LEARNING_MODULE_IN_AGRI_FISHERY_ARTS_AGR.pdf

LEARNING MODULE IN AGRI-FISHERY ARTS
Republic of the Philippines
Batangas State University Balayan Campus
Caloocan, Balayan, Batangas
AGRI-FISHERY ARTS
LEARNING MODULE

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ACKNOWLEDGEMENT
This Learning Module was developed for all students of Bachelor of Science in
Industrial Education Major in Industrial Arts, Bachelor of Technical-
Vocational Teacher Education, and for those people who were hungry and
thirsty in knowledge about Agriculture and Fishery Arts.
This Learning Module in Agri-Fishery Arts was perseveringly developed by
the following researchers:
MODULE WRITERS
Aljohn S. Bituin
Rosalie R. Calisura
Lady Len A. Fabricante
Aljer V. Lagus
ADVISER/CO-AUTHOR
Mr. Melecio Joseph B. Bo
Fishery Technologist/Instructor III

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What Is This
Module About?
Welcome to the Agri-Fishery Arts!
In order to make the learning easier, we developed this learning module
in Agri-Fishery Arts that will guide the students to know better in a faster yet
competitive way. This learning module will may serves as reference to the
teacher and student in the exciting journey of knowing and acquiring factual
knowledge in the field of Agriculture and Fishery sector.
The purpose of this module is to give knowledge for all students about
Agri-Fishery Arts subject as part of the curriculum of Bachelor of Science in
Industrial Education students and also in the new curriculum of Bachelor in
Technical-Vocational Teacher Education which is the Introduction to Agri-
Fishery Arts.
This module covers nine (9) chapters that were composed of twenty-
eight (28) lessons. They are including in the following:
Chapter One: Basic Concept of Agricultural Crop – Lesson 1: Define
and Appreciate Agriculture, Lesson 2: Brief History of Agriculture, Lesson 3:
Branches of Agriculture, Lesson 4: Types of Agricultural Crops, Lesson 5:
Types of Commercial Food Crops in the Philippines, Lesson 6: Parts of the
Plant and Its Function.
Chapter Two: Farm Tools, Equipments, Inputs and Labor – Lesson 1:
Recognize and Select Farm Tools, Lesson 2: Identify and Select Farm
Equipments, Lesson 3: Perform Maintenance, Lesson 4: Farm Inputs and
Labor.

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Chapter Three: Basic Calculation – Lesson 1: Perform Basic Workplace
Calculation.
Chapter Four: Plans and Drawings – Lesson 1: Farm Plans and Lay-
Out, Lesson 2: Irrigation Plan and Design.
Chapter Five: Apply Safety Measures in Farm Operations – Lesson 1:
Safety Measures in Farm Operations, Lesson 2: Safe Keep/Dispose Materials
and Outfit.
Chapter Six: Basic Concept of Fishery – Lesson 1: Definition of Fishery
and Its Importance, Lesson 2: History of Fishery, Lesson 3 Branches of
Fishery, Lesson 4: Morphology of Fish.
Chapter Seven: Fish Culture – Lesson 1: Aspects, Classification and
Methods of Fish Culture, Lesson 2: Terminologies in Fish Culture, Lesson 3:
Facilities, Parts of Fish Pond and their Functions, Lesson 4: Cultivable Fish and
Crustacean Species
Chapter Eight: Fish Capture – Lesson 1: Fishing Methods, Gears,
Construction, Operation, Proper Handling and Safety Measures, Lesson 2:
Common Commercial Species of Aquatic Species
Chapter Nine: Fish Preservation – Lesson 1: Fish Preservation
Terminologies, Fish Body, Cuts and Market Forms, Lesson 2: Fish
Preservation Principles, Characteristics of Fresh from Stale Fish, Agents of
Spoilage, Lesson 3: Types of Fish Curing with their Principles, Methods of
Cutting Fish and Tools and Equipments.
This learning module aims to give students accurate and reliable
information in Agriculture and Fishery Arts to apply the ability and skills

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required for the cultivation and development of natural resources of the
Philippines. It will surely help the students to understand more the purpose and
importance of Agri-Fishery Arts in the everyday lives.

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How Do You Use
This Module?
This Module has nine Chapters and each has the following parts:
 Title
 Learning Outcomes
 Pre-Test
 Definition of Terms
 Lesson Proper
 Activity
 Post-Test
 Answer Key (at the later part of the module)
To get the most learning from this module, you need to comply the following:
1. Begin by analysing the chapter picture, then reading and understanding
the Learning Outcomes. These will show what you should know and be
able to do at the end of this module.
2. Find out what you already know by taking the Pre-Test then check it
with the use of answer key. If you get perfect score in each item, now
you may proceed to the next chapter. This means that you don’t have to
go through the entire chapter because you already acquired the
knowledge supposed to teach you. On the other hand, if you failed to get
a perfect score in each items correctly, you must proceed and study well

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the information in the lesson especially to the points where you don’t
know.
3. Understand unfamiliar words using the definition of terms.
4. Study well the lesson proper as much as you can. It provides essential
information that you needed to know.
5. Do the required learning activities. This part of the module where the
demonstration and application occurs. Every lesson has an activity
which provides the first-hand experiences if possible and mind-
provoking questions for the newly acquired knowledge to be
strengthened.
6. Take the Post-Test. Check if you can get a perfect score in the
assessment test. After you take, refer to the answer key for correction.
The result of the test will determine how much you learn in the topic.
When you get a perfect score in the Post-Test, you may now proceed to
the next chapter, but if not you must repeat to study the entire lesson
proper and review especially those items which you get incorrectly.
When you are confident to perfect the test and then retake the Post-Test.
Don’t cheat yourself because no one will benefit!

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TABLE OF CONTENTS
Acknowledgement ii
What Is This Module About? iii
How Do You Use This Module? vi
AGRICULTURE ARTS
CHAPTER 1 – Basic Concepts of Agricultural Crop Production 2
Lesson 1 Definition and Importance of Agriculture 7
Lesson 2 Brief History of Agriculture 10
Lesson 3 Branches of Agriculture 15
Lesson 4 Types of Agricultural Crops
and Its Classifications 23
Lesson 5 Types Of Commercial Food Crops
in the Philippines 35
Lesson 6 Plant Parts and Its Function 40
CHAPTER 2 – Farm Tools, Equipments, Inputs and Labor 60
Lesson 1 Farm Tools 65
Lesson 2 Farm Equipment 76
Lesson 3 Maintenance 81
Lesson 4 Farm Inputs and Labor 88
CHAPTER 3 – Basic Calculation 101
Lesson 1 Basic Workplace Calculation 104

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CHAPTER 4- Farm Plans and Drawing 128
Lesson 1 Farm Plans and Layout 135
Lesson 2 Irrigation Plans and Design 147
CHAPTER 5- Safety Measures in Farm Operations 166
Lesson 1 Safety Measures in Farm Operation 171
Lesson 2 Safe Keep/Dispose Tools, Materials and Outfit 182
FISHERY ARTS
CHAPTER 6 – Basic Concept of Fishery 195
Lesson 1 Definition of Fishery and Its Importance 202
Lesson 2 Brief History of Fishery 206
Lesson 3 Branches of Fishery 210
Lesson 4 Morphology of Fish 217
CHAPTER 7 – Fish Culture 225
Lesson 1 Aspects, Classifications and Methods
of Fish Culture 231
Lesson 2 Terminologies in Fish Culture 238
Lesson 3 Facilities, Parts of Fish Pond and
Their Functions 243
Lesson 4 Cultivable Fish and Crustacean Species 255

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CHAPTER 8 – Fish Capture 281
Lesson 1.1 Fishing Methods and Gears 287
Lesson 1.2 Fishing Gear Construction and Operation 316
Lesson 1.3 Fishing Gear Proper Handling and Safety Measures 317
Lesson 2 Common Commercial Species of Aquatic Resources 318
CHAPTER 9 – Fish Preservation 336
Lesson 1.1 Fish Preservation Terminologies 342
Lesson 1.2 Body, Cuts and Market Forms of Fish 345
Lesson 2.1 Fish Preservation Principles 354
Lesson 2.2 Characteristics of Fresh from
Stale Fish 355
Lesson 2.3 Agents of Spoilage 357
Lesson 3.1 Types of Fish Curing with Their Principles 361
Lesson 3.2 Tools and Equipment 368
Answer Key 380
Bibliography 387

Agriculture
art

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Basic Concepts of
Agricultural Crop Production
take the challenge!
At the end of this chapter, the students are expected to:
Lesson 1: Define and Appreciate Agriculture
Lesson 2: Understand the Brief History of Agriculture
Lesson 3: Distinguish the Branches of Agriculture
Lesson 4: Determine the Types of Agricultural Crops
CHAPTER 1

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take the challenge!
Lesson 5: Define the Different Types of Commercial Food Crops
in the Philippines, Its Common, Local and Scientific
Names
Lesson 6: Identify and Explain the Parts of the Plants and Its
Function
PRE-TEST
Test I. Multiple choice
Direction: Encircle the letter of the correct answer.
1. What is the science, art and practice of farming which includes the
cultivation of the soil for the growing of crops, fruit-bearing trees and
livestock production?
a. agronomy
b. horticulture
c. agriculture
d. olericulture
2. It is the science dealing with the cultivation of vegetable crops.
a. horticulture
b. agronomy
c. olericulture
d. agriculture
3. It is a plant that lives more than two years.
a. annual crops
b. biennial crops
c. perennial crops
d. millennial crops

