENCES: 6. http://www.thetimes100.co.uk/the


1. Module 5, Project EASE, ory/theory--production-and-
Effective and Affordable resource-requirements--
354.php#ixzz1PVlGG7zv
Secondary Education
7. http://www.thetimes100.co.uk/the
2. http://www.entrepreneur.com/arti ory/theory--nature-and-role-of-
cle/77408#ixzz2twpYG49A marketing--
245.php#ixzz1PVlc88gR
3. http://www.thetimes100.co.uk/the
ory/theory--opportunities-
constraints-business-
environment--
165.php#ixzz1PVjUuaWu
4. http://www.thetimes100.co.uk/the
ory/theory--constraints--
421.php#ixzz1PVki8a36

LEARNING MATERIAL II
AGRICULTURAL CROP
PRODUCTION WORK(RICE)

Support Agricultural Rice

20
Production Work

CONTENT STANDARD LEARNING OBJECTIVES

The learner demonstrates I. Prepare materials, tools and


understanding of concepts, equipment for agricultural
underlying theories, and principles production work
in the preparation of farm materials,  Identify the required
tools and equipment, occupational materials, tools and
health, and safety operation in equipment
agricultural crop production.  Check and report the
materials, tools and
PERFORMANCE STANDARD equipment with faulty/defects
 Demonstrate the correct
The learner prepares and uses handling and techniques in
farm tools, and equipment in crop using materials, tools and
production, applies occupational equipment
health and safety in crop production  Select the suitable protective
based on the required task. equipment(PPE) to use
 Provide the work support in
accordance with Occupational
Health Safety (OHS)

Rice Cropping Procedure and


Practices
LEARNING OBJECTIVES

CONTENT STANDARD 1. Undertake rice production


crop work as directed ( site
The learner demonstrates selection, land preparation,
understanding of concepts, seed selection, seedling
underlying theories and principles management, transplanting,
in the conduct of cropping practices nutrient management, and
and procedures for rice crop water management)
production. • Follow and clarify
instructions and directions
based on supervisor’s
requirements and workplace
procedures
PERFORMANCE STANDARD • Undertake rice cropping
work in a safe and
The learner performs cropping environmentally appropriate
practices and procedures in rice manner according to
21
production based on standards. guidelines
• Carry out interactions with
other staff and costumers in a
professional manner
• Observe workplace safety
practices
• Report problems or
difficulties in completing work
to required standards or
timeliness to authority, based
on reporting procedures
2. Handle materials and
equipment
• Store waste material and
debris during the cultural
practices work in the area
• Maintain a clean and safe
work site while undertaking
the rice production activities
in accordance with OHS
procedures
3. Clean up upon completion of
work
• Return, store or dispose
materials according to
company standard procedures
• Clean, maintain and store
tools and equipment
according to manufacturers’
specifications
• Report work outcomes to
the authority following
reporting formats.

Pest Management, Harvesting, LEARNING OBJECTIVES


Post Harvest Activities and
Recording
CONTENT STANDARD  Undertake pest management,
harvesting, post-harvest and
The learner demonstrates recording activities as directed
understanding of safety precautions following the safety
in the preparation of materials and precautions

22
handling pest management, rice  Follow and clarify instructions
post-harvest activities and record and directions
keeping.  Carry out interactions with
other staff
PERFORMANCE STANDARD  Observe workplace hygiene
practices
The learner practices safety  Report to authorities any
precautions in the preparation of problem and difficulties
materials and handling pest encountered in implementing
management, post-harvest activities the tasks
and record keeping for agricultural
crop production as stipulated in the
manual.

