Documentos de Académico
Documentos de Profesional
Documentos de Cultura
10
Agricultural Crop Production
TEACHING GUIDE
GOVERNMENT PROPERTY
ALLOTTED TO
Division _________________________________________________
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
TITLE Page
Quarter I
Lesson 1. PECS
Content Standard
Performance Standard
Learning Competencies
Introduction
Objectives
Pre-assessment (Key to correction)
Motivation
Know
Process
Understand
Transfer
Post Test
References
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
Motivation
Know
Process
Understand
Transfer
Post Test
References
Motivation
Know
Process
Understand
Transfer
Post Test
References
Motivation
Know
4
Process
Understand
Transfer
Post Test
References
Quarter III
Motivation
Know
Process
Understand
Transfer
Post Test
References
Motivation
Know
Process
Understand
Transfer
Post Test
References
Motivation
Know
Process
Understand
Transfer
Post Test
References
Motivation
Know
Process
Understand
Transfer
5
Post Test
References
Quarter IV
Motivation
Know
Process
Understand
Transfer
Post Test
References
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)
LEARNING MATERIAL I
ENTREPRENEURSHIP
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
I. INTRODUCTION
II. OBJECTIVES
III. MOTIVATION
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
IV. PERSONAL
ENTREPRENEURIAL
COMPETENCIES
Assist/Guide learners in
understanding the
entrepreneurial competencies
(characteristics, traits,
attributes, and skills) of good
entrepreneur
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
Enumerate recognizable
brands in the town/province
15
II. OBJECTIVES
III. MOTIVATION
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.
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.
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.
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
LEARNING MATERIAL II
AGRICULTURAL CROP
PRODUCTION WORK(RICE)
20
Production Work
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
II. OBJECTIVES
PREASSESSMENT
24
LEARNING GOALS AND TARGETS
MOTIVATION
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.
Post Assessment
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
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.
27
card.
2. Findings on this activity will serve as guide
for discussion to further process their
learning.
Post Assessment
A. 1. D
2. B
3. B
4. A
5. A
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
MOTIVATION
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.
Post Assessment
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
MOTIVATION
Group the class into two and do name game. The group who could
give the most number of rice varieties will win.
31
having difficulty with the computation on
percentage germination and adjusting
seeding rate per hectare.
Post assessment
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
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
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
MOTIVATION
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.
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
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
MOTIVATION
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.
37
Post Assessment
Let the students answer the post test on page 112. Check their
answers using the key to correction below:
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
MOTIVATION
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.
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.
40
1. Using the formulated local insect control
mixture, validate its efficiency through a field
D. Transfer
research demonstration in the school farm.
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.
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
MOTIVATION
2. Threshing
3. Post-harvest activities
42
1. The refined powerpoint preparation will be
presented to an organized farmers’ symposium to
E. Transfer
minimize 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
www.pinoyrkb.com
43
LESSON XI. RECORD KEEPING
III. MOTIVATION
A. 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
Know
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.
• Let each group explain their output and allow everyone to participate
actively.
B. Process
Based on the gathered output, allow the learners to prepare one farm
record and let them present to the class for critiquing.
D. Transfer
45
V. POST ASESSMENT
VI. REFERENCES:
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