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4. It refers to the raising of birds either domestically or commercially,
primarily for meat and eggs including feathers.
a. swine raising
b. bird culture
c. poultry farming
d. zoology
5. _________ is the study of the allocation, distribution and utilization of
the resources used along with the commodities produced, by farming.
a. agricultural management
b. agricultural economics
c. agricultural administration
d. agricultural organization
6. _________ is the area of engineering concerned with the design,
construction and improvement of farming equipment and machinery.
a. agricultural construction
b. agricultural design
c. agricultural system
d. agricultural engineering
7. _________ is the cultivation of fruit crops.
a. floriculture
b. fruiticulture
c. pomology
d. horticulture
8. _________ is the science and art of growing and caring for plants,
especially flowers, fruits, and vegetables.
a. floriculture
b. olericulture
c. pomology
d. horticulture

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9. _________ is the husbandry of grazing animals viewed as an ideal way
of making a living and the regular movement of all or part of the society
considered a normal and natural part of life.
a. nomadic pastoralism
b. greek pastoralism
c. roman pastoralism
d. pastoralism
10. ________ is the vital part of every economy.
a. Farming
b. Agro-industrial
c. Agriculture
d. Agribusiness
Test II: True or False
Directions: Write True if the statement is correct and False if it is wrong.
___________1. Agriculture is only the cultivation of soil to prepare for
planting.
__________ 2. Agriculture is one of the best examples of farming.
__________ 3. Animal Husbandry is a branch of agriculture.
__________ 4. The major source of raw materials is from the product of
agriculture.
__________ 5. Agriculture obstructs the economic growth because of the
industrial and commercial buildings are unable to expand their land
possessions.

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DEFINITION OF TERMS
Agriculture – it is the science, art and practice of cultivating the soil,
producing crops and raising livestock and in varying degrees the preparation
and marketing and resulting of products
Farm Equipment - These are machineries used in crop production. They are
used in land preparation and in transporting farm inputs and products. These
equipment need a highly skilled operator to use
Farm Implements - accessories pulled by animals or mounted to
machineries to make the work easier
Farm Tools - objects that are usually light and are used without the help of
animals and machines
Fertile Crescent – semicircle of fertile land stretching from southeast coast of
Mediterranean around Syrian Desert, North of Arabia to Persian Gulf
Neolithic – of or relating to the latest period of the Stone Age characterized
by polished stone implements
Parthenocarpy – the production of fruits without fertilization

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LESSON 1:
DEFINITION AND IMPORTANCE OF
AGRICULTURE
What is Agriculture?
Nominal Definition (explains what a name is)
Agriculture comes from the Latin words ager, agri meaning field and
cultura meaning growing, cultivation. Therefore it means “growing and
cultivating of the field.”
Real Definition (explains what a thing is)
Agriculture is the science or practice of farming which includes the
cultivation of the soil for the growing of crops and fruit-bearing trees. It also
considers the raising of animals to provide food and other raw materials which
can produce another product.

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Elements in the Definition of Agriculture
 It is a science, because of systematically organized body of knowledge
which not only based on opinions, hypothesis and theories but on factual
and absolute knowledge. Also, it is a practice because of the actual
applications of the ideas.
 Of farming, because is the act or process of working the ground,
planting seeds, and growing edible plants. It can also include raising
animals for milk, meat and wool.
VALUE OF AGRICULTURE
Agriculture has a vital role in the life and progress of an economy. It
does provide food which is the basic needs of mankind, not only to sustain food
and raw material but also employment opportunities to a vast number of the
population of a country. It can be a source of livelihood which can contribute to
micro and macro community, supplying and sustaining food and fodder that are
the basic necessities of human to live, promoting the diplomatic friendship
facilitated by trading system in local, national and international arena,
marketable surplus products, source of saving of the entire national budget and
basis of the economic development of a country.
Without agriculture, the economy will be at high risk to food security
that may result into serious national problems. The effect may be adverse or
even worse.

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Activity
Direction: Answer the following questions.
1. What is the definition of agriculture? Justify.
2. Cite a value of agriculture that without it can create serious national
problem.

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LESSON 2:
BRIEF HISTORY OF AGRICULTURE
Agriculture was developed at least 10,000 years ago, and it has
undergone significant developments since the time of the earliest cultivation.
Ancient Origins
The Fertile Crescent of the Middle East was the site of the earliest
planned sowing and harvesting of plants that had previously been gathered in
the wild. Independent development of agriculture occurred in northern and
southern China, Africa's Sahel, New Guinea and several regions of the
Americas. Barley has been found in archeological sites in Levant, and East of
the Zagros Mountains in Iran.
The eight so-called Neolithic founder crops of agriculture includes
emmer wheat einkorn wheat, hulled barley, peas, lentils, bitter vetch, chick
peas and flax. Bitter vetch and lentils along with almonds and pistachios appear
in Franchthi Cave Greece simultaneously, about 9,000 BC. Neither was native

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to Greece, and they appear 2,000 years prior to domesticated wheat in the same
location. This suggests that the cultivation of legumes and nuts preceded that of
grain in some Neolithic cultures.
By 7,000 BC, small-scale agriculture reached Egypt. From at least 7,000
BC the Indian subcontinent saw farming of wheat and barley, as attested by
archaeological excavation at Mehrgarh in Balochistan.
By 6,000 BC, mid-scale farming was entrenched on the banks of the
Nile. About this time, agriculture was developed independently in the Far East,
with rice, rather than wheat, as the primary crop. Chinese and Indonesian
farmers went on to domesticate taro and beans including mung, soy and azuki.
To complement these new sources of carbohydrates, highly organized net
fishing of rivers, lakes and ocean shores in these areas brought in great volumes
of essential protein. Collectively, these new methods of farming and fishing
inaugurated human population boom dwarfing all previous expansions, and it
continues today.
By 5,000 BC, the Sumerians had developed core agricultural techniques
including large scale intensive cultivation of land, mono-cropping, organized
irrigation, and use of a specialized labour force, particularly along the
waterway now known as the Shatt al-Arab, from its Persian Gulf delta to the
confluence of the Tigris and Euphrates. Domestication of wild aurochs and
mouflon into cattle and sheep, respectively, ushered in the large-scale use of
animals for food/fiber and as beasts of burden. The shepherd joined the farmer
as an essential provider for sedentary and semi-nomadic societies. Maize,
manioc, and arrowroot were first domesticated in the Americas as far back as
5,200 BC.
The potato, tomato, pepper, squash, several varieties of bean, tobacco,
and several other plants were also developed in the New World, as was
extensive terracing of steep hillsides in much of Andean South America. The
Greeks and Romans built on techniques pioneered by the Sumerians but made
few fundamentally new advances. Southern Greeks struggled with very poor

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soils, yet managed to become a dominant society for years. The Romans were
noted for an emphasis on the cultivation of crops for trade.
Middle Ages
During the Middle Ages, Muslim farmers in North Africa and the Near
East developed and disseminated agricultural technologies including irrigation
systems based on hydraulic and hydrostatic principles, the use of machines and
the use of water raising machines, dams, and reservoirs. They also wrote
location-specific farming manuals, and were instrumental in the wider adoption
of crops including sugar cane, rice, citrus fruit, apricots, cotton, artichokes,
aubergines, and saffron. Muslims also brought lemons, oranges, cotton,
almonds, figs and sub-tropical crops such as bananas to Spain. The invention of
a three field system of crop rotation during the Middle Ages, and the
importation of the Chinese-invented moldboard plow, vastly improved
agricultural efficiency. Another important development towards the end of this
period was the discovery and subsequent cultivation of fodder crops which
allowed over-wintering of livestock.
Modern Era
After 1492, a global exchange of previously local crops and livestock
breeds occurred. Key crops involved in this exchange included the tomato,
maize, potato, cocoa and tobacco going from the New World to the Old, and
several varieties of wheat, spices, coffee, and sugar cane going from the Old
World to the New. The most important animal exportations from the Old
World to the New were those of the horse and dog (dogs were already present
in the pre-Columbian Americas but not in the numbers and breeds suited to
farm work). Although not usually food animals, the horse (including donkeys
and ponies) and dog quickly filled essential production roles on western
hemisphere farms.
By the early 1800s, agricultural techniques, implements, seed stocks and
cultivated plants selected and given a unique name because of its decorative or

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useful characteristics had so improved that yield per land unit was many times
seen in the Middle Ages. With the rapid rise of mechanization in the late 19th
and 20th centuries, particularly in the form of the tractor, farming tasks could
be done with a speed and on a scale previously impossible. These advances
have led to efficiencies enabling certain modern farms in the United States,
Argentina, Israel, Germany, and a few other nations to output volumes of high
quality produce per land unit at what may be the practical limit.
The Haber-Bosch method for synthesizing ammonium nitrate
represented a major breakthrough and allowed crop yields to overcome
previous constraints. In the past century agriculture has been characterized by
enhanced productivity, the substitution of labor for synthetic fertilizers and
pesticides, selective breeding, mechanization, water pollution, and farm
subsidies. In recent years there has been a backlash against the external
environmental effects of conventional agriculture, resulting in the organic
movement.
Agricultural exploration expeditions, since the late nineteenth century,
have been mounted to find new species and new agricultural practices in
different areas of the world.

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Activity
Direction: Answer the following questions. Write your answer on one whole
piece of yellow pad paper.
1. Collect pictures of agricultural technologies from the ancient origins
until the contemporary times. What are the similarities and
differences of agricultural technologies comparing to each era?
2. Why is it important to know and understand the history of
agriculture?