I. INTRODUCTION

This is a specialized course in Agronomic Crop Production. It consists


of three topics Personal Entrepreneurial Competences (PECs), Market and
Environment, and Process and Delivery. Each aspect includes what to
know, what to process, what to reflect and understand, and what to
transfer. Specifically, this module is designed to enhance the students’
knowledge, skills, and desirable attitudes in doing Rice Crop Production. It
includes lessons that will enable the students to demonstrate skills and
understanding in the selection and use of farm tools and equipment for
rice production, seeds selection, seedlings care and management, land
preparation, proper pulling of seedlings, transplanting, nutrient
management, weeds and pest management, proper harvesting and post-
harvest activities as well as marketing and record keeping. It will provide
them with various activities to deepen their understanding, and be able to
internalize various knowledge and skills to become successful rice
producers in the future. However, to ensure safety at all times, integration
of the common competencies in handling, storage and proper disposal of
excess and waste materials as well as the application of safety measures in
all required tasks should always to be done. Students will, then, be
transformed into agents of change in their respective communities
providing a strong base in boosting rice production. It could probably end
up in the attainment of rice sufficiency that will finally eliminate problems
of hunger and malnutrition. Hence, it is required that you will actively
engage all students in all the activities, improve and enhance if needed to
cater to the needs of the community based on the available materials and
23
resources .

II. OBJECTIVES

1) Demonstrate skills and understanding in the:


a. preparation and use of farm tools and equipment for rice
production
b. site selection and soil analysis;
c. land preparation;
d. seed selection;
e. seedling management;
f. planting/transplanting;
g. nutrient management;
h. water management;
i. pest management;
j. harvesting and post harvest activities;
k. marketing and record keeping;
l. waste storage and disposal; and
m. clean up upon completion of work.
QUARTER II
Learning Material II. Rice Crop Production

PREASSESSMENT

Ask your students to answer honestly and individually the pre-


assessment on rice production. You will use the result of this to
determine where your students are in terms of background knowledge
and skills, their strengths and weaknesses as your bases for planning
instructional activities. Moreover, formative assessments should be
done regularly to be able to monitor the progress of your students.

1. Instruct students to answer the pre-assessment test, then write


their answers in their quiz notebook.

Check their answers using the key to correction below:


1. B 6. C 11. F 16. B 21. B 26. D 31. A
2. A 7. D 12. B 17. A 22. A 27. D 32. D
3. A 8. D 13. A 18. D 23. A 28. B 33. A
4. D 9. C 14. B 19. C 24. D 29. C 34. B
5.A 10. C 15. A 20. C 25. B 30. A 35. D

24
LEARNING GOALS AND TARGETS

Based on the objectives of the lesson and results of the pre-


assessment test, have the learners define their personal goals and
targets to achieve at the end of this learning material. Ask them to
write their goals/targets in their journal.

LESSON 1. Farm Tools and Equipment

MOTIVATION

Present pictures of tools and equipment used in manufacturing


and processing, road construction, and others. Encourage the
students to give the importance of using the shown pictures.

A. Know 1. Lead the students in determining farm tools,


facilities and equipment. Let them describe
each by giving its specific functions based on
the required task.
2. Instruct the students to give at least five
reasons or the importance of doing pre-
operative check-up of equipment.
3. Give emphasis on the hazardous activities
and measures to be done to ensure safety.
4. Let them identify what protective gear to
wear to protect a specific part of the body
doing a specific job.

B. Process 1. Ask students to perform activity 1 to


determine what tools or equipment to use in
an identified farm operations, and the proper
PPE to be used.
2. Let them do activity 2 to be able to enable
them to explain when to use the identified
tools and equipment in rice production
activities.
3. Inspire them to do activity 3 to learn more
about farm equipment and facilitate the
students, interactions to process their
understanding.

25
C. Understand 1. Deepen the students understanding by
grouping them. Let them observe in the
nearby farm how a new farm equipment is
being used. Let them describe how to operate
the equipment and the importance of
operating them properly. Let them share
their observations in class.
2. Show a video on occupational health hazards
and accidents to emphasize the occupational
health and safety practices in using farm
tools and equipment.
3. Let the students do activity 2, and conduct
preventive maintenance of a rice reaper or
other equipment available. Let them share
their experiences in the class, encourage
healthy debate to clarify certain issues, and
to deepen individual understanding.

