TLE-AgriCropsProductionG7-8.pdf

TLE (Agricultural Crops Production) G7/8

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The Editors
PIVOT 4A CALABARZON Agricultural Crops Production G7/8

(Agricultural Crops
Production)
Grade 7/8
PIVOT 4A Learner’s Material
First Edition, 2021
Published by: Department of Education Region IV-A CALABARZON
Regional Director: Francis Cesar B. Bringas
Job S. Zape, Jr.
PIVOT 4A SLMs Development Lead
Marvin C. Lopez
Content Creator & Writer
Virgilio O. Guevarra Jr.
Internal Reviewer and Editor
Diane D. Arellano & Alexandra V. Cloma
Language Editor & Technical Reviewer
Leylanie V. Adao & Joel D. Salazar
SDO Reviewers
Fe M. Ong-ongowan, Rinalyn C. Buluran & Rolly J. Caño
Layout Artists & Illustrator
Jhucel A. del Rosario & Melanie Mae N. Moreno
Graphic Artist & Cover Designer
TLE

For the Parents/Guardians
This module aims to assist you, dear parents, guardians, or siblings
of the learners, to understand how materials and activities are used in the
new normal. It is designed to provide information, activities, and new
learning that learners need to work on.
Activities presented in this module are based on the Most
Essential Learning Competencies (MELCs) in TLE (Agricultural Crops
Production) as prescribed by the Department of Education.
Further, this learning resource hopes to engage the learners in
guided and independent learning activities at their own pace. Furthermore,
this also aims to help learners acquire the essential 21st century skills
while taking into consideration their needs and circumstances.
You are expected to assist the children in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own notebook.
For the Learners
The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed grade-
level knowledge, skills, attitude, and values at your own pace outside the
normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to:
a. answer all activities on separate sheets of paper;
b. accomplish the PIVOT Assessment Card for Learners on page
38 by providing the appropriate symbols that correspond to your
personal assessment of your performance; and
c. submit the outputs to your respective teachers on the time
and date agreed upon.
Guide in Using PIVOT 4A Learner’s Material

K to 12 Learning
Delivery Process
Descriptions
What I need to know
This part presents the MELC/s and the desired
learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
knowledge as regards content and skills required
for the lesson.
What is new
What I know
This part presents activities, tasks and contents
of value and interest to learner. This exposes
him/her on what he/she knew, what he/she does
not know and what he/she wants to know and
learn. Most of the activities and tasks simply and
directly revolve around the concepts of
developing mastery of the target skills or MELC/s.
What is in
What is it
What is more
In this part, the learner engages in various tasks
and opportunities in building his/her knowledge,
skills and attitude/values (KSAVs) to
meaningfully connect his/her concepts after
doing the tasks in the D part. This also exposes
him/her to real life situations/tasks that shall:
ignite his/ her interests to meet the expectation;
make his/her performance satisfactory; and/or
produce a product or performance which will help
him/her fully understand the target skills and
concepts .
What I can do
What else I can do
What I have learned
This part brings the learner to a process where
he/she shall demonstrate ideas, interpretation,
mindset or values and create pieces of
information that will form part of his/her
knowledge in reflecting, relating or using them
effectively in any situation or context. Also, this
part encourages him/her in creating conceptual
structures giving him/her the avenue to integrate
new and old learnings.
What I can achieve
Introduction
Development
Engagement
Assimilation
This module is a guide and a resource of information in understanding the
Most Essential Learning Competencies (MELCs). Understanding the target
contents and skills can be further enriched thru the K to 12 Learning Materials
and other supplementary materials such as Worktexts and Textbooks provided by
schools and/or Schools Division Offices, and through other learning delivery
modalities, including radio-based instruction (RBI) and TV-based instruction
(TVI).
Parts of PIVOT 4A Learner’s Material

6
Use Farm Tools and Equipment
Lesson
I
Agriculture is the science dealing with cultivation of the soil for growing of
crops to provide food and other products. At the end of the quarter, you will be
able to learn the specific functions of different farm tools and equipment, and
acknowledge preventive maintenance to prolong its useful life.
Respectively, for this week, you will be able to learn different uses of farm
tools and equipment and suitable preventive maintenance.
Farm tools and equipment are used in different farm activities. It reduces
the weight of hard labor to complete a task. A farmer should be familiar with the
correct farm tools and equipment for a specific farm operation. It also requires a
good working condition tools, and equipment for a proper and efficient crop
production.
Farm tools in Agricultural Crop Operation
Farm tools, implements, and equipment play very important role in
agricultural crop operations. Their availability makes the work much easier and
faster. However, even if one may have the most sophisticated tools and
implements, but does not know how to use and maintain them, they are useless.
Below are the classification of different tools and equipment used in agricultural
crop operation:
Hand Tools
Hand tools are handheld tools used without electricity or other power. They
are used in small areas like school or home garden.
WEEKS
1-2
Tools Names Specific function
Hand fork
used for inter row
Cultivation
Axe
used for cutting bigger
size post
Bolo
used for cutting tall
grasses and weeds and
chopping branches of
trees
Crowbar
used for digging big holes
and for digging out big
stones and stumps
Pick-mattock
used for digging canals,
breaking hard topsoil and
for digging up stones and
tree stumps

7
Grab-hoe
used for breaking hard
topsoil and pulverizing
soil
Wheel barrow
used for hauling trash,
manures, fertilizers,
planting materials and
other equipment
Hand trowel
used to loosen the soil
and apply small amount
of fertilizer
Light hoe
used for loosening and
leveling soil and digging
out furrows for planting
Shovel
used in removing trash,
digging loose soil, moving
soil from one place to an-
other and for mixing soil
media.
Rake
used for cleaning the
ground and leveling the
topsoil
Spade
used for removing trash or
soil, digging canals or
ditches and mixing soil
media
Spading fork
used for loosening the
soil, digging out root crops
and turning over the
materials in a compost
heap
Hand cultivator
used for cultivating the
garden plot by loosening
the soil and removing
weeds around the plant
Sickle
is a hand-held
agricultural tool with a
variously curved blade
typically used for cutting
weeds
Pruning shears
used for cutting branches
of planting materials and
unnecessary branches of
plants

8
Sprinklers
used for watering the
seedlings
Farm Implements
These are accessories which are being pulled by working animals or
mounted to machineries used in the preparation of land.
Native Harrow
It is made of wood with a
metal teeth and pulled by
a carabao. They are used
for tilling and pulverizing
the soil.
Native Plows
They are pulled by
working animal. It is
specifically used for tilling
large areas, making
furrows and inter row
cultivation. They are made
of a combination of metal
and wood or some times
pure metal.
Disc Harrow
It is used to pulverized
and dig deeper the soil.
Disc Plow
It is used to till
uncultivated lands.
Rotavator
It is mounted to
tractors to till and
pulverize the soil
Common Farm Equipment
These are machineries used to save time and increase the productivity of the farm.
Hand tractor
It is used to pull a plow
and harrow in preparing a
large area
Four wheel tractor
It used to pull disc plow
and disc harrow in
preparing much bigger
area