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LESSON 3:
BRANCHES OF AGRICULTURE
BRANCHES OF AGRICULTURE
There are four main branches of agriculture, namely;
1. Livestock Production or Animal Husbandry
2. Crop Production or Agronomy
3. Agricultural Economics
4. Agricultural Engineering
I. Livestock Production or Animal Husbandry
Animal Husbandry is the branch of agriculture concerned with animals
that are raised for meat, fiber, milk, eggs, or other products. The term
"livestock" encompasses many species and numerous breeds within animal
species which can produce food and other raw materials.
Livestock production or Animal Husbandry has 4 common classifications such
as:

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a.) Nomadic Pastoralism is the husbandry of grazing animals is viewed as an
ideal way of making a living and the regular movement of all or part of the
society is considered a normal and natural part of life. Pastoral nomadism is
commonly practice where climatic conditions produce seasonal pastures but
cannot support sustained stationary agriculture because of the animals’ food
limitations.
b.) Poultry Farming is the raising of birds domestically or commercially,
primarily for meat and eggs as well as for feathers. Chickens, turkeys, ducks,
and geese are of primary importance, while guinea fowl and squabs (young
pigeons) are chiefly of local interest.

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c.) Swine Farming is the raising and breeding of domestic pigs as livestock,
and is a branch of animal husbandry. Pigs are farmed principally for food (e.g.
pork, bacon, gammon) or sometimes skinned.
d.) Apiculture is the scientific method of rearing honeybees. The word
‘apiculture’ comes from the Latin word apis meaning bee and colere which
means “to culture”. Bees are mainly reared for their honey. So, apiculture or
also known as beekeeping is the care and management of honey bees for the
production of honey and the wax. In this method of apiculture, bees are bred
commercially in apiaries, an area where a lot of beehives can be placed.
Apiaries can be set up in areas where there are sufficient bee pastures – usually
areas that have flowering plants.

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II. Crop Production or Agronomy
It is the science dealing with the cultivation of crops and vegetables on a
field scales either under rain fed or irrigation conditions. These crops are
mainly annuals cultivated food. The requirements of each crop are studied in
terms of soil and climate, as well as planting time and techniques, different
cultivars, fertilization, weed, disease, and insect control, as well as the effect of
stress factors. Crop Production or Agronomy includes:
Horticulture is the science and art of growing and caring for plants,
especially flowers, fruits, and vegetables. The word is derived from the Latin
hortus which means “garden” and colere which means “to culture”. As a
general term, it covers all forms of garden management, but in ordinary use it
refers to intensive commercial production. Horticulture has 3 branches namely,
pomology, olericulture and floriculture.

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a) Pomology- is the branch of botany that studies all fruits, specifically the
science of growing fruits and nuts. The word is derived from the Latin
pomum which means “fruit” and logia which means “field of study”. As a
branch of horticulture, it focuses to the cultivation of fruits, nuts, fruit-
bearing and nut-bearing trees/plants for human use and consumption.
b) Olericulture is the science and art of vegetable growing, dealing with the
culture of non-woody (herbaceous) plants for food. The word is derived
from the Latin oleris which means “pot herb” and colere which means “to
culture”. As language develops over long period of time, it is simply
defined as the science and art of growing vegetables crops. It deals with the
production, storage processing and marketing of vegetables. It encompasses
crop establishment, including cultivar selection, seedbed preparation and
establishment of vegetable crops by seed and transplants. It also includes
maintenance and care of vegetable crop production.

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c) Floriculture refers to farming, plant care, propagation, and cultivation with
one goal in mind, the maximum production of flowering and ornamental
plants for gardens and floristry, comprising the floral industry. The word is
derived from the Latin floris which means “flower” and colere which
means “to culture”. Therefore, it is the cultivation of flower. To elaborate,
floriculture is an entire gardening spectrum that is geared towards
understanding and improving all aspects of bud and flower creation,
including indoor lighting, growroom requirements, greenhouse needs, plant
nutrition, irrigation, pest management, and breeding new cultivars/strains.
III. Agricultural Economics is study of the allocation, distribution and
utilization of the resources used, along with the commodities produced, by
farming. It concerns itself with the study of the production and consumption of
food in both developed and developing countries along with analysis of the
policies that shape the world’s largest country.

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IV. Agricultural Engineering is the area of engineering concerned with the
design, construction and improvement of farming equipment and machinery.
Agricultural engineers integrate technology with farming. For example, they
design new and improved farming equipment that may work more efficiently,
or perform new tasks. They design and build agricultural infrastructure such as
dams, water reservoirs, warehouses, and other structures. They may also help
engineer solutions for pollution control at large farms. Some agricultural
engineers are developing new forms of biofuels from non-food resources like
algae and agricultural waste. Such fuels could economically and sustainably
replace gasoline without jeopardizing the food supply.

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Activity
Direction: Answer the following questions. Write your answer on one whole
piece of yellow pad paper.
1. What are the four (4) branches of agriculture? Give its importance.
2. What are the four (4) branches of livestock production? Describe
each
3. Enumerate the different kinds of agronomy crops.
4. What are the three (3) branches of horticulture? Describe each
5. If you were given a capital to build or establish your own agricultural
business, in what branch of crop production do you prefer? Explain
and share it to the class.

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LESSON 4:
TYPES OF AGRICULTURAL CROPS
AND ITS CLASSIFICATIONS
Agricultural crops are plants that are grown or intentionally managed by
man for certain purposes. They are classified in various terms used worldwide.
Types of Crops
Crops are divided into six falls into categories and they’re as follows:
1. Food Crops
2. Feed Crops
3. Fiber Crops
4. Oil Crops
5. Ornamental Crops
6. Industrial Crops

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Descriptions of Crops According to their Categories
I. Food Crops – A plant that is primarily raise, culture and harvest for the
human consumption. It has two sub categories, the field crops and root
crops.
a) Field crop is a crop (other than fruits or vegetables) that is grown on a
large scale for agricultural purposes. Examples are wheat, rice, corn,
sugarcane and other forage crops. These crops typically consist of a
large majority of agricultural acreage and crop revenues.
b) Root Crops – are underground plant parts edible for human
consumption.

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II. Feed Crops – A plant that is primarily raise, culture and harvest for the
livestock consumption.
III. Fiber Crops – A plant that is primarily raise, culture and harvest for its
fibers which are used as raw material.
IV. Oil Crops – A plant that is primarily raise, culture and harvest as base
for biodiesel production.

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V. Ornamental Crops – A plant that is primarily raise and culture for
decorative purposes especially in gardens and landscape design projects.
VI. Industrial Crops – A plant that is cultured for their biological materials
which are used in industrial processes into nonedible products.
(Example: Tobacco)

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Classification of Crops According to their Reproduction
1. Sexual - plants that develop from a seed or a spore after undergoing
union of male and female gametes.
2. Asexual – plants which reproduce by any vegetative means without the
union of the sexual gametes.

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Classification of Crops According to Mode of Pollination
I. Naturally Self Pollinated Crops – predominant mode of pollination in
this plant is self-pollination.
II. Naturally Cross Pollinated Crops – pollen transfer in these plants is
from another of one flower in a separate plant.

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III. Both Self and Cross Pollination Crops – these plants are largely self-
pollinated but in varying amounts.
Classifications of Crops According to Growth Habits
I. Herb – succulent plants with self-supporting stems.
II. Vines – herbaceous climbing or twining plants without self-supporting
stem.

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III. Lianas – woody climbing or twining plants which depend on other
plants for vertical support to climb up to the tree.
IV. Shrubs – a small tree or tree like plants generally less than 5 meters in
height but other authorities restricted to small, erect woody plants.

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V. Trees – plants having erect and continuous growth with a large develop
of woody tissue, with a single distinct stem or trunk.
VI. Evergreen – plants that maintain their leaves throughout the year.
VII. Deciduous – plants which naturally shed off or lose leaves annually for
extended periods.

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Descriptions of Crops According to their Life Span
I. Annual crop is a plant that completes its life cycle, from germination to
production of seed, within one growing season, and then dies. Annual
crops examples are rice, corn and others.
II. Biennial crop is a plant that takes two years to complete its biological
lifecycle. Its examples are cabbage, parsley and others.

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III. Perennial crop is a plant that lives more than two years. The term is
often used to differentiate a plant from shorter-lived annuals and
biennials. The term is also widely used to distinguish plants with little or
no woody growth from trees and shrubs, which are also technically
perennials.

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Activity
Direction: Using the table below, identify the different crops in your locality
according to their categories, classifications and description.
Crops Categories
Classification
According to
their
Reproduction
Classification
According to
Mode of
Pollination
Classification
According to
their Growth
Habit
Description
According
to their Life
Span

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LESSON 5:
TYPES OF COMMERCIAL FOOD CROPS
IN THE PHILIPPINES
Food Crop
A crop primarily raised and culture for human consumption. There are 5
major categories of common commercial crops in the Philippines they are the
following: cereal crops, root and tuber crops, sugar crops, vegetable crops, fruit
crops.

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a) Cereal Crops – are one of the members of grass family with their seed
to eat.
b) Root and Tuber Crops – a crop that is root vegetables and thick
underground part of the stem which is edible to consume by human.
c) Sugar Crops – several species of tall perennial grass that are grown for
extraction of sugar product.