D. Transfer 1. Instruct students to perform activity # 1.


2. In activity number 2, students will
demonstrate how to conduct pre-operative
check-up of combined harvester/thresher.
Encourage the fast learners to assist their
classmates who are having difficulty in their
performance.

Post Assessment

Let the students perform the activity on post assessment as


presented and check their answer using the rubric below;

Rubric on rating group performance in attaching rotavator to the


tractor.

Conditions Observed Points earned


The rotavator was attached
properly following all the needed 5
precautions and procedure.
The rotavator was attached with 4
at least one error observed on

26
safety precautions and procedure.
The rotavator was attached with 3
at least 2 errors observed on
safety precautions and procedure.
The rotavator was attached with 2
3 errors observed on safety
precautions and procedure.
The rotavator was attached with 1
4 errors observed on safety
precautions and procedure.

REFERENCES

http://www.businessdictionary.com
CBLM Year 3
Farm Mechanics Textbook by Phipps, McColly, Scranton, & Cook
p.393 – 689
Technology and Home Economics III

LESSON II .Site Selection and Soil Analysis

MOTIVATION

Identify different locations that will serve as site for different crop
production. Encourage the students to give their reactions on the
different sites in relation to rice production.

A. Know 1. Brainstorm on the different factors to


consider in selecting a good site for rice
production.
2. Lead the students in determining the
importance of soil sampling and soil
analysis.

B. Process 1. To process their learning, ask the students


to perform activity 1 and evaluate a specific
site for rice production using the given score

27
card.
2. Findings on this activity will serve as guide
for discussion to further process their
learning.

C. Understand 1. Let the students perform activity 1; and


analyze the result to find out if the yield was
affected by the farm location.
2. Let each student share their observation,
realign their learning and explain the
different factors to consider in selecting a
good site for rice production. Let students
their understanding by doing activity
number 2.
3. Demonstrate the proper procedure in
collecting soil samples.
4. To re-enforce learning of the slow learners
ask them to demonstrate the procedure in
collecting soil samples and soil testing.

D. Transfer Let students share their newly acquired


skills in collecting soil samples and soil
analysis. Let them perform activity 1.

Post Assessment

In addition to the summative test you prepared, let the students do


the summative test. Check their answers using the key to corrections
below:

A. 1. D
2. B
3. B
4. A
5. A

B. Description of a good site


a. accessibility of the farm to road
b. availability of good labor supply
c. good irrigation and drainage
d. proximity to the threshing and drying pavement

28
REFERENCES

http://www.businessdictionary.com
CBLM Year 3
Technology and Home Economics III
PHILRICE, Palay Check
Crop Establishment_PhilRice-IRRI RSSP.ppsx
www.pinoyrkb.com

LESSON III . Land Preparation

MOTIVATION

Show pictures of a carabao and a tractor, then ask the students to


give the similarities and differences of the two pictures in relation to
rice production.

A. Know 1. Let the students share their experiences in


doing land preparation in rice production.
2. Have them compare the methods and
equipment used by their grandparents and
the modern equipment nowadays.
3. Lead the students in understanding the
importance of thorough land preparation and
clean levees.

B. Process 1. To process their understanding ask the


students to perform activity 1 by evaluating
a farm if thorough land preparation has been
done.
2. Let them share their observations with the
class. Make sure to clarify issues that may
re-enforce their learning.

C. Understand 1. Let the students reflect and deepen their


understanding by doing activity 2.
2. After the activity, let them share their
experience and observations. Each group
should suggest what the other group could

29
improve their output.
3. Emphasize the safety practices in handling
farm tools and equipment on land
preparation. Highlight incidents that had
happened due to negligence in using them.

D. Transfer 1. To demonstrate the acquired deep


understanding and polished skills in doing
land preparation, instruct students to
perform activity 3 .