9
Thresher
It is used to remove the
seeds from the stalks and
husks
Corn dehusker
It can peel off dry/wet
corn husk with a strong
air blowing
Rice harvester
It makes harvesting easier
by combining six
operations such as
gathering, transporting,
reaping, threshing,
cleaning and bagging into
one machine
Water pump
It is used to draw
irrigation water from a
source
How to Maintain Garden Tools and Equipment
Rust free shovel, spade or hoe, are a lot easier and better
to use in digging the soil. A whetstone is an ideal tool to keep all
of the cutting edges honed from dirt and rust.
The best way to use the whetstone is to stabilize the tool
that you want to work on. A bench vise is ideal in clamping the
tool to make it steady.
Apply a little bit of lubricating oil to the end of the tool and carefully begin
to work the stone over the blade.
Maintain a 30-degree angle between the stone and the blade to form the ideal cut-
ting edge. Not only will the edge become sharper, but you will
also be removing the rust at the edge of the blade.
When working on moving parts of the tool like pruners or shears, springs
and pivot joints, you should disassemble them first. Break free any rust or dirt
with a wire brush or fine steel wool cautiously. An old toothbrush can help in lu-
bricating the joints of most garden tool. Use medium-grit sandpaper to remove
rust on larger tools such as shovels, spades, and hoes. Once your tools are
cleaned, they're ready to be sharpened. For pruners, use a whetstone to produce a
sharp cutting edge. Apply a few drops of water or oil throughout sharpening.
During the activity, the beveled side of the blade should be against the
stone while the sharp edge of the blade is rubbed back and forth in a curved mo-
tion.
To avoid injury, stabilize the blades in a vise or against a solid surface and
ensure an even stroke. Always push the stone across the blade in a motion away
from your body.
In sharpening with a file, move it diagonally, so that its cutting teeth are
biting into the metal of the tool. Do not use oil during the activity; metal filings will
accumulate and clog the file's serrations.

10
D
E
Farm implements like ordinary plow and wooden harrow should be checked
for loosened bolts and nuts. Disc plow and harrow should also be lubricated on
their moving parts like bearings.
Tractors must be operated by skilled worker. It must also be checked very
well by certified mechanics. Check the oil, fuel, water and brake system before
operating.
Start the engine and allow it to warm up before using. Read the
equipment’s instruction manual to familiarize in the operation. Instruction
manual provides information on how to use or operate a particular equipment and
its appropriate maintenance.
Tools and parts that are worn out should be separated and be fixed
immediately to avoid accident.
Tool / equipment Name Function
Learning Task No. 2: Compile some pictures of farm tools and equipment and
instructional manuals. As your guide in doing this task, here are the procedures
in making a scrapbook in farm equipment.
1. Using an android phone, take some pictures of tools and equipment and
instruction manuals. Print it, then arrange and paste it according to your own
design.
Learning Task No. 1: Complete the table below by giving the names and specific
function of the following tools and equipment. Write your answer on separate
sheet of paper.

11
2. If android phone is not available, you can collect it from old magazines or news
papers or from the actual instruction manuals. Cut the pictures, then arrange
and paste it according to your own design.
3. Write the name and specific function and the preventive maintenance of your
chosen tool / equipment.
4. You also need to include instruction manuals together with a simple
statement on where it should be used and how to repair or maintain it.
5. Design your scrapbook and submit it to your teacher.
Use the rubrics below to guide your score.
3 tools, 3 equipment and 3 instructional manuals 18 points
2 tools, 2 equipment and 2 instructional manuals 12 points
1 tool, equipment and instructional manual 6 points
A
Create a simple preventive maintenance at home by completing the
statement below. Indicate whether you sharpened or lubricated the tool. Do this
on a separate sheet of paper.
The farm tool available at home is / are______________________________________.
I lubricate it every _______________________________.
I sharpen it every _______________________.
CREATING FORMS FOR MONITORING THE PREVENTIVE MAINTENANCE
After learning the preventive maintenance of farm tools and equipment, you
will make an inventory considering the conditions of the tools and equipment
available in your house or in your garden.
1. Make a list of all the tools and equipment available at home.
2. Create an inspection summary checklist stating the conditions and the actions
to be done.
3. Compile the sheets in one folder and submit it to your teacher.
Tools or
Equipment
name
Condition
Does it need
to be
replaced
Does it need
reconditioning
Action to be
done
1. Scissors dull no yes sharpening
2.
3.
4.
5.

12
Perform Estimation and Basic Calculation
Lesson
WEEKS
3-6
I
In this lesson, you will learn workplace calculation, the correct method of
calculating the area, and understand the systems and units of measurement.
Farm Labor Requirements for Land Preparation
Clearing the land using
the hoe
Ploughing using animal Harrowing using a hand
tractor
Labor requirements in Planting
Pulling of Seedlings Transplanting of Seedlings
Farm Labor Requirements for Plant Care
Fertilizer application Pest control Irrigation
Storing
Weeding Harvesting Threshing

13
Estimating Farm Inputs and Labor Requirements
Perform Workplace Calculation
It is important to calculate different surface areas or determine the volumes
in different containers. The surface area of a solid object is a measure of the total
area that the surface of the object occupies, while volumes is the content of a body
or an object.
Understanding how to calculate surface area helps you to find out how
much seedlings can be transplanted in the field, while learning to determine
volumes helps you to identify the quantities of irrigation water.
This section will discuss on how to figure some common surface areas like
triangle, square, rectangle, rhombus, parallelogram, trapezium and circle and
several assessment of volumes of water.
The height (h) of a triangle, a rhombus, a parallelogram or a trapezium, is
the distance from a top corner to the opposite side called base (b). The height is
always perpendicular to the base; in other words, the height makes a "right angle"
with the base. An example of a right angle is the corner of this page.
In the case of the square or a rectangle, the expression length (1) is
commonly used instead of base and width (w) instead of height. In the case of a
circle the expression diameter (d) is used.
Farm Inputs
Seeds Fertilizer Insecticides
Material Cost Quantity Total
Seeds (eggplant) P20/ pack 20 P400
Irrigation water P188/ 10ccm 30ccm P564
Fertilizer P20/kilo 80 kilos P160
Pesticides P180/bottle 2 bottles P360
total P1,484
Cost per worker No. of worker No. of days Total
P300 3 10 P9,000
Total expenses = = P10,484
P1,484 + P9,000