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d) Vegetable Crops – are edible part/s of the plant.
e) Fruit Crops – are groups of different types of fruits that are edible to
consume by human.
Common Commercial Food Crops in the Philippines
COMMON NAME SCIENTIFIC NAME ENGLISH NAME
Palay Oryza sativa Linn Rice
Mais Zea mays L. Corn/Maize
Niyog Cocos nucifera L. Coconut
Tubo Saccharum officinarum L. Sugarcane
Saging Musa sapientum var. Banana
Pinya Ananas comosus L. Pineapple
Kape Coffea sp. Coffee
Mangga Mangofera indica Mango
Tabako Nicotiana tabacum Tobacco
Mani Archis hypogaea Linn. Peanut
Munggo Vigna radiata L. Mungbean
Kamoteng Kahoy Manihot esculenta Crantz. Cassava
Kamote Ipomoea batatas Lam Sweet Potato
Kamatis Lycopersicon esculentum Mill. Tomato

38
Bawang Allium sativum Linn. Garlic
Sibuyas Allium cepa Linn. Onion bulb
Repolyo Brassica oleracea L. Cabbage
Talong Solanum melongena Linn. Eggplant
Kalamansi Citrus madurensis Lour. Calamansi

39
Activity
Directions: Search from the internet and identify the different common
commercial food crops in the Philippines that were given from the lesson. After
that, draw at least five (5) different common commercial food crops. In each
drawing, write their classifications, local, common and scientific names. The
output will be assessed and graded based from the given rubrics below.
RUBRICS FOR DRAWING
CATEGORY 5 4 3 2
Neatness and
Attractiveness
Exceptionally
well designed,
neat and
attractiveness.
Neat and
relatively
attractive.
Lines are neatly
drawn but the
drawing appears
quite plain.
Appears
messy and
“thrown
together” in
a hurry.
Accuracy of
Drawings
All drawings
are done
correctly and
are easy to see.
Most
drawings
are done
correctly
and are easy
to see.
Some drawings
are done correctly
and are easy to
see.
Few
drawings
are done
correctly
and are easy
to see.
Labeling of
Names
Each drawing
has a clear, neat
label that
describes it.
Most
drawings
have a clear,
neat label
that
describes it.
Some drawings
have a clear, neat
label that
describes it.
Few
drawings
have a clear,
neat label
that
describes it.

40
LESSON 6:
PLANT PARTS AND ITS FUNCTION
A plant has different parts. The main parts are the roots, stem and the
leaves. Each part has a vital role in the life of a plant. The root absorbs water
and different nutrients in the ground. The roots also establish the plant as
foundation. The stem carries the water and different nutrients from the ground
to the leaves. It also supports the foundation.
The Roots

41
The main functions of the root system are absorption of water and
minerals from the soil, providing a proper anchorage to the plant parts, storing
reserve food material and synthesis of plant growth regulators.
In majority of the dicotyledonous plants, the direct elongation of
the radicle leads to the formation of primary root which grows inside the soil.
It bears lateral roots of several orders that are referred to as secondary, tertiary,
and so on. The primary roots and its branches constitute the tap root system.
In monocotyledonous plants, the primary root is short lived and is
replaced by a large number of roots. These roots originate from the base of the
stem and constitute the fibrous root system.

42
In some plants, roots arise from parts of the plant other than the radicle
and are called adventitious roots.
The root is covered at the apex by a thimble-like structure called
the root cap. It protects the tender apex of the root as it makes its way through
the soil.
Tap roots of carrot, turnip and adventitious roots of sweet potato, get
swollen and store food.

43
Hanging structures that support a banyan tree are called prop roots.
Similarly, the stems of maize and sugarcane have supporting roots
coming out of the lower nodes of the stem. These are called stilt roots.
In some plants such as Rhizophora growing in swampy areas, many

44
roots come out of the ground and grow vertically upwards. Such roots,
called pneumatophores, help to get oxygen for respiration.
The Stem
The stem of a plant is one of two structural parts of a vascular plant (a plant
that has tissues for moving water and nutrients), the other being the root. The
stem is the part above ground which provides support for leaves and buds. It's
like the major highway of a plant, and it's vital for plant life.
The region of the stem where leaves are born are called nodes while
internodes are the portions between two nodes. Some stems perform the
function of storage of food, support, protection and of vegetative propagation.

45
Underground stems of potato, ginger, turmeric, zaminkand,
colocasia are modified to store food in them.
Stem tendrils which develop from axillary buds, are slender and
spirally coiled and help plants to climb such as in gourds (cucumber, pumpkins,
watermelon) and grapevines.

46
Axillary buds of stems may also get modified into woody, straight
and pointed thorns. They protect plants from browsing animals.
Some plants of arid regions modify their stems into flattened (Opuntia),
or fleshy cylindrical (Euphorbia) structures. They contain chlorophyll and carry
out photosynthesis.
Underground stems of some plants such as grass and strawberry, etc.,
spread to new niches and when older parts die new plants are formed

47
The Leaf
Leaf is a flattened structure of a higher plant, typically green and blade-
like, that is attached to a stem directly or via a stalk. Leaves are the main
organs of photosynthesis and transpiration.
Leaves originate from shoot apical meristems. Leaf develops at the
node and bears a bud in its axil. The axillary bud later develops into a branch.

48
A typical leaf consists of three main parts: leaf base,
petiole and lamina. The petiole help hold the blade to light. Long thin flexible
petioles allow leaf blades to flutter in wind, thereby cooling the leaf and
bringing fresh air to leaf surface. The lamina or the leaf blade is the green
expanded part of the leaf with veins and veinlets. There is, usually, a middle
prominent vein, which is known as the midrib. Veins provide rigidity to the
leaf blade and act as channels of transport for water, minerals and food
materials.
Leaf Venation
The arrangement of veins and the veinlets in the lamina of leaf is termed
as venation. When the veinlets form a network, the venation is termed
as reticulate. When the veins run parallel to each other within a lamina, the
venation is termed as parallel. Leaves of dicotyledonous plants generally

49
possess reticulate venation, while parallel venation is the characteristic of
most monocotyledons.
Modifications of Leaves
Leaves of certain insectivorous plants such as pitcher plant, venus-fly
trap are also modified leaves for their food.
Transpiration
Plants absorb mineral nutrients and water from the soil. Not all the water
absorbed is utilised by the plant. The water evaporates through the stomata
present on the surface of the leaves by the process of transpiration. The
evaporation of water from leaves generates a suction pull (the same that you
produce when you suck water through a straw) which can pull water to great
heights in the tall trees. Transpiration also cools the plant.

50
Water absorption through roots can be increased by keeping the plants
a. in the shade
b. in dim light
c. under the fan
d. covered with a polythene bag
When we place a plant under the fan the speed of air flow is very high.
Transpiration will take place in presence of high air flow through the stomata.
Rate of transpiration increases during windy condition. Increase in the rate of
transpiration increases the water absorption also because when transpiration
occurs, it will create a transpiration pull and more water absorption will take
place.
Do Plants Also Respire?
In plants each part can independently take in oxygen from the air and
give out carbon dioxide. Even roots can respire. Can you guess what would
happen if a potted plant is overwatered? Plants carry out photosynthesis only
during the day and respiration both during the day time as well as night.
Did you know? For us oxygen is essential, but for those organisms which do
not use it, oxygen is toxic. In fact, our white blood cells use oxygen to kill
invading bacteria. Even for humans, it may be dangerous to breathe pure
oxygen for long.

51
The Flower
The flower is the reproductive unit in the angiosperms. It is meant for
sexual reproduction. Androecium and gynoecium are reproductive organs.
When a flower has both androecium and gynoecium, it is bisexual. A flower
having either only stamens or only carpels is unisexual. Aestivation: The
mode of arrangement of sepals or petals in floral bud with respect to the other
members of the same whorl is known as aestivation.
Parts of a Flower

52
Androecium
Androecium is composed of stamens. Each stamen which represents the
male reproductive organ consists of a stalk or a filament and an anther. Each
anther is usually bilobed and each lobe has two chambers, the pollen-sacs. The
pollen grains are produced in pollen-sacs. A sterile stamen is called staminode.
Gynoecium
Gynoecium is the female reproductive part of the flower and is made up
of one or more carpels. A carpel consists of three parts namely stigma, style
and ovary. After fertilization, the ovules develop into seeds and the ovary
matures into a fruit. Placentation: The arrangement of ovules within the ovary
is known as placentation.

53
The Fruit
The fruit is a characteristic feature of the flowering plants. It is a mature
or ripened ovary, developed after fertilisation. If a fruit is formed without
fertilisation of the ovary, it is called a parthenocarpic fruit. The ovules after
fertilization, develop into seeds.
Transport Of Water And Minerals In Plants
Plants absorb water and minerals by the roots. The roots have root hair.
The root hair increase the surface area of the root for the absorption of water
and mineral nutrients dissolved in water. The root hair is in contact with the
water present between the soil particles.
Plants have pipe-like vessels to transport water and nutrients from the
soil. The vessels are made of special cells, forming the vascular tissue. The
vascular tissue for the transport of water and nutrients in the plant is called

54
the xylem. The xylem forms a continuous network of channels that connects
roots to the leaves through the stem and branches and thus transport water to
the entire plant leaves synthesise food. The food has to be transported to all
parts of the plant. This is done by the vascular tissue called the phloem. Thus,
xylem and phloem transport substances in plants.

55
Activity
Directions: Draw a plant that composed of the different parts which are
stated from the lesson. The output will be assessed and graded based from the
given rubrics below.
RUBRICS FOR DRAWING
CATEGORY 5 4 3 2
Neatness and
Attractiveness
Exceptionally
well designed,
neat and
attractiveness.
Neat and
relatively
attractive.
Lines are
neatly drawn
but the
drawing
appears quite
plain.
Appears
messy and
“thrown
together” in a
hurry.
Accuracy of
Drawings
All drawings
are done
correctly and
are easy to
see.
Most
drawings are
done correctly
and are easy
to see.
Some
drawings are
done correctly
and are easy
to see.
Few drawings
are done
correctly and
are easy to
see.
Labeling of
Names
Each drawing
has a clear,
neat label that
describes it.
Most
drawings have
a clear, neat
label that
describes it.
Some
drawings have
a clear, neat
label that
describes it.
Few drawings
have a clear,
neat label that
describes it.