Post Assessment

In addition to their actual performance let them answer the


summative test. Check their answers using the key to correction below:

A. 1. Agree
2. Agree
3. Agree
4. Agree
5. Disagree
B. Rubrics in rating the students answer.

Description Rating
Accurately describes the steps in 5
preparing the land for rainfed and
irrigated rice production.
Describes the steps in preparing the land 4
for rainfed and irrigated rice production
with one important aspect omitted.
Describes the steps in preparing the land 3
for rainfed and irrigated rice production
with two important aspects omitted.
Describes the steps in preparing the land 2
for rainfed and irrigated rice production
with three important aspects omitted.
Describes the steps in preparing the land 1
for rainfed and irrigated rice production
with four or more important aspects
omitted.

30
REFERENCES

http://www.businessdictionary.com
CBLM Year 3
Technology and Home Economics III
PHILRICE, Palay Check
Crop Establishment_PhilRice-IRRI RSSP.ppsx
www.pinoyrkb.com

LESSON IV. Seed Selection

MOTIVATION

Group the class into two and do name game. The group who could
give the most number of rice varieties will win.

A. Know 1. Starting from the activity above, group the


identified seeds according to their source.
Guide the students in giving their
characteristics and classification if rainfed or
irrigated varieties.
2. Lead the students in the understanding of
selecting good seeds and testing the viability
of the seeds.

B. Process 1. Process the students:’ learning by asking


them to perform activity 1.
2. Give more exercises on how to adjust the
seed requirement based on the given
percentage germination.

C. Understand 1. Deepen the students’ understanding by


doing activity 2. Let the students draw
conclusions based on the experiences shared
by the farmers in the symposium.
2. Deepen further their understanding by
undertaking tie-up activities with the farm
technician.
3. Make use of peer teaching to students

31
having difficulty with the computation on
percentage germination and adjusting
seeding rate per hectare.

D. Transfer 1. Instruct students to perform activity 3.


Students who will be acting as junior
technicians learning jointly with the farmers.

Post assessment

Let the students answer the post assessment on page 79 and


check their answers using the key to corrections below:

A. 1. D
2. A
3. D
4. C
5. C
B. 1. Desirable characteristics of good seeds.
1. Early maturing and non-seasonal
2. Resistant to pests, diseases, drought, and lodging
3. Nitrogen-responsive
4. High grain weight
5. High grain milling quality
6. High milling recovery

2. A. 80%
B. 63.29 kgs

REFERENCES

http://www.businessdictionary.com
CBLM Year 3
Technology and Home Economics III
PHILRICE, Palay Check
Crop Establishment_PhilRice-IRRI RSSP.ppsx
www.pinoyrkb.com

32
Quarter III
LESSON V. SEEDLING MANAGEMENT

MOTIVATION

Show a powerpoint presentation or a video viewing of a


traditional dry method of raising rice seedlings.

1. After viewing the presentation, let the


A. Know students compare their experiences in
raising rice seedlings.
2. Inspire the students to present in class the
different methods of raising seedlings based
on their observations in their
locality/community.
3. Assign students to present in class the
proper way of caring for seedlings.

1. Process the students’ learning undertaking


activity number 1. Each group will
demonstrate how to pre-germinate and sow
B. Process the seeds using the dapog method.
2. Let each group rate the other groups’
performance using the given rubric.
3. Let them realize the importance of what they
had experienced. Allow them to expand their
knowledge by sharing with their groupmates
what they observed with the other groups’
performance.

1. Deepen their understanding by doing activity


C. Understand 2. Let each group share their findings and
generalization to come up with a plan of
action to improve their performance on the
same assigned task.

2. Broaden their knowledge through additional


readings on the topic using all available
materials and websites.

33
1. Let the students do activity 3. Ask
them to prepare a discussion paper on the
D. Transfer best method of raising seedlings for rice
production.