14
The height (h), base (b), width (w), length (1) and diameter (d) of the most
common surface areas.
Triangles
The surface area or surface (A) of a triangle
is calculated by the formula:
A (triangle) = 0.5 x base x height
= 0.5 x b x h
Triangles can have many shapes but the same formula is used for all of them.
Example:
Squares and Rectangles
The surface area (A) of a square or a rectangle is calculated by the formula:
A = (square or rectangle) = length x width or L x W
Example:
Rhombuses and Parallelogram
The surface area (A) of a rhombus or a
parallelogram is calculated by the formula:
A = base x height or b x h
Question Calculate the surface areas of the
rhombus and the parallelogram.
Trapezium
The surface area (A) of a trapezium is calculated by the formula:
A = 0.5 (base + top) height = 0.5 (b + ) h
The top (a) is the side opposite and parallel to the base (b).
Example: Calculate the surface areas of trapezium measuring 4cm top, 8cm base
and 5cm height.
Given:
Base = 3cm
Height = 2 cm
Formula : 0.5 x b x h
0.5 x 3cm x 2 cm = 3cm²
Rhombus Base = 3cm
Height = 2cm
Parallelogram Base = 2cm
Height = 1cm
Formula : b x h
3cm x 2 cm = 6cm²
2cm x 1 cm = 2cm²
Given:
Base = 10cm
Height = 8cm
Top = 4cm
Formula : A=0.5 (b + t) h
0.5 (10cm + 4cm) 8cm = 56cm²
Given:
Base = 3cm
Height = 2 cm
Formula : b x h
3cm x 2 cm = 6cm²

15
Circle The area (A) of a circle is calculated by
A =¼ ( .r² ) or ¼ (3.14 x r² )
Example: Calculate the surface area of a circle with a 6cm
diameter. A = ¼ (3.14 x 3cm x 3cm) A = 7.07 cm²
Units of surface
The basic unit of area in the metric system is the square
meter (sqm) or (²), which is obtained by multiplying a length of 1
meter by a width of 1 meter.
Note: 1 hectare (ha.) is equivalent to 10,000 m²
Surface areas of canal cross section
This section explains how to
apply the surface area formulas to 2
common practical problems that will often
be met in the field. The most common
shape of a canal cross-section is a
trapezium or, more truly, an "up-side-
down" trapezium.
Canal cross section
The area (A B C D), hatched on the
above drawing, is called the canal
cross-section and has a trapezium shape.
Thus, the formula to calculate its surface is
similar to the formula used to calculate the
surface area of a
trapezium.
Surface areas of the canal cross sec-
tion is calculated by A= 0.5 (base + top) height
Suppose that the canal contains water, as shown in the figure.
The area (A B C D), hatched on the drawing, is called the wetted canal
cross-section or wetted cross-section. However, it happens that it also has a
trapezium shape.
Example. Calculate the surface area of the cross-section and the wetted
cross-section, of the canal shown in next figure.
Given:
Base = 9mm
Height = 18mm
Top = 17mm
Formula : A=0.5 (b + t) h
0.5 (9mm + 17mm) 18mm = 234mm²

16
Determination of the surface area of the farm
It may be necessary to determine the surface area of a farm field. For
example, when calculating how much irrigation water should be given to the field,
its size must be known.
Example. The area of the field is 1500m² . What is its area if expressed in hectares?
In this case, the area of the field in hectares (ha.)
Field of irregular shape
In this case, the field should be divided in several
regular areas (square, rectangle, triangle, etc.).
Division of irregular field into regular areas
Surface area of the square:
A= length x width = 30 m x 30 m = 900 m²
Surface area of the rectangle: A= length x width
= 50 m x 15 m = 750 m²
Surface area of the triangle: A= 0.5 x base x height
0.5 x 20 m x 30 m = 300 m²
Total surface area of the field: A = As + Ar + At =
900 m² + 750 m² + 300 m² = 1950 m²
Units of Volume
Volume (V) is the content of a body or an object. Its
basic unit in the metric system is cubic meter (m³). It is ob-
tained by multiplying its length by its width and by its height.
V =L x w x h
Example. Find the volume of the block with a 1meter height,
1 meter width and 1meter length.
V = L x w x h or 1m x 1m x 1m = 1m³
Note; 1 cubic meter = 1000liters
Volume of water on a field
Assumed that you have a 1 liter bottle of water and the water was poured on
a table, the water will spread out over and form a thin water layer. The volume of
water remains the same; only the shape of the "water body" changes.
Canal cross section Formula: A = 0.5(base + top) height
Base (b) = 1.25 m A = 0.5 (1.25 m + 3.75 m) 1.25 m
Top line (t) = 3.75 m A = 3.125 m²
Canal depth (h) = 1.25 m
Canal wetted cross section Formula: A = 0.5 (base + top) height
Base (b) = 1.25 m A = 0.5 (1.25 m + 3.25 m) 1.0 m
Top line (t) = 3.25 m A = 2.25 m²
Water depth (h) = 1.0 m
Surface area in hectares (ha.) =
Surface area in (m²)
10 000
ha. =
1500 m²
= 0.15 ha.
10 000

17
Problem 1. Supposed there is a tank, containing 100m³. All the water was spread
over a 1 hectare field. Calculate the water depth (d) or thickness of water.
Remember, 1 hectare is equal to 10 000m²
Problem 2. A 1mm thick water layer was formed after irrigating a 1 hectare field.
How much water (in m³) was irrigated in the field?
As the first step, convert the thickness, from millimeter to meter.
The formula to solve the problem is;
Vol. of water (V) = Area (A) x Water depth (d) or 10 000m² x 0.001m=10m³.
Flow rate
The flow-rate of a river, is the volume of water discharged through a given
period of time. In relation to irrigation, the volume of water is usually expressed in
liter (l) or cubic meters (m³) and the time in seconds (s) or hours (h). The flow-rate
is also called discharge-rate.
The water running out of a tap fills a 1 liter bottle in 1 second. Thus, the
flow rate (Q) is one liter per second or 1 l/s. Flow rate is calculated by dividing the
volume over time.
Problem. The water supplied by a pump fills a drum of 200 liters in 20 seconds.
What is the flow rate of this pump?
Percentage
In relation to agriculture, the word percentage is met regularly. For
instance, 60 percent of the area is irrigated during the dry season.
The word "percentage" means literally "per hundred"; in other words, one
percent is the one hundredth part of the total. You can either write percent, %, or
1/100 in fraction form, and 0.01 in decimal form.
Question. How many oranges are there in 1% of a total of 300 oranges?
Answer. 1% of 300 oranges = 1/100 x 300 = 3 oranges
Introduction to Graph
A graph is a drawing in which the relationship between two (or more) items
of information (e.g. time and plant growth) is shown in a symbolic way.
To this end, two lines are drawn at a right angle. The horizontal one is
called the x axis and the vertical one is called the y axis. Where the x axis and the
y axis intersect is the "0" (zero) point.
Water depth (d) =
Vol. (V)
Area (A)
(d) =
100m³
=0.1m or 10mm
10 000m²
1mm
=0.001m
1000mm
Vol
Q=Flow rate (m³/s)
Time
Given Answer
Volume of water 200 l
Formula: Q =
200 l
= 10 l/s
Time : 20 s 20 s