56
Post-TEST
Test I. Identification
Direction: Write the answer of the space provided before the number.
_________1. It is the science or practice of farming which includes the
cultivation of the soil for the growing of crops, fruit-bearing trees and
livestock production.
_________2. What is the science dealing with the cultivation of crops and
vegetables on a field scale, either under rain fed or irrigation conditions?
_________3. What is the scientific method of rearing honeybees?
_________4. It refers to the raising of birds domestically or commercially,
primarily for meat and eggs but also for feathers.
_________5. What is the study of the allocation, distribution and utilization
of the resources used, along with the commodities produced by farming?
_________6. What is the area of engineering concerned with the design,
construction and improvement of farming equipment and machinery?
_________7. What is the scientific study for the maximum production of
edible fruit?
_________8. What is the growing of vegetables such as French beans,
Cabbages and Tomatoes?
_________9. What is the husbandry of grazing animals is viewed as an
ideal way of making a living and the regular movement of all or part of the
society is considered a normal and natural part of life?
_________10. It is the raising and breeding of domestic pigs as livestock.
Test II: Modified True or False
Directions: Write true if the statement is correct and false if it’s not. Then
replace the underlined word on the blank space provided before the number.
__________ 1.) Food crops are plants that primarily raise, culture and harvest
for the human consumption.

57
__________ 2.) Cereal Crops are plants that cultured for their biological
materials which are used in industrial processes into inedible products.
__________ 3.) Hybrid Pollinated Crops are pollen transfer in these plants is
from another of one flower in a separate plant.
__________ 4.) Silk Crops are plants that primarily raise, culture and harvest
for its fibers which are used to be a raw material.
__________ 5.) Sexual Crops is a classification of plants which reproduce by
any vegetative means without the union of the sexual gametes.
___________6.) Diesel Crops are plants that primarily raise, culture and
harvest for the base of biodiesel production.
___________7.) Feed Crops are plants that primarily raise, culture and harvest
for the livestock consumption.
___________8.) Deciduous are plants which naturally shed off or lose leaves
annually for extended periods.
___________9.) Aerial plants are small woody climbing or twining plants
which depend on other plants for vertical support to climb up to the tree.
___________10.) Bienial is a plant which requires two growing seasons to
complete its life cycle first for vegetative growth and accumulation.
III. Fill in the blank
Direction: Write the correct answer on the space provided.
COMMON NAME SCIENTIFIC NAME ENGLISH NAME
Palay 1._______________ Rice
Mais 2._______________ Corn/Maize
3.______________ Cocos nucifera L. Coconut
Tubo 4._______________ Sugarcane
5.______________ Musa sapientum var. Banana
6.______________ Ananas comosus L. Pineapple
Kape 7._______________ Coffee
8.______________ Mangifera indica L. Mango
Tabako 9._______________ Tobacco
Mani 10._______________ Peanut

58
11._____________ Vigna radiata L. Mungbean
12._____________ Manihot esculenta Crantz. Cassava
Kamoteng Baging Ipomoea batatas Lam 13._______________
Kamatis 14.________________ Tomato
15._____________ Allium sativum Linn. Garlic
IV. Identification
Direction: Using the keyword below, identify the following statements. Write
the answer on the space provided.
Lamina Leaf Phloem Flower
Root Cap Androecium Fly Eater Plant Transpiration
Xylem Venus-Fly Trap Gynoecium Fruit
___________1) It is a lateral outgrowth of stem developed exogeneously at the
node. These are green in colour to perform the function of photosynthesis.
___________2) It is the green expanded part of the leaf with veins and veinlets.
___________3) It is the vascular tissue for the transport of water and nutrients
in the plant.
___________4) Food has to be transported to all parts of the plant. This is done
by the vascular tissue called _______.
___________5 Water comes out of leaves in the form of vapour by a process
called __________.
___________6) It is a part of the flower that composed of stamens.
___________7) What is the female reproductive part of the flower and is made
up of one or more carpels?
___________8) It is the part of the root which is covered at the apex by a
thimble-like structure.
___________9) It is a characteristic feature of the flowering plants.

59
___________10) A carnivorous plant.
V. Essay
Direction: Write an essay of what you have learned in the ff:
 Definition and Importance of Agriculture (10 pts)
 History of Agriculture (10pts)

60
Farm Tools,
Equipments, Inputs AND LABOR
take the challenge!
Lesson 1: Recognize and Select Farm tools
Lesson 2: Identify and Select Farm Equipments
Lesson 3: Perform Maintenance
Lesson 4: Remember and Understand the Farm Inputs and Labor
CHAPTER 2

61
PRE-TEST
Test I. Multiple choice
Direction: Write the letter of the correct answer before the number.
1) A proper tool for digging.
a. Bolo
b. Crowbar
c. Grub hoe
d. Pruning shear
2) A proper tool for cutting grasses.
a. Shovel
b. Bolo
c. Crowbar
d. Mattock
3) Which tool does not belong to the group according to its use as?
a. Crowbar
b. Pruning shear
c. Mattock
d. Shovel
4) Farm tools are very important in agricultural crop production because
they __________.
a. Make work faster
b. Male work easier
c. Save time and effort
d. All of the above
5) A farm tool used for cleaning the ground and levelling the topsoil.
a. Shovel
b. Pick-Mattock
c. Rake
d. Spade
6) A farm tool that looks like a spoon primarily used for transferring the
soil.
a. Spade
b. Shovel
c. Rake
d. Wheel barrow

62
7) An open container with a single pair of wheel at the front and two
handle at the rear used for transport materials to another place.
a. Trailer
b. Hand tractor
c. Wheel barrow
d. Improvised Basket
8) It is an implement which is pulled by working animal to till the soil.
a. Disc harrow
b. Disc plow
c. Native plow
d. Native harrow
9) It is an implement mounted to a tractor that is used to pulverize the
newly plowed soil.
a. Disc harrow
b. Disc plow
c. Native plow
d. Native harrow
10) A farm tool primarily used to operate horticultural works.
a. Pruning shear
b. Knife
c. Cutter
d. Harvester
11) Which of the following farming is used for digging canals, breaking
hard topsoil and for digging up stones and tree stumps?
a. Shovel
b. Spade
c. Hoe
d. Pick-mattock
12) It is a tool used without the help of animals or machines. Being used in
performing farm activities which involve small areas like school garden
and home garden.
a. Shovel
b. Hand tools
c. Grass cutter
d. Grab hoe
13) It is a tool used for cleaning the ground and leveling the topsoil.
a. Sickle
b. Spade
c. Prunning shears
d. Rake
14) Which of the following is the accessories which is being pulled by
working animals or mounted to machineries usually used in the
preparation of land. Usually made of a special kind of metal.

63
a. Farm tools
b. Farm equipments
c. Farm implements
d. None of the Above
15) Which of the following is equipment used in land preparation and in
transporting farm inputs and products? This equipment needs a highly
skilled operator to use.
a. Farm tools
b. Farm implements
c. Farm equipments
d. All of the above
II. True or False.
Direction: Read and analyze each statement below. Write T if the
statement is correct; F if the statement is incorrect on the space provided.
______1) Hand tractor is used to draw irrigation water from a source.
______2) Tools that are worn out should be separated and be fixed
immediately to avoid accident.
______3) When sharpening with a file, do not use oil; metal filings will
accumulate and clog the file's serrations.
______4) Water will help tools to work as intended and will prevent
the formation of rust.
______5) For pruners, use a whetstone because it produces a very
sharp cutting edge.

64
DEFINITION OF TERMS
Farm Equipments - These are machineries used in crop production. They are
used in land preparation and in transporting farm inputs and products. These
equipments need a highly skilled operator to use
Farm Implements - accessories pulled by animals or mounted to machineries
to make the work easier.
Farm Tools - objects that are usually light and are used without the help of
animals and machines
Preventive Maintenance - an activity or operation done to prevent
malfunction of tools and equipment and it is done to prolong the useful life of
tools and equipment
Repair - to restore to good condition something broken or damaged.

65
LESSON 1:
SELECT AND USING FARM TOOLS
FARM TOOLS IN AGRICULTURAL CROP PRODUCTION
Farm tools, implements, and equipment play very important role in
agricultural crop production. 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 them, they are useless. In order to
do crop production operations successfully, one must have a good working
knowledge of the tools, implements and equipment before using them.
Hand Tools
Hand tools are usually light and are used without the help of animals or
machines. They are being used in performing farm activities which involve
small areas like school garden and home garden. Examples:

66
Axe is for cutting bigger size post.
Bolo is used for cutting tall grasses and weeds and chopping branches of
trees.
Crowbar is used for digging big holes and for digging out big stones
and stumps.

67
Grab-hoe is used for breaking hard topsoil and pulverizing soil.
Hand Cultivator is used for cultivating the garden plot by loosening the
soil and removing weeds around the plant.
Hand Fork is used for inter row cultivation.

68
Hand Trowel is used for loosening the soil around the growing plants
and putting small amount of manure fertilizer in the soil.
Knife is for cutting planting materials and for performing other
operations in horticulture.