Post Assessment

In addition to the teacher-designed summative test the students will


answer the post test. Students answer will be checked using the key to
corrections below:

1. B 9. D
2. B 10. A
3. A
4. B
5. B
6. A
7. D
8. C

REFERENCES

http://www.businessdictionary.com
CBLM Year 3
Technology and Home Economics III
PHILRICE, Palay Check
Crop Establishment_PhilRice-IRRI RSSP.ppsx
www.pinoyrkb.com

LESSON VI. Pulling and Transplanting of Seedlings

MOTIVATION

Ask students to share their past experiences in pulling and


transplanting rice seedlings with the class.

1. Encourage active sharing of experiences


A. Know and observations on the practices in pulling
and transplanting of seedlings.
2. Discuss the proper methods of pulling and
transplanting seedlings and direct seeding.

34
1. To process students’ learning from the
B. Process discussions, let them do activity 1.
2. Each group will be assigned to do pulling of
seedlings, transplanting, and direct seeding
activities.
3. Let the group leader assign peer guides for
students who are having difficulty with the
assigned task.
4. Students’ performance will be rated using
the given rubric.

1. To deepen their understanding conduct a


C. Understand video presentation to the class on
mechanized rice farming technology
particularly on transplanting seedlings and
direct seeding.

2. Let them identify and explain the advantage


and disadvantage of using those machines.

3. Encourage students to draw their


generalization/conclusion on the impact of
farm mechanization in boosting rice
production.

1. Let the learners do activity 3, Ask them to


D. Transfer play the role of an agents of change in the
community and demonstrate to farmers how
to operate modern farm machineries in
transplanting of seedlings and direct
seeding.

2. Ask for feedback from farmer/cooperators


on the performance of the students.

Post Assessment

Students will answer the post-test. Use the key to corrections below:

35
A.1. B
2. A
3. C
4. A
5. A
B.1. Advantages of direct seeding
1. Saves expenses on irrigation and labor.
2. Facilitates use of rotary weeder if mechanical seeder is used.

Disadvantage
1. More seeds are needed per hectare

B.2.Seedlings should be pulled 16-18 days after sowing for early


maturing varieties and 20-25 days after sowing for late maturing
varieties.
In pulling seedlings, do the following:
1. Irrigate the seedbed overnight.
2. Pull the seedlings gently close to the base.
3. Or use scythe to cut through the soil one-half inch
(1.25cm) below the stem.
4. Bundle them in convenient size.

REFERENCES

http://www.businessdictionary.com
CBLM Year 3
Technology and Home Economics III
PHILRICE, Palay Check
Crop Establishment_PhilRice-IRRI RSSP.ppsx
www.pinoyrkb.com

LESSON VII. Nutrient Management

MOTIVATION

Show pictures of stunted, healthy and overnourished rice plants to


the class. Encourage the students to give the descriptions of the
plants, the factors affecting their growth, and yield potential.

36
A. Know 1. Assign group presentation to
discuss/explain topics on nutrients needed
by plants, kinds of fertilizer, and its
computation based on the recommended rate
of application.

2. Ensure that all members of the group will


have an assigned tasks. Include the
differently-abled students.

1. Process students’ understanding by giving


B. Process additional information in all the topics
presented by the assigned group.
2. Invite an agricultural technician to act as a
resource speaker on the nutrient
management of rice. Let the learners take
note of salient points.

3. Encourage them to ask questions, in order


to be clarified on matters which are still
vague to them.

4. Let the students do activity 1 to improve


their knowledge on fertilizer computation.

1. To deepen their knowledge and


C. Understand understanding let the students do activity 2.
2. Each group should come up with its own
output.
3. Emphasize on the proper/safe handling of
materials, especially chemicals, to ensure
safety.

1. Inspire the students to conduct field


D. Transfer research by doing activity 3.
2. Validate research results with
farmers/cooperators in the community.

3. Instruct students to submit a written


accomplishment report.