18
Graph
A graph is a figure in which the relationship between two (or more) items of
information (e.g. time and plant growth) is shown in
a symbolic way.
To this end, two lines are drawn at a right
angle. The horizontal one is called the x axis and the
vertical one is called the y axis. Where the x axis and
the y axis intersect is the "0" (zero) point.
Example. Supposed that you were asked to make a
graph of the growth rate of a corn plant, the height
of the corn plant is being measured each week. After
one week of planting after planting the seed, the
corn plant measured 2 cm in height, 5 cm after two
weeks and 10 cm after three weeks.
These results can be plotted on a graph. The
time (in weeks) will be indicated on the x axis. The
plant height will be indicated on the y axis. 2cm on
the axis represents its first week, 5cm on its second
week, on its third week the height is 10cm. Now
connect the crosses with a straight line. The line
indicates the growth rate of the plant over time.
Question. What was the height of the plant after 1½
week?
Answer. The height of the plant after 1½ week was
4cm
Learning Task No. 1: Fill in the details of the utilized materials used in your own
garden using the cost concepts. Solve for the total expenses.
Material Cost Quantity Total
Seeds (tomatoes) P20/ pack P40
Irrigation water P188/ 10ccm 20ccm
Fertilizer UREA P20/kilo 800
Neem oil P180/bottle 1/2
Total
Cost per worker No. of worker No. of days Total
P300 2 5
Total expenses =
D

19
Learning Task No. 3: Answer the following questions.
1. Why do you think that it is important to list down farm expenses?
2. What is the essentiality of learning how to calculate surface areas?
3. What process will you apply if you want to know the difference in the water flow
between a canal, a river and a sea?
Learning Task No. 4: Present the information in graph.
The average supply of water in your area is 3.5 m³ (cubic meters). As you
noticed, the discharge rate from 8am until 6pm is 3, 3, 4, 5, 5, 5, 4, 3, 2, and 1 m³
respectively. Present the information of the discharge rate of water in graph and
write a simple statement about the peak and the off-hours of supply of water on a
separate paper.
Now it's time to think about what you've learned from the lesson. On a
separate piece of paper, write at least five (5) takeaways from our topic. Identify
the
significant things that will be useful in your daily life.
1.
2.
3.
4.
5.
E
A

20
WEEK
7
I
Interpreting Plans and Drawings
Lesson
In this lesson, you will learn on how to interpret farm plans and layout and
irrigation plan and design. For this week you will be able to discuss farm lay
outing.
INTERPRET FARM PLANS AND LAYOUTS
The Farming for the future program can help you to plan the best farm
layout. It is an initiative of NSW Government agencies focusing on whole farm
planning. A whole farm plan considers the farm‘s physical, financial and human/
personal resources for both now and the future.
Site assessment
An on-site assessment of a farm is necessary. It identifies the property’s
topography, boundaries, soils, water resources and so on, and a farm business
plan can be formulated.
Government plans
Acquaint yourself with relevant Regional Environmental Plans (REPs), Local
Environmental Plans (LEPs), and Development Control Plans (DCPs) and their
short and long-term effects on your proposed or existing farm enterprise. This will
help reduce unforeseen risks and enhance your farm business. Council‘s building
approval or development consent (DAs) may be needed for siting greenhouses,
siting and constructing dams or erecting hail and windbreak netting. Council
approval to clear land or a no burning of crop debris or waste materials on farm
may apply. Consent will be required if odor or noise is a nuisance likely to be
generated from the development.
How Crops are Arranged in Row Planting
Row planting as applied in conventional farming is a system of growing
crops in linear pattern in at least one direction. It is practiced in most crops
whether direct seeded, transplanted or grown from vegetative planting materials,
both in mono cropping or multiple cropping.
Crops are planted in rows or straight lines. An east-west row orientation is
preferred to maximize light absorption but this is not always possible. In many
cases the topography that includes the shape, terrain and slope of the land, as
well as the location of existing vegetation, roads, irrigation lines, buildings and
physical barriers, dictate the row orientation.
The specific advantages of row planting include the following: (1) light
absorption is maximized and, conversely, the excessive shading effect of other
plants is minimized thus, favoring more efficient photosynthesis and improved
crop yield; (2) access through the inter rows facilitates cultivation; (3) weeding, and
(4) other farm operations.

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Row-planted crops are either arranged in equidistant single row or in
multiple rows. Planting in single row is most common in mono cropping or sole
cropping and it is the growing of a single crop.
Different systems of planting arrangement within the row are practiced in
both single and multiple row planting, depending on the characteristics and
requirement of the crop, particularly its extent of canopy expansion.
In row-planted fruit trees and other perennial crops like coconut, oil palm
and rubber, the common types of planting arrangement are the square,
rectangular, quincunx, and triangular or hexagonal.
Multiple Row Planting Arrangement
Multiple row planting is a system of growing crops in blocks or strips of 2
or more rows. The adjacent blocks are separated by a space which may remain
vacant or planted to other crops. This planting arrangement is common in
multiple
cropping in which two or more crops are grown in the same piece of land. It is
also employed in mono cropping where an alley wide enough to facilitate passage
is needed.
Coconut and other perennial crops are often intercropped with multiple
rows of annual crops like corn and pineapple. This is a common practice of
maximizing the use of vacant inter row spaces when the main crop has not fully
developed. In some farms, the intercrop consists of multiple rows of such crops as
coffee, cacao and banana. In this system, both single row planting (for the main
crop) and
multiple row planting (for the intercrop) are combined.
In vegetable production that employs close spacing, the common practice is
to plant in plots having multiple rows. A space between plots is provided to allow
passage.
Spatial Arrangement in Intercropping
Spatial arrangement is the systematic apportioning of the farm for crop
production. In multiple cropping by intercropping, the intercrop can be planted in
any of the following ways: (1) within the rows of the main crop, (2) between the
rows of the main crop, and (3) in replacement series. Planting of the intercrop
between two adjacent hills within the same row of the main crop allows inter row
cultivation but the intercrop has limited exposure to sunlight.
Single row planting of the intercrop can also be done between the rows of
the main crop. For example, fruit trees like durian, lanzones and mangosteen are
grown in single rows between coconut.
In replacement series, one or more rows that are intended for the main
crop are replaced with the intercrop. For example, a corn intercrop with
mungbean means that for every 4 rows that are intended for corn, only 3 rows are
utilized and 1 row may be substituted with 2 rows of mungbean. Another practice
is in strip