69
Light Hoe is used for loosening and leveling soil and digging out
furrows for planting.
Pick-mattock is used for digging canals, breaking hard topsoil and for
digging up stones and tree stumps.
Pruning Shears is for cutting branches of planting materials and
unnecessary branches of plants.

70
Rake is used for cleaning the ground and leveling the topsoil.
Shovel is used in removing trash, digging loose soil, moving soil from
one place to another and for mixing soil media.
Sickle is a hand-held agricultural tool with a variously curved blade
typically used for cutting weeds.

71
Spade is used for removing trash or soil, digging canals or ditches and
mixing soil media.
Spading Fork is used for loosening the soil, digging out root crops and
turning over the materials in a compost heap.
Sprayers are for spraying insecticides, foliar fertilizers, fungicides and
herbicides.

72
Sprinkler is for watering seedlings and young plants.
Wheel barrow is used for hauling trash, manures, fertilizers, planting
materials and other equipment.
Water Pail is for hauling water, manure and fertilizers.

73
Farm Implements
These are accessories which are being pulled by working animals or
mounted to machineries (hand tractor, tractor) which are usually used in the
preparation of land. These are usually made of a special kind of metal.
Examples:
Native Plow
Disc Plow
Plows are farm implements either pulled by a working animal or a
tractor. The plow is specifically used for tilling large areas, making furrows and
inter row cultivation. Plows pulled by working animals are made of either a
combination of metal and wood or pure metal. They are used to till areas with a
shallower depth than that of the disc plows which are pulled by tractors.

74
Native Wooden Harrow
Disc Harrow
Harrows are used for tilling and pulverizing the soil. The native
wooden harrow is made of wood with metal teeth and pulled by a carabao
while the disc harrow is made of metal mounted to a tractor.
Rotavator is an implement mounted to a tractor used for tilling and
pulverizing the soil.

75
Activity
PROPER USE OF SHOVEL
Direction: Bring your own Personal Protective Equipments and Tools
which are stated below. Use them and perform those procedures. Your
performance will be assessed based from the given rubrics.
PPE and Tools needed:
 Footwear
 Long pants
 Gloves
 Rag
 Shovel
Procedure:
Make sure that before you perform this activity, you are wearing
appropriate personal protective equipment. Follow these instructions
1. Keep feet wide apart. Place front foot close to shovel.
2. Put weight on front foot. Use leg to push shovel.
3. Shift weight to rear foot. Keep load close to body.
4. Turn feet in direction of throw.
5. Perform housekeeping.
Assessment:
The passing rate is 75 points. Below passing points will retake the
activity until the takers pass.
Rubrics
Score
(Points)
20 15 10 5
Proper distance of the feet from each other
The weight is on front foot
The load is close to your body
Direction of the feet when throwing load
Practice good housekeeping

76
LESSON 2:
SELECT FARM EQUIPMENT
COMMON FARM EQUIPMENT
These are machineries used in crop production. They are used in land
preparation and in transporting farm inputs and products. These equipments
need a highly skilled operator to use.
Hand Tractor is used to pull a plow and harrow in preparing a large
area of land.

77
Four Wheel Tractor is used to pull disc plow and disc harrow in
preparing much bigger area of land.

Water Pump is used to draw irrigation water from a source.
Thresher is a piece of farm equipment that threshers grain, that is, it
removes the seeds from the stalks.

78
Corn Dehusker machine is used to peel the skin of corn and make
maize removed from the cob.
Rice Harvester makes the harvesting process easier by combining six
operations such as gathering, transporting, reaping, threshing, cleaning and
bagging into one machine.

79
Grass Cutter a device used to cut the grass, as a lawn mower.
Rice Seeder is for sowing germinated paddy seed directly in wetland
field.
Miller is to remove the husk and the bran layers, and produce an edible
white rice.

80
Activity
WATCH AND LEARN!
Direction: Make a group that composed of 5 students. In each group,
search and download in each at least three (3) videos on how the different
common farm equipment works. After that, show/present it to class. Make sure
that all students will watch all videos carefully.
RUBRICS FOR VIDEO PRESENTATION
CATEGORY 5 4 3 2
Accuracy All videos
are shown
correctly.
Most videos
are shown
correctly.
Some videos
are shown
correctly.
Few videos
are shown
correctly.
Teamwork All group
members
were
participated
the activity.
Most group
members
were
participated
the activity.
Some group
members
were
participated
the activity.
Few group
members
were
participated
the activity.

81
LESSON 3:
PERFORM MAINTENANCE
PRE-OPERATIVE CHECK UP OF FARM TOOLS AND EQUIPMENT
Imagine that the long, hot summer vacation has finally come to an end
and it‘s the beginning of the school year and you are ready to start working
your vegetable gardens. But before that let us check first our tools, implements
and equipment you are going to use.
Grab with your working clothes and personal protective equipment
(PPE). Proceed to the shop to retrieve your tools so that you can start clearing
away the last remnants of summer and begin tools to see that they are covered
with rust and dirt that has hardened and crusty globs of oil that have collected
dust last vacation. It seems that you are going to spend more time cleaning
breaking the soil for a new year. Imagine your frustration as you start pulling
out all of your and repairing tools on this nice day than you will actually use
them.

82
How to Clean Your Tools and Equipments:
Let‘s start with the basics. Your shovel, spade, hoe, or even the blades
on a hedge trimmer will be a lot easier to use if you take a few minutes to
knock some of the rust off the blade. Not only will this extend the life of the
tool, but also it will cut through the soil better, and thus require less effort to
use, if it has a nice sharp blade.
It is a good idea to keep a large whetstone in your shop. A whetstone is
an ideal tool to use to keep all of the cutting edges of your garden tools honed.
It will work well on your pruning shear, as well as many other common garden
tools.

83
The best way to use the stone is to find a way to stabilize the tool that
you want to work on. A bench vise is ideal. You will be able to clamp the tool
into place at an angle, so you can work on it. Clamping the garden tool into
place with a vise frees up both of your hands to use the whetstone and gives
you more control over what you are doing. 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
cutting edge for your tool. Not only will the edge become sharper, but you will
also be removing any pitting and rust that has formed at the edge of your tool‘s
blade.
In instances where the moving parts of your garden tools (such as with
of any new pruners, shears, and loppers) have frozen in place, like springs and
pivot joints, you should disassemble them first carefully break free any rust or
dirt that may keep the tool from functioning properly. Clean accumulated rust

84
and dirt off all metal surfaces with a wire brush. Remove stubborn rust from
small tools with fine steel wool. Using an old toothbrush with some lightweight
lubricating oil is a great way to work fresh oil into the joints of most garden
tools. Not only will this fresh oil helps your tool to work as it was intended, but
it will also prevent the formation of rust. 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. When
sharpening, try to maintain the original factory bevel or angle. For pruners, use
a whetstone because it produces a very sharp cutting edge. Depending on the
type of whetstone, apply a few drops of oil or water to the stone. With the
beveled side of the blade against the stone, rub the sharp edge of the blade
toward the stone in a curved motion, as if you were trying to shave off a thin
slice from the stone.
When working with a file, stabilize the blades in a vise or against a solid
surface such as a work bench to avoid injury and ensure an even stroke.

85
Always push the file across the blade in a motion away from your body. Move
the file diagonally, so that its cutting teeth are biting into the metal on the tool.
When sharpening with a file, do not use oil; metal filings will accumulate and
clog the file's serrations.
Farm implements like ordinary plow and wooden harrow should be
checked thoroughly before use. Loosened bolts and nuts should be tightened
firmly. Disc plow and harrow should also be lubricated on their moving parts
like bearings. Tractors should be tuned-up very well by skilled operator. Check
on their oil, lubricant, fuel and cooling system.

86
Activity
WELL-MAINTAINED, WELL EFFECTIVE
Direction: Bring the following materials and tools needed. Perform the
procedures properly.
Materials:
 1 Bottle/Container of Any Industrial Oil
 A piece of Rag
 Pieces of Sand Paper 300
 PPE such as gloves, eye protector goggles or glasses and dust mask
Tools:
 A set of Hedge Shear
 A set of Metal Clamp
 A Pile
 A Wrench (the size is based from the pivot nut of the hedge shear)
 A Bench Vise (look for School Facilities if available)
Procedure:
Step 1: Safety First. Wear all your Personal Protective Equipments. Prevention
to an accident is better than cure.
Step 2: Tighten the pivot nut. Before sharpening, check the pivot nut. It could
be loose, making the blades drift apart while cutting and tearing the twig
instead of cutting it clean. The nut should be snug with no play in the pivot.
With the nut tightened, check the tool; if it cuts cleanly, it doesn't need
sharpening. If it still cuts poorly, look down each blade to make sure it's not
bent. If a blade is slightly bent, loosen the pivot nut and separate the blades. To

87
straighten the blade, put it in a vise, slip on some thick leather gloves and
tweak it until it's straight.
Step 3: Hold the metal clamp using a vise. Examine the factory edge. Hold the
pile with both hands and mimic the direction of the bevel. Move the pile in one
direction, away from you. Don't use small, jerky strokes or you'll lose the
factory edge. As you work, you can see the clean metal path left by the pile.
Adjust your angle as needed to pile the entire edge evenly. Repeat this motion
several times until you expose clean metal over the whole edge. Usually it'll
take only about 10 strokes. Do the same with the other blade.
Step 4: Sand the back side of the blade. Place a sheet of 300-grit wet/dry
sandpaper on a smooth, flat piece of plywood. You'll be able to feel the burrs
(be careful— they're sharp) on the back side of each blade caused by the filing
action. To remove them, lightly sand the back side of the blade. Keep the blade
flat and move it in a circular motion. After making several circles, pick up the
blade and gently feel the edge. When the burrs left by the file disappear,
assemble the blades and lightly oil the moving parts.
Step 5: Perform house keeping
Assessment:
The students must do properly all criteria below to pass and if it’s not
they must retake the activity until they pass.
 The blade is properly sharpened.
 The nut is properly removed and returned.
 The step by step procedures are correctly followed.
 The safety precautions are properly observed.