37
Post Assessment

Let the students answer the post test on page 112. Check their
answers using the key to correction below:

To meet the 95-65-50 recommended rate of fertilizer application


1. 357.14 kg of (14-14-14) or 7.14 bags
2. 75 kg of (16-20-0) or 1.5 bags
3. 73.33 kg of (45-0-0) or 1.46 bags

REFERENCES

http://www.businessdictionary.com
CBLM Year 3
Technology and Home Economics III
PHILRICE, Palay Check
Crop Establishment_PhilRice-IRRI RSSP.ppsx
www.pinoyrkb.com

LESSON VIII. Water Management

MOTIVATION

Show a picture of an irrigation canal and an engine powered water


pump. Conduct brainstorming activities with students to come up with
the advantages and disadvantages of the two systems of supplying
water for rice production.

A. Know 1. Discuss the process of water management in


rice production for irrigated and rainfed areas.

2. Brainstorm on the types of irrigation system.

3. Explain efficient water use and disposal and


how water is lost from the rice field.

38
1. Process the students’ understanding by asking
B. Process them to do activity number 1.
2. Inspire them to share their output in class to
broaden their knowledge.

1. To deepen their understanding let them do


C. Understand activity 2.
2. Have them select the best water management
technology which they think is best suited in their
community and share it in class. Students who
are having difficulty with the lesson will work in
tandem with the brighter students.

1. As an offshoot of their research work. Students


D. Transfer will demonstrate the selected technology in the
assigned area in the school farm.
2. Encourage the farmer/cooperator to explore the
benefits of undertaking cooperative work and
learning with the students.

Post Assessment

Let the students answer post test and evaluate their answers
objectively.

REFERENCES

http://www.businessdictionary.com
CBLM Year 3
Technology and Home Economics III
PHILRICE, Palay Check
Crop Establishment_PhilRice-IRRI RSSP.ppsx
www.pinoyrkb.com

Quarter IV
LESSON IX. Pest Management

MOTIVATION

Divide the class into two groups and let them list, as many as they
39
can, the different insect pests, diseases, and weeds of rice with their
specific description .Let them present their outputs in class.

A. Know 1.Allow the students’ to learn through viewing a


power point presentations on the following:

a. kinds of weed and their control

b. different insect pests and diseases of rice and


their control

2. Inspire students to actively participate in the


learning process

3. Discuss safety standards in handling chemicals

1. Process the students learning by doing activity


1; this will enhance their learning about weeds and
B. Process
their control.

2. Motivate the students to do activity 2. This will


re-enforce their learning on the different kinds of
insect pests and diseases and their methods of
control.

1. Ask the students to do activity number 3; and


let them come up with their own version of a leaflet
C. Understand
on integrated pest management.

2. The students should be able to come up with a


local remedy to control insects using locally
available materials and plant extracts.

40
1. Using the formulated local insect control
mixture, validate its efficiency through a field
D. Transfer
research demonstration in the school farm.

2. Involve the farmer cooperators in the learning


activity. Instruct them to make an accomplishment
report.

Post Assessment

Students will answer the post-test. Check their answers using the
key to correction below:
I.A. 1. B
2. D
3. A
4. D
5. D
B. Rate the students’ answers using the given rubric.
II.A.1. D
2. A
3. A
4. A
5. A
B. Rate the students’ answers using the given rubric.

Use the rubric below in rating 1-B and II-B

Description Rating
Provided the complete answer. 5
Missed at least one of the possible answers. 3
Provided at least one possible answer 1

REFERENCES

http://www.businessdictionary.com
CBLM Year 3
Technology and Home Economics III
PHILRICE, Palay Check
Crop Establishment_PhilRice-IRRI RSSP.ppsx
41
www.pinoyrkb.com

LESSON X. Harvesting and Post-Harvest Activities

MOTIVATION

Present pictures of all available tools, equipment, and machines


used for harvesting and other post-harvest activities. Encourage the
students to identify them and to give description on how to use them.