22
Methods of Planting Crops in the Farm
In general, there are two methods of planting crops: direct seeding and
transplanting. Direct seeding is either by broadcast, hill or dibble, or by drill
method.
Direct seeding or direct sowing is a method of planting in which seeds are
directly planted on the ground while transplanting makes use of pre-grown plants,
seedlings or vegetatively propagated plants. The term transplanting also refers to
replanting an already established plant in one location and moving it elsewhere.
Planting crops by broadcasting or “sabog tanim”, or scatter planting,
commonly applies to rice seeds and mungbean, that are capable of germinating
and sustain its growth without soil cover. There is no control of plant-to-plant
spacing. The seeds are simply distributed on a well prepared ground by hand or
with a mechanical broadcaster.
With hand broadcasting, a volume of seeds is held by the hand and thrown
with a wide swath. Skill is important to ensure even distribution of seeds per unit
ground area based on the desired seeding rate per hectare.
Dibbling is an old method of planting crops practiced in hilly lands. Plowing
by carabao is impossible in this area so the only way to prepare the land is by
slash-and-burn or kaingin system, which is done during summer when the grasses
are dry. A dibbler or “panghasok”, is stroked on the ground to make holes about 2
inches. As the pointed tip of the dibbler is lifted, seeds are dropped into the hole.
The hole is not refilled with soil, that part is done naturally by the cascading
downward movement of surface soil and fragments of rock.
In contrast to direct seeding, transplanting is also convenient in some plants
that can be transferred with a ball of soil around the roots. In some vegetables, it is
common to prick seedlings from the seedbed and transplant them bare root to the
garden plot. In perennial plants like coffee, uprooted wildlings are transplanted
directly at a time when rainfall has become frequent and light is not intense.
Irrigation System Plan and Design
Water required by crops is supplied by nature in the form of precipitation,
but when it becomes scarce or its distribution does not coincide with demand
peaks, it is then necessary to supply it artificially by irrigation. Several irrigation
methods depend on many factors such as water availability, crop, soil
characteristics, land topography, and associated cost.
Proper design of an irrigation system should match to the irrigation
distribution system so that the pressure and flow rate required can be efficiently
provided. The energy required to pump water is determined by the water flow rate
desired and the pumping system's efficiency.
Irrigation water management involves determining when to irrigate, the
amount of water to apply at each irrigation event and during each stage of plant,
and operating and maintaining the irrigation system. The main management
objective is to manage the production system for profit without compromising
environment and in agreement with water availability.

23
Functions of Farm Irrigation System
The primary function of farm irrigation system is to supply crops with
irrigation water in the quantities and at the time it is needed.
1. Diverting water from the water source.
2. Conveying it to individual fields within the farm.
3. Distributing it within each field.
4. Providing means for measuring and regulating flows.
Other functions of farm irrigation system include crop and soil cooling,
protecting crops from frost damage, delaying fruit and bud development, and
controlling wind erosion, providing water for seed germination, application of
chemicals, and land application of wastes.
Reasons for an Irrigation Plan
A project plan enables the designer to lay out the irrigation system in the
most cost effective way. The plan is used to generate a material list and to
evaluate the project costs. The plan provides step by step information on
installation.
Information on crop spacing, sprinklers, pumping requirements, pipeline sizes
and lengths should be included on the plan. Pertinent obstructions such as
roads, trees, telephone or transmission lines must also be indicated. Specification,
design standards and work schedules as set out on a plan form the basis of any
contractual agreements between the installation contractor and the farmer.
The plan provides a record for future reference. It can be used for overall farm
planning and identifies limits of expansion potential.
Essential Features of a Plan
Topographic Data - the field shape must be accurately drawn showing pertinent
obstructions, features and elevation details.
Water Source Capacity - the water supply must be clearly indicated
showing location and available capacity.
Depending on the water source, a well log or water license must accompany
the irrigation plan. Irrigation reservoirs also require Water Management Branch
licensing.
Soil and Crop Characteristics - soil and crop limitations must be accounted for
to reduce runoff and deep percolation by
mismanagement of the irrigation system.
Different Designs of Irrigation System
1. Surface Irrigation- water is applied to the field in
either the controlled or uncontrolled manner.
Surface irrigation consists of:
1.1 Furrow system a method of laying out the water
channels in such a way where gravity plays the role of providing just enough
water for suitable plants to grow.
1.2 Border irrigation is a controlled surface flooding whereby the field is divided
into strips by parallel ridges or dikes and each strip is irrigated separately. It is
suitable for crops that can withstand flooding for a short time.

24
1.3 Basin irrigation is ideal for irrigating rice. The field
is flat in all directions, encompassed by a dike to
prevent runoff and provides an undirected flow of water
onto the field.
2. Sprinkler Irrigation is ideal in areas where water is
scarce. It is conveyed through pipes and applies with a
minimum amount of losses. It is applied in form of
sprays, simulating natural rainfall. If well planned,
designed and operated, it can be used in sloping land to
reduce erosion where other systems are not possible.
3. Drip or Trickle Irrigation System
Advantages:
a. Water is applied directly to the crop ie. entire field is
not wetted.
b. Water is conserved
c. Weeds are controlled because only the places getting
water can grow weeds.
d. There is reduced evaporation, only potential transpiration is considered.
e. There is no need for a drainage system.
Learning Task No. 1: Identify the following crops if they are propagated by direct
seeding or by transplanting. You can ask your parents or guardians to help you.
1. Corn
2. Papaya
3. Tomato
4. Squash
5. Peanut
INSTRUCTIONS:
1.Put 1 inch border lines on your bond paper.
2.Use the following data in making your layout: A. Width= 16 m B. Length=19 m
C. Planting distance in between row=1m and in between hill= 0.5 m. Illustrate
this, assume that 1 meter is 1 centimeter.
3.Sketch inside the border lines your plot layout.
4.Submit your output to your teacher.
D
E

25
EVALUATION: Your work will be evaluated by your teacher using the following
criteria:
1. Accuracy 70%
2. Presentation 20%
3. Neatness 10 %
Show that you have learned something by doing this
activity
Sketching Irrigation Plan
Materials needed:
• short bond paper
• pencil and ruler
Instruction
1. After learning the different irrigation designs, select a design applicable in your
area.
2. Using the materials above illustrate the irrigation design.
3. Describe why did you consider the design by constructing statements about its
suitability in your area.
4. Submit your output to your teacher
criteria:
1. Accuracy 30%
2. Applicability 30%
3. Presentation 20%
4. Neatness 20 %
A

26
WEEK
8
I
Apply Safety Measures in Farm Operations
Lesson
Many hazards are present in the farm. If the farmers are not aware of these
hazards these may cause injury to their body or may cause diseases and even
death. Farmer should always apply appropriate safety measures while working in
the farm. In this lesson the students should identify farm works that involve the
use of chemicals and hazardous tools and equipment; determine the uses of
Personal Protective Equipment (PPE) and determine farm emergency procedures
regarding safety working environment and recognized the importance of
Occupational Health and Safety Procedures.
Occupational Safety and Health is a cross-disciplinary area concerned
with protecting the safety, health and welfare of people engaged in work.
The goal of all occupational safety and health programs is to foster a
safe work environment. As a secondary effect, it may also protect co-workers,
family members, employers, customers, suppliers, nearby communities, and
other members of the public who are impacted by the workplace environment.
It may involve interactions among many subject areas, including medicine,
occupational well-being, public health, safety engineering/industrial
engineering, chemistry, health physics and others.
Importance of Occupational Health and Safety
Occupational health and safety (OHS) deals with all aspects of physical,
mental and social health and safety in a workplace. It is the umbrella
for company's efforts to prevent injuries and hazards in all work environments.
Every industry presents various kinds of safety hazards to its
employees. The spectrum of possible occupational safety risks ranges from severe
and immediate physical dangers to milder hazards. The more immediate cases can
be fires, explosions, chemical hazards or other such dangers that present an
immediate threat to an employee’s life. Milder hazards include challenges in
ergonomics, workloads, mental capacity and general well-being of employees. The
latter kinds of risks often take place in an office environment. However, whatever
business you are in, there is always the possibility of an accident happening to
someone.
Hazards, Risks and Exposure in the Farm
Agricultural crop production deals with a lot of activities to be done. While
performing these activities we expose ourselves to a lot of risk. Workplace hazard
is a major cause of accident, injury, or harm to a worker who performs such task.
These hazards should be the major concern of all who are involved in a certain job
or work.
It is important to distinguish hazard, risk and exposure when undertaking
risk management.
Hazard is the potential for harm, or adverse effect on an employee’s health.