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LESSON 4:
FARM INPUTS AND LABOR
FARM INPUTS
They are defined as products permitted for use in organic farming.
These include feedstuffs, fertilizers and permitted plant protection products.
The resources that are used in farm production. The following are examples:
Seed is a material which is used for planting or regeneration purpose.
However scientifically, it is a fertilized matured ovule together covered with

89
seed coat and it is a propagating material. Thus, seed is the most vital and
crucial input for crop production.
Fertilizer is a chemical or natural substance added to soil or land to
increase its fertility. There are two types of fertilizer; organic and inorganic.
Pesticide is a substance used for destroying insects or other organisms
harmful to cultivated plants or animals.
FARM LABOR
Farm labor is the manpower to perform agricultural works such as land
preparation, planting, sowing, plant caring, maintenance, harvesting, and
storing. It is the comprehensive efforts by an individual or group of men to
successfully fulfill the needs of the demand of farm operations.

90
LABOR REQUIREMENT FOR LAND PREPARATION
Plowing using animal
Plowing using tractor
Clearing of the land using hoe

91
Harrowing using hand tractor
LABOR REQUIREMENT IN PLANTING OF SEEDLINGS
Transplanting of seedlings
LABOR REQUIREMENT FOR PLANT CARE
Fertilizer Application

92
Pest Control
Irrigation
Weeding

93
Harvesting
Threshing Rice
Drying Rice

94
Threshing Corn
Drying Corn
Storing

95
Activity
ESTIMATING FARM INPUTS AND LABOR REQUIREMENTS
Direction: Follow the instructions below.
1. Visit a vegetable farm near to your school or home
2. Get the following data of the ff:
a. Area
b. Crop
c. Age of crop
d. Quantity of planting materials (in kgs)
e. Number of workers prepared the land
f. Number of days consumed in preparing the area
g. Amount of salary given to each worker during land preparation
h. Number of worker planted the area
i. Number of days consumed in planting the area
j. Amount of salary paid in planting the area
k. Number of worker fertilized the area from planting up to the date
of this survey.
l. Quantity of fertilizer used from planting up to the date where
survey was made
m. Amount of salary paid in applying fertilizer from planting to the
date of this survey
n. Quantity of fertilizer to be used after the survey until harvesting
o. Number of workers required to perform fertilization after
the survey until final harvesting
p. Amount of salary needed for fertilizer application after this
survey until harvesting

96
q. Estimated irrigation expenses from planting up to harvesting
r. Estimated worker hired to perform irrigation from planting to
harvesting.
s. Estimated days for spraying pesticides
t. Estimated workers needed for spraying insecticides
u. Estimated cost of insecticide used in spraying
v. Workers salary during spraying of insecticides
w. Estimated number of weeding operation
x. Estimated worker needed in weeding
y. Workers salary during weeding
z. Estimated worker employ during harvesting
3. Present your data in tabular form
Assessment:
 Required measuring tool is used in measuring the area.
 The data gathered is consistent.
 The respondent answers the question carefully.
 Data are presented in tabular form

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Post-TEST
Test I.Identification
Direction: Identify each farm tool, equipment and implements. Write
your answer in the space provided.
_________1. It is a farm tool used for cutting tall grasses and weeds and
chopping branches of trees.
_________2. It is a farm tool used for breaking hard topsoil and pulverizing
soil.
_________3. It is handy tool used for cutting planting materials and for
performing other operations in horticulture.
_________4. A farm tool used for spraying insecticides, foliar fertilizers,
fungicides and herbicides.
_________5. It is a farm tool used for hauling trash, manures, fertilizers,
planting materials and other equipment.
_________6. It is a hand-held agricultural tool with a variously curved blade
typically used for cutting weeds.
_________7. It is an implement mounted to a tractor used for tilling and
pulverizing the soil.
_________8. It is used for cutting bigger size post.
_________9.It is used for cutting branches of planting materials and
unnecessary branches of plants.
_________10. It is a farm tool use for inter row cultivation.
Test II. Enumeration
Direction: Enumerate the following:
1. Give at least ten (10) different hand tools used in farming.
2. Give at least five (5) different farm equipment.
3. Give three (3) different farm implement.

98
Test III. Matching Type
Direction: Match column A with column B. Write the letter of the correct
answer before the number.
A B
______1) a. Pest Control
______2) b. Fertilizer
______3) c. Fertilizer Application
______4) d. Pulling of Seedlings

99
______5) e. Clearing of the land
using hoe
______6) f. Harrowing using hand
tractor
______7) g. Plowing using animal
______8) h. Transplanting of
Seedlings
______9) j. Plowing using tractor

100
______10) k. Seeds
Test IV. Essay
Direction: Answer the following questions.
1. How to clean your tools and equipment?
2. What is the importance of preventive maintenance? Justify.

101
Basic Calculation

take the challenge!
Lesson 1: Perform Farm Basic Workplace Calculation
CHAPTER 3

102
PRE-TEST
Test I. Calculation
Direction: Solve a mathematical computation each number has 2 points.
A. Convert the following:
1. 1m=____cm
2. 500cm=_____m
3. 8km=______m
4. 1km=_____cm
5. 3000 m=___km
B. Find the area (hectare) of the following.
1. 500m x 500m
2. 200mx2000m
3. 500mx600m
4. 800mx700m
5. 800mx900m
C. Compute the following:
1. 10% of 90 trees were replaced
2. 20% of 30 hectares are harvested
3. 80% of 100 farmers are present
4. 50% of P250 increase in farmers salary
5. 30% of 150 kg seeds are dormant

103
DEFINITION OF TERMS
Net Income- the value Area- refers to the size of the surface
Graph- 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
Gross Income/Sales- the equivalent value of the product sold
Interest- the corresponding value that will be added to the principal as
payment for using money of the lender remains after all the expenses
have been deducted from the gross income or sales
Principal –refers to the amount you owed
Volume- the content of a body or object
Acronyms
MAD( Man Animal Day) refers to the number of day/s the work will be
completed by 1 person and 1 animal.
MD-(Manday) refers to the number of day/s the work will be completed
by 1 person

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LESSON 1:
BASIC WORKPLACE CALCULATIONS
PERFORM CALCULATION
It is important to be able to measure and calculate surface areas. It might be
necessary to calculate, for example, the surface area of the cross-section of a
canal or the surface area of a farm.
This section will discuss the calculation of some of the most common surface
areas: triangle, square, rectangle, rhombus, parallelogram, trapezium and circle.

105
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 a 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.
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

106
Triangles can have many shapes but the same formula is used for all of them.
SQUARES AND RECTANGLES
The surface area or surface (A) of a square or a rectangle is calculated
by the formula: Area=Length x Width
In a square the lengths of all four sides are equal and all four angles are
right angles. In a rectangle, the lengths of the opposite sides are equal and all
four angles are right angles. All lengths and widths in a square are equal. All
lengths and widths in a rectangle are not equal.
RHOMBUSES AND PARALLELOGRAMS
The surface area or surface (A) of a rhombus or a parallelogram is calculated
by the formula: Area= Base x Height

107
In a rhombus the lengths of all four sides are equal; none of the angles are right
angles; opposite sides run parallel. In a parallelogram the lengths of the
opposite sides are equal; none of the angles are right angles; opposite sides run
parallel.
TRAPEZIUMS
The surface area or surface (A) of a trapezium is calculated by the formula:
Area=0.5 (Base+Top) x Height
The top (a) is the side opposite and parallel to the base (b). In a
trapezium only the base and the top run parallel.
Another method to calculate the surface area of a trapezium is to divide
the trapezium into a rectangle and two triangles, to measure their sides and to
determine separately the surface areas of the rectangle and the two triangles.
Splitting a trapezium into one rectangle and two triangles.
Note that A = A1+ A2 + A3 = 1 + 6 + 2 =9 cm2

108
CIRCLES
The surface area or surface (A) of a circle is calculated by the formula:
Area=1/4(3.14x d2
)
Whereby d is the diameter of the circle and ¶ (a Greek letter,
pronounced Pi) a constant (¶ = 3.14). A diameter (d) is a straight line which
divides the circle in two equal parts.
METRIC CONVERSIONS
The basic unit of length in the metric system is the meter (m). One meter can
be divided into 10 decimeters (dm), 100 centimeters (cm) or 1000 millimeters
(mm); 100 m equals to 1 hectometer (hm); while 1000 m is 1 kilometer (km).
1 m = 10 dm = 100 cm = 1000 mm
0.1 m = 1 dm = 10 cm = 100 mm
0.01 m = 0.1 dm = 1 cm = 10 mm
0.001 m = 0.01 dm = 0.1 cm = 1 mm
1 km = 10 hm = 1000 m
0.1 km = 1 hm = 100 m
0.01 km = 0.1 hm = 10 m
0.01 = 0.01 hm = 1 m

109
Units of surface
The basic unit of area in the metric system is the square meter (m),
which is obtained by multiplying a length of 1 meter by a width of 1 meter.
1 Surface Area in Hectare (ha)=100m x 100m= 10 000m2
A square meter
1 m2
= 100 dm2
= 10 000 cm2
= 1 000 000 mm2
0.01 m2
= 1 dm2
= 100 cm2
= 10 000 mm2
0.0001 m2
= 0.01 dm2
= 1 cm2
= 100 mm2
0.000001 m2
= 0.0001 dm2
= 0.01 cm2
= 1 mm2
1 km2
= 100 ha2
= 1 000 000 m2
0.01 km2
= 1 ha2
= 10 000 m2
0.000001 km2
= 0.0001 ha2
= 1 m2
SURFACE AREAS OF CANAL CROSS-SECTIONS AND FARMS
This Section explains how to apply the surface area formulas to two
common practical problems that will often be met in the field.