1.Assign groups of students to present and manage


interactive discussions on the following topics:
A. Know
1. Harvesting

2. Threshing

3. Post-harvest activities

2. Discuss procedure for storage of seeds,


materials, and equipment.

3. Explain the procedure on proper handling of


tools and equipment, routine cleaning,
maintenance, and storage of tools and equipment
after using them.

1. Process the students learning by doing activity 1


on page 165; students will be asked to
B. Process
demonstrate their learning in the farm.

1. The students will perform activity 2. Each


student will be asked to prepare a powerpoint
C. Understand
presentation on minimizing post-harvest losses.

2. The prepared powerpoint will be presented to


the class for critiquing and improvement.

42
1. The refined powerpoint preparation will be
presented to an organized farmers’ symposium to
E. Transfer
minimize post-harvest losses.

2. The students should actively assist the farmers


until they are convinced to embrace the technology
in increasing production and minimizing post-
harvest losses.

Post Assessment

Let the students answer the post-test and check their answers using
the key to corrections below:

A.1. B
2. A
3. A
4. C
5. C
6. C
7. C
8. A
9. C
10. C
B. Rate the student’s answers objectively.

REFERENCES

http://www.businessdictionary.com

CBLM Year 3

Technology and Home Economics III

PHILRICE, Palay Check

Crop Establishment_PhilRice-IRRI RSSP.ppsx

www.pinoyrkb.com

43
LESSON XI. RECORD KEEPING

III. MOTIVATION

Allow the learners to look into the record of an agricultural crop


production project of an enterprising farmer in the area. Ask them: What
is its purpose for the project?

A. Pre-assessment

Allow the learners to answer the sample pre-assessment test


available in the learning module or craft a comprehensive teacher made
test to assess learner’s prior knowledge in record keeping.

Key to Correction of the Pre-assessment

1. A
2. B
3. B
4. D
5. B
• Evaluate the result of the assessment and prepare a plan of action to
strategically address the learning needs and requirements of the
learners.

Guide Question

Ask learners the following questions:

• What do you know about record keeping?


• What is the importance of record keeping in agricultural crop
production?
• What makes a good or effective record management in managing a
business?

Based on the objectives of the lesson and results of the


preassessment, have the learners group themselves and ask their
opinions about their outputs.

Know

• Discuss what is record keeping.

44
• Ask the learners: What is the importance of record keeping in
agricultural crop production project.

• Ask the learners how a good record management can help facilitate a
productive business endeavour.

• Assign groups to present sample copies of the following,: cash record,


farm sales record, production record, and cost and profit analysis.

• Let each group explain their output and allow everyone to participate
actively.

B. Process

Let the learners answer the following questions:

a. What is the importance of keeping a farm record?

b. What makes a farm record effective in business enterprise?

c. What is the importance of farm records in computing the ROI of the


business?

C. Reflect and Understand

• Allow the learners to visit a nearby agricultural crop production project


in the area.

• Interview the farmer how effective he/she is in keeping farm record .

Based on the gathered output, allow the learners to prepare one farm
record and let them present to the class for critiquing.

D. Transfer

• Guide learners in preparing a farm record.

• Have their farm record output placed in the folder

for their portfolio.

45
V. POST ASESSMENT

Let the learners answer the questions in the module.

VI. REFERENCES:

1. Module 5, Project EASE, Effective and Affordable Secondary


Education

2. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A

3. http://www.thetimes100.co.uk/theory/theory--opportunities-
constraints-business-environment--165.php#ixzz1PVjUuaWu

4. http://www.thetimes100.co.uk/theory/theory--constraints--
421.php#ixzz1PVki8a36

5. http://www.thetimes100.co.uk/theory/theory--constraints-on-
production--303.php#ixzz1PVkyDy8k

6. http://www.thetimes100.co.uk/theory/theory--production-and-
resource-requirements--354.php#ixzz1PVlGG7zv

7. http://www.thetimes100.co.uk/theory/theory--nature-and-role-of-
marketing--245.php#ixzz1PVlc88gR

46