27
Anything which may cause injury or ill health to anyone at or near a workplace is
a hazard.
Risk is the likelihood that a hazard will cause injury or ill health to anyone at or
near a workplace. The level of risk increases with the severity of the hazard and
the duration and frequency of exposure.
Exposure occurs when a person comes into contact with a hazard.
Types of Hazard
1. Physical - includes floors, stairs, work platforms, steps, ladders, fire, falling
objects, slippery surfaces, manual handling (lifting, pushing, pulling),
excessively loud and prolonged noise, vibration, heat and cold, radiation, poor
lighting, ventilation, air quality
2. Mechanical and/or electrical - includes electricity, machinery, equipment,
pressure vessels, dangerous goods, fork lifts, cranes, hoists
3. Chemical - includes chemical substances such as acids or poisons and those
that could lead to fire or explosion, like pesticides, herbicides, cleaning agents,
dusts and fumes from various processes such as welding
4. Biological - includes bacteria, viruses, mold, mildew, insects, vermin, animals
5. Psychosocial environment - includes workplace stressors arising from a
variety of sources.
Farm emergency procedures regarding safety working environment
1. Identify the potential emergencies.
The emergencies that may occur in crop production could include:
a. Fire
b. Flood
c. Typhoon
d. machinery entrapment
e. electrical shock
f. snake or spider bite
g. chemical exposure
h. injuries
i. illness and
j. accidents
2. Provide emergency facilities appropriate for the sorts of emergencies that
might occur on the farm (e.g. deluge showers, eye washes, firefighting
equipment, first aid kits).
3. Make sure that the correct equipment is available to contain and handle any
chemical or other dangerous material spills that might happen.
4. To help minimize the risk of personal injury or property damage in the event of
an emergency, people working on and visiting the farm must know and
understand the emergency procedures and their responsibilities.
5. Instruct everyone working on the farm in the emergency response procedures.
6. Everyone should know the location of fire alarms, fire extinguishers and first
aid kits; how and where to contact emergency services; and where to safely
assemble in the event of an emergency.

28
The following factors may increase risk of injury or illness for farm workers:
1. Age – injury rates are highest among children age 15 and under and adults
over 65.
2. Equipment and Machinery – most farm accidents and fatalities involve
machinery. Proper machine guarding and doing equipment maintenance
according to manufacturers‘ recommendations can help prevent accidents.
FARM WORKS THAT INVOLVE USING CHEMICALS AND HAZARDOUS TOOLS
AND EQUIPMENT
1. Spraying Chemicals
Many different chemicals are used on a farm including pesticides. These
chemicals are used to fertilize and control pests such as insects, weeds,
mollusk, etc. Most of these chemicals are applied by spraying.
Examples of chemical hazards:
• Spraying in a strong wind and the spray drifting over a dam or the farm
house.
• Washing spray equipment and the water running into open drains, collecting
in puddles, or running into stockyards or dams.
• Containers or chemicals left lying around. Empty containers lying in a heap.
Some ways you can reduce the risk of hazards from chemicals are:
• Use personal protective equipment such as respirators, waterproof clothes,
rubber gloves and waterproof footwear.
• Make sure chemicals are safely stored and locked.
• Never spray chemicals on days when there is a high wind.
• Know first aid procedures
• Keep a list of all hazardous substances used on the farm.
Safe use of chemicals
• Consider if a chemical substance is really needed.
• Eliminate a hazardous substance, or if that is not possible, substitute it with
less hazardous one.
• Safe work practices or personal protective equipment should be used.
• Keep records of farm chemicals.
2. Land Preparation Using Tractor
a. Victims fall off or are thrown from the tractor
b. Run over by either the tractor or an implement being towed, or both.
c. Overturn
Safety Reminders
• Tractors are not passenger vehicles.
• Use seat belts when driving tractors.
• Rollover Protection System (ROPS) will protect the operator from serious
injuries. It is a system or structure intended to protect operators and motorist
from injuries caused by vehicle overturns and rollovers.

29
Causes of run over accidents
• Sudden stops
• Driving over holes, stumps and debris, or a sharp turn
How to prevent run over
• Never allow riders on tractors.
• Discuss with family members and farm workers the potential risks of riding on
tractors.
• It is also helpful to post 'no riders' decals on all tractors to remind others about
the policy.
• Use or provide other vehicles that allow passengers, such as trucks or cars,
when transportation is needed to fields or remote work sites.
Personal Protective Equipment (PPE)
Personal protective equipment (PPE) can reduce the number and severity of
farm work related injuries and illnesses. Personal protective equipment not only
helps protect people but also improves productivity and profits. Farmers and
ranchers can share in these benefits by using the appropriate protective
equipment for themselves, family members and employees when the job and its
potential hazards call for it.
Protect your head with a hard hat when
performing construction work, trimming trees,
repairing machinery, and doing other jobs with
head injury risks. Use a sun safety hat (one with
a wide brim and neck protection) to assist in the
prevention of skin cancer.
Protect your vision with appropriate safety
eyewear (safety glasses, goggles, face-shields)
when applying pesticides, fertilizers, working in
the shop, or in heavy dust conditions.
Protect your hearing with acoustic earmuffs or
plugs when operating noisy equipment such as
grain dryers, feed grinders, older tractors, chain
saws, etc.
Protect your lungs with the correct respiratory
equipment (dust masks, cartridge respirators,
gas masks, air pacts) when working in dusty or
moldy conditions, spray painting, applying
chemicals, working in bins, tanks, silos, and
manure storage places.

30
Cleaning, Storing and Waste Management
Protect Tools from the Elements
Blades such as electric hedge trimmer, hoe, shovel, and other metal
surfaces can be sprayed with lubricant oil. Spray the blades then turn them on to
make sure oil works into all areas. All electrical and petrol gardening equipment
need to be covered over with a blanket or sheet if kept in the shed. This will
prevent dust and dirt getting to them.
General Cleaning Procedures
Farm workers responsible for cleaning must adhere as much as possible to
the following procedures:
• Be properly trained on the cleaning procedures
• Develop a cleaning program according to the recommended frequency, it
should be monitored to ensure its effectiveness.
• Cleaning must not take place while fresh vegetables are being harvested,
packed, handled and stored.
• Water that is used for cleaning must be safe.
• The cleaning of equipment, tools and containers must take place in a
designated area away from field and the storage of agricultural inputs and
fresh vegetables.
• When using cleaning and disinfection chemicals, farm workers must become
familiar with the instructions of these products.
• Strictly adhere to all precautionary statements and mixing instructions.
• Protect equipment, tools, containers and fresh vegetables when working with
any chemicals.
Cleaning re-usable containers
Farm workers responsible for cleaning re-usable containers must adhere as
much as possible to the following procedures:
• As much as possible remove all plant debris, soil and residues of any kind, use
brush or appropriate tool when necessary.
• Inspect containers for physical damage which might injure, spoil and
contaminate fresh vegetables, if found, repair them.
• Inspect containers for any missed plant debris, soil and residues, if found, re-
clean.
• If cleaning and/or disinfection chemicals are used, follow label instructions for
mixing.
• Rinse containers with clean water.
• When possible, containers should be placed under the full sun for rapid
drying.
• Store re-usable containers properly to avoid contamination.
Cleaning areas for handling and storing fresh produce
Farm workers responsible for cleaning these areas must adhere as much
as possible to the following procedures:
• Remove trash and any accumulated plant debris from the floors.

31
• Use low pressure water to rinse the entire ceiling infrastructure and light
fixtures to remove any dust and soil build up.
• Rinse walls, windows and doors from the top downward
• Rinse the entire floor surface to remove any soil build up. Be careful not to
splash water onto the equipment.
• If necessary, scrub areas with brush and cleaning materials such as detergent,
and ensure that no spots are missed.
mixing.
Cleaning hygienic facilities
Farm workers responsible for cleaning hygienic facilities must adhere as
much as possible to the following procedures:
• Pick up trash from the floors and put in trash can.
• By using the proper detergent, clean toilets, sinks and any other fixtures.
• Using low pressure water, rinse the entire floor surface to remove any soil
build up.
mixing.
• As required, apply cleaning materials or disinfection chemicals to entire floor
surface area, scrub areas with brush if needed, and ensure that no spots are
missed.
• Rinse floor and drains.
• Remove excess water and allow drying out at room temperature.
• Ensure that hygienic facilities have enough toilet paper, soap and disposable
towel.
Technique in storing chemicals
Chemicals are used in farms for a variety of purposes. The safe
management of chemicals requires access to information and responsible action.
Manufacturers, suppliers and users of farm chemicals all have an important role
to play. Chemical substances present different types of risks to people’s health,
safety and the environment. For this reason there are different laws controlling
them. The purpose of these laws is to ensure that chemicals are used safely and
efficiently so that risks to human health, the environment and damage to property
are minimized.
Safe Management of chemicals involves:
• correct labeling and packaging;
• provision of material safety data sheets (MSDS);
• safe transport, storage, use and disposal of substances.
Labeling and Packaging of Chemicals
Chemicals must be supplied in packages that are correctly labeled and
suitable for the substance. Information provided on the label will depend on the
type of substance and the risks associated with it.

32
Items to look for are:
1. Signal words such as ‘CAUTION’, ‘POISON’ or ‘DANGEROUS POISON’, used for
scheduled poisons – a signal word alerts users to the possibility of poisoning if
the substance is swallowed, inhaled or absorbed through the skin.
2. The Dangerous Goods (ADG) diamond if there is an immediate risk to health or
safety e.g. flammable liquids.
3. Risk phrases describing the type of health effects e.g. ‘irritating the skin’, and
safety phrases stating precautions for safe handling, storage, spills, disposal
and fire e.g. ‘keep away from combustible material’
Ensure that containers remain labeled
Farmers must ensure that the original labels remain on containers of substances.
If a substance is poured into a second container such as a spray tank then that
container must be labeled with the product name and appropriate risk and safety
phrases. These can generally be copied from the parent container. Labeling is not
necessary if a substance is used immediately and its container is thoroughly
cleaned. There are good reasons for ensuring that proper containers and
appropriate labels are used, including:
• Using chemical containers to store food can result in poisoning due to accidental
swallowing.
• Insurance companies may question liability if something goes wrong and an
unlabeled container has been the cause of an incident.
• Produce cannot be exported if maximum residue limits are exceeded labels
provide advice on permitted use and withholding periods for agricultural and
veterinary chemicals.
Material Safety Data Sheets
Material safety data sheets (MSDS) must be produced by the
manufacturer or importer of hazardous substance.
The MSDS is not just a piece of paper. It provides important and useful
advice about what is in the product, its health effects, safe use and handling,
storage, disposal, first aid and emergency operation. Farmers must obtain the
MSDS from their supplier and keep them in a register where they are available to
people who could be exposed to the hazardous substance.
The register is a collection of the MSDS and other information which can be
kept in a folder, filing cabinet or other practical system.
The register can be kept in the house, workplace or the chemical store, so
long as it remains accessible to emergency service personnel and any employees
who may be exposed to hazardous substances.
Storage and Transport of Chemicals
Safe storage of farm chemicals is needed to protect them from the elements,
restrict access to them, prevent contamination of the environment, food or
livestock and ensure separation from other incompatible chemicals. Arrangements
must be in place to contain any spillage of the chemical.

33
After considering the potential risk to people’s health or to the environment, a
farmer might decide that a locked shed with a roof and concrete floor, which is
bounded to contain any spills, is the best way to provide safe storage.
Remember, you should never store oxidizing agents with fuels.
That is – never store substances labeled yellow diamond with a red diamond.
Safe transport of farm chemicals depends on what the substance is, how
much there is, where it is to be transported and what else is to be transported
with it. In general, small quantities (less than 250 liters) can be transported on
vehicle provided that the container is properly secured and safe from spillage.
Disposal of Farm Chemicals
Empty farm chemical containers and unwanted chemicals need to be
disposed of properly. Prior to disposal of empty containers, wash the container out
three times and use the rinse water to dilute further batches of the chemical to
working strength.
To wash a container you do not need to fill it each time. If you only have six
liters of water, it is more efficient to use three washes of two liters each, than it is
to rinse once with the full six liters.
Environmental Laws
Presidential Decree (PD) 1152, “the Philippine Environmental Code,” which
took effect in 1977, provides a basis for an integrated waste management
regulation starting from waste source to methods of disposal. PD 1152 has further
mandated specific guidelines to manage municipal wastes (solid and liquid),
sanitary landfill and incineration, and disposal sites in the Philippines. In 1990,
the Philippine Congress enacted the Toxic Substances, Hazardous and Nuclear
Wastes Control Act, commonly known as Republic Act (RA) 6969, a law designed
to respond to increasing problems associated with toxic chemicals and hazardous
and nuclear wastes. RA 6969 mandates control and management of import,
manufacture, process, distribution, use, transport, treatment, and disposal of
toxic substances and hazardous and nuclear wastes in the country. The Act seeks
to protect public health and the environment from unreasonable risks posed by
these substances in the Philippines. Apart from the basic policy rules and
regulations of RA 6969, hazardous waste management must also comply with the
requirements of other specific environmental laws, such as PD 984 (Pollution
Control Law), PD 1586 (Environmental Impact Assessment System Law), RA 8749
(Clean Air Act) and RA 9003 (Ecological Solid Waste Management Act) and their
implementing rules and regulations.

34
Learning Task No. 1 : Identify what is being asked in each statement.
1. ___________________is the potential for harm, or adverse effect on an employee‘s
health.
2. ___________________ is the likelihood that a hazard will cause injury or ill health
to anyone at or near a workplace. The level of risk increases with the severity of
the hazard and the duration and frequency of exposure.
3. ___________________occurs when a person comes into contact with a hazard.
4. ____________________includes floors, stairs, work platforms, steps, ladders, fire,
falling objects, slippery surfaces, manual handling (lifting, pushing, pulling),
excessively loud and prolonged noise, vibration, heat and cold, radiation, poor
lighting, ventilation, air quality
5. __________________ includes electricity, machinery, equipment, pressure vessels,
dangerous goods, fork lifts, cranes, hoists
6. __________________ includes chemical substances such as acids or poisons and
those that could lead to fire or explosion, like pesticides, herbicides, cleaning
agents, dusts and fumes from various processes such as welding
7. __________________ includes bacteria, viruses, mold, mildew, insects, vermin,
animals
8. __________________ includes workplace stressors arising from a variety of
sources.
9. ___________________ is a system or structure intended to protect operators and
motorist from injuries caused by vehicle overturns and rollovers.
10. ____________________ provides important and useful
advice about what is in the product, its health effects, safe use and handling,
storage, disposal, first aid and emergency operation.
Learning Task No. 2: Make a Poster on Proper Waste Disposal.
Materials needed:
•1 pc short bond paper
•Crayon
•Pencil
•Ruler
Instructions:
1. You have learned about the proper way of disposing waste and the
government laws regarding this.
2. Imagine you are a farmer and you need to dispose your farm waste, what
will you do?
3. Draw or illustrate your answer.
4 .Submit your work to your teacher for evaluation.
D

35
EVALUATION:
Your work will be evaluated by your teacher using the following criteria:
1. Content and Message 70%
2. Creativity 20%
3. Neatness 10 %
Learning Task No. 3: Conduct a hazard report.
INSTRUCTIONS:
1. Visit farm near your school or home.
2. Observe the surroundings.
3. List all the possible hazard observed.
4. Classify these hazards.
5. Identify persons who are at risk with this hazards.
6. Suggest all possible solution to reduce or eliminate the risk.
7. Report your findings to your teacher.
criteria:
1. Potential hazard are properly identified.
2. Report is properly made.
3. Suggestions are made to reduce the risk.
4. Potential victims are properly identified.
Learning Task No. 4: Wear appropriate Personal Protective Equipment (PPE)
while demonstrating a farm or a garden activity.
Materials needed:
•Android phone / camera
•Gloves
•Hard hat or hat
•Long sleeves
•Footwear
•Facemask
•Earmuffs or earplugs (any ear protector)
•Goggles or any eye protector
•Short bond paper, ballpen
E
A

36
INSTRUCTIONS:
1. Prepare some available PPE for a garden or farm activity.
2. Identify and wear the necessary PPE for a specific farm or garden activity.
3. You will demonstrate the farm or garden activities through action or body
language. Take a photo while performing and attach it in a short bond paper.
4. After the specific farm or garden activities, remove the PPE from your body and
write the reasons why you need to wear that particular PPE when performing that
task.
EVALUATION: Your performance will be evaluated by your teacher using the fol-
lowing criteria:
1. Identification and selection of correct PPE
2. Reenactment of farm activities
3. Written report
Learning Task No. 5: Cleaning Procedure of Farm Tools and Equipment.
Materials needed:
• Available farm tools and equipment
• Android phone / camera
• Short bondpaper and ballpen
INSTRUCTIONS:
1. After demonstrating garden or farm activities, now its time to show the proper
procedure in cleaning your tools and equipment.
2. Prepare your android phone or camera to take some pictures as an evidence of
proper cleaning procedure.
3. Proceed in cleaning your garden tools and equipment.
4. Attach your documents in a short bond paper and write a short statement on
your procedure.
EVALUATION: Your performance will be evaluated by your teacher using the
following criteria:
1. Neatness of your procedure 20%
2. Accurateness of the procedure 20%
3. Orderliness of the procedure 20%
4. Safety of the procedure 20%
5. Sustainability of the procedure 20%

37
Answer Key
Learning
Task
1
1.
hazard
2.
risks
3.
exposure
4.
physical
hazard
5.
electrical
hazard
6.
chemical
hazard
7.
biological
hazard
8.
Psychosocial
hazard
9.
ROPS
–Rollover
Protection
Structure
10.
Material
safety
Data
Sheet
MSDS
Learning
Task
2
Pruning
shears—for
cutting
unwanted
branches
Axe—for
cutting
bigger
size
post
Native
plow—used
for
tilling
the
land
Native
harrow—used
for
tilling
and
pulverizing
the
soil.
Week 1
Learning
Task
1
Ploughing
or
plowing
using
animal.
Planting
/
transplanting
Fertilizing
the
plant
Weeks 3-6
Learning
Task
2
2
packs
of
seeds
Irrigation
expenses
P376
Neem
oil
P90
Total
expenses
for
the
material
P1306
Labor
expenses
P3000
Learning
Task
1
Direct
seeding
Transplanting
Direct
seeding
Direct
seeding
Direct
seeding
Week 7 Week 8

38
Week 1 LP Week 2 LP Week 3 LP Week 4 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1
Week 5 LP Week 6 LP Week 7 LP Week 8 LP
Distribution of Learning Tasks Per Week for Quarter 2
Using the symbols below, choose one which best
describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be
guided by the descriptions below.
Personal Assessment on Learner’s Level of Performance
- I was able to do/perform the task without any difficulty. The task
helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still
helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.
Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your
personal evaluation indicated in the first Level of Performance found in the second column
up to the succeeding columns, ie. if the lesson is designed for weeks 4-6, just copy your
personal evaluation indicated in the LP column for week 4, week 5 and week 6. Thank you

39
References
Department of Education. (2020). K to 12 Most Essential Learning Competencies
with Corresponding CG Codes. Pasig City: Department of Education
Curriculum and Instruction Strand.
Department of Education Region 4A CALABARZON. (2020). PIVOT 4A Budget of
Work in all Learning Areas in Key Stages 1-4: Version 2.0. Cainta, Rizal:
Department of Education Region 4A CALABARZON.

For inquiries or feedback, please write or call:
Department of Education Region 4A CALABARZON
Office Address: Gate 2, Karangalan Village, Cainta, Rizal
Landline: 02-8682-5773, locals 420/421
https://tinyurl.com/Concerns-on-PIVOT4A-SLMs

TLE-AgriCropsProductionG7-8.pdf

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