110
DETERMINATION OF THE SURFACE AREAS OF CANAL CROSS-
SECTIONS
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 area of the canal cross-section= 0.5 (base + top line) x canal depth
=0.5 (b +a) x h
Whereby:
base (b) = bottom width of the canal
top line (a) = top width of the canal
canal depth (h) = height of the canal (from the bottom of the canal to the top of
the embankment)

111
Wettted Cross-Section of a Canal
The area (A B C D), hatched on the above drawing, is called the wetted
canal cross-section or wetted cross-section. It also has a trapezium shape and
the formula to calculate its surface area is:
Surface area of the wetted canal cross-section = 0.5 (base + top line) x water
depth = 0.5 (b + a1) x h1
Whereby:
base (b) = bottom width of the canal
top line (a1) = top width of the water level
water depth (h1) = the height or depth of the water in the canal (from the
bottom of the canal to the water level).
DETERMINATION OF THE SURFACE AREA OF A FARM
It may be necessary to determine the surface area of a farmer's field. For
example, when calculating how much irrigation water should be given to a
certain field, the size of the field must be known.
When the shape of the field is regular and has, for example, a
rectangular shape, it should not be too difficult to calculate the surface area
once the length of the field (that is the base of its regular shape) and the width
of the field have been measured.

112
Field of regular shape
Field of irregular shape
In this case, the field should be divided in several regular areas (square,
rectangle, triangle, etc.).

113
Division of irregular field into regular areas
Surface area of the square: As = length x width = 30 m x 30 m = 900 m2
Surface area of the rectangle: Ar = length x width = 50 m x 15 m = 750 m2
Surface area of the triangle: At = 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
INTRODUCTION TO VOLUME
A volume (V) is the content of a body or object. Take for example a
block. A block has a certain length (l), width (w) and height (h). With these
three data, the volume of the block can be calculated using the formula:
V (block) = length x width x height = l x w x h

114
UNITS OF VOLUME
The basic unit of volume in the metric system is the cubic meter (m3
)
which is obtained by multiplying a length of 1 meter, by a width of 1 meter and
a height of 1 meter.
One cubic meter
1m3
= 1.000 dm3
= 1 000 000 cm3
= 1 000 000 000 mm3
0.001 m3
= 1 dm3
= 1 000 cm3
= 1 000 000 mm3
0.000001 m3
= 0.001 dm3
= 1 cm3
= 1 000 mm3
0.000000001 m3
= 0.000001 dm3
= 0.001 cm3
= 1 mm3
VOLUME OF WATER ON A FIELD
Suppose a one-liter bottle is filled with water. The volume of the water
is 1 liter or 1 dm3
. When the bottle of water is emptied on a table, the water will
spread out over the table and form a thin water layer. The amount of water on
the table is the same as the amount of water that was in the bottle.
The volume of water remains the same; only the shape of the "water
body" changes.

115
One Liter of water spread over a table
A similar process happens if you spread irrigation water from a storage
reservoir over a farmer's field.
A volume of 100 m3
of water spreas over an area of one hectare
The formula to use is:
As the first step, the volume of water must be calculated. It is the
volume of the filled reservoir, calculated with formula:
Volume (V) = length x width x height = 5 m x 10 m x 2 m = 100 m3
As the second step, the thickness of the water layer is calculated using
formula:

116
Given
Surface of the field = 10 000 m2
Volume of water = 100 m3
Formula: d= Volume of Water (m3
)
Surface of the Field (m2
)
Answer: d= 100 (m3
)
10 000 (m2
)
d = 0.01 m or d = 10 mm
A water layer 1 mm thick is spread over a field of 1 ha. Calculate the
volume of the water (in m3
).
One millimeter water depth on a field of one hectare
The formula to use is:
Volume of water (V) = Surface of the field (A) x Water depth (d)
Given:
Surface of the field = 10 000 m2
Water depth = 1 mm =1/1 000 = 0.001m
Answer:
Formula: Surface of the field (m²) x water depth (m)
Volume (m3)
V = 10 000 m2
x 0.001 m
V = 10 m3
or 10 000 liters

117
INTRODUCTION TO FLOW-RATE
The flow-rate of a river, or of a canal, is the volume of water discharged
through this river, or this canal, during a given period of time. Related to
irrigation, the volume of water is usually expressed in liters (l) or cubic meters
(m3
) and the time in seconds (s) or hours (h). The flow-rate is also called
discharge-rate.
CALCULATION AND UNITS
The water running out of a tap fills a one liter bottle in one second. Thus the
flow rate (Q) is one liter per second (1 l/s).
A flow-rate of one liter per second
PROBLEM
The water supplied by a pump fills a drum of 200 liters in 20 seconds.
What is the flow rate of this pump?
The formula used is: Q= Flow-Rate (l/s)= Volume of Water (liters)
Time (seconds)
Given: Volume of water: 200 L
Time: 20s
Answer: Q= Volume of Water_ =200l= 10 l/s
Time 20s

118
The unit "liter per second" is commonly used for small flows, e.g. a tap
or a small ditch. For larger flows, e.g. a river or a main canal, the unit "cubic
metre per second" (m3
/s) is more conveniently used.
PROBLEM
A river discharges 100 m3
of water to the sea every 2 seconds. What is
the flow-rate of this river expressed in m3
/s?
The formula used is: Q= Flow-Rate (m3
/s)= Volume of Water (m3
)
Time (seconds)
Given: Volume of water: 100 m3
Time: 2s
Answer: Q= Volume of Water_ =200m3
= 50 m3
/s
Time 2s
The discharge rate of a pump is often expressed in m3
per hour (m3
/h) or
in liters per minute (l/min).
Formula: Q = Flow-Rate (l/min) = Volume of Water (litres)
Time (minutes)
or
Q = Flow-Rate (m3
/h) = Volume of Water (m3
)
Time (hours)

119
INTRODUCTION TO PERCENTAGE
In relation to agriculture, the words percentage will be met regularly.
For instance "60 percent of the total area is irrigated during the dry season". In
this Section the meaning of the word "percentage" will be discussed.
PERCENTAGE
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 %, or 1/100, or 0.01.
Some examples are:
5 percent = 5% =5/100 = 0.05
20 percent = 20% = 20/100= 0.20
25 percent = 25% = 25/100 = 0.25
50 percent = 50% = 50/100 =0.50
100 percent = 100% = 100/100 = 1
150 percent = 150% = 150/100 = 1.5
QUESTION
How many oranges are in 1% of a total of 300 oranges?
Three oranges are in 1% of 300 oranges

120
ANSWER
1% of 300 oranges = 1/100 x 300 = 3 oranges
INTRODUCTION TO GRAPHS
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.
The plotting of the information on the graph is discussed in the following
examples.
A graph
EXAMPLE 1
Suppose it is necessary to make a graph of the growth rate of a corn
plant. Each week the height of the plant is measured. One week after planting
the seed, the plant measures 2 cm in height, two weeks after planting it
measures 5 cm and 3 weeks after planting the height is 10 cm.

121
Measuring the growth rate of a corn plant
These results can be plotted on a graph. The time (in weeks) will be
indicated on the x axis; 2 cm on the axis represents 1 week. The plant height (in
centimeters) will be indicated on the y axis; 1 cm on the axis represents 1 cm of
plant height.
After 1 week the height is 2 cm; this is indicated on the graph with A;
after 2 weeks the height is 5 cm, see B, and after 3 weeks the height is 10 cm,
see C.
At planting (Time = 0) the height was zero, see D.
Now connect the crosses with a straight line. The line indicates the
growth rate of the plant; this is the height increase over time.
It can be seen from the graph that the plant is growing faster and faster
(during the first week 2 cm and during the third week 5 cm); the line from B to
C is steeper than the line from D to A.

122
Graph of the growth rate of a corn plant
From the graph can be read what the height of the plant was after, say 2
1/2 weeks; see the dotted line. Locate on the horizontal axis 2 1/2 weeks and
follow the dotted line upwards until the dotted line crosses the graph. From this
crossing follow the dotted line to the left until the vertical axis is reached. Now
take the reading: 7.5 cm, which means that the plant had a height of 7.5 cm
after 2 1/2 weeks. This height has not been measured in reality, but with the
graph the height can be determined anyway.
QUESTION
What was the height of the plant after 1 1/2 weeks?
ANSWER
The height of the plant after 1 1/2 weeks was 3.5 cm.
EXAMPLE 2
Another example to illustrate how a graph should be made is the
variation of the temperature over one full day (24 hours). Suppose the outside
temperature (always in the shade) is measured, with a thermometer, every two
hours, starting at midnight and ending the following midnight.
Suppose the following results are found:

123
Time(hr) Temperature(°C)
0 16
2 13
4 6
6 8
8 13
10 19
12 24
14 28
16 2
18 27
20 22
22 19
24 16
Graph showing temperature over 24 hours; mistake 16 hour reading
On the x axis indicate the time in hours, whereby 1 cm on the graph is 2
hours. On the y axis indicate the temperature in degrees Celsius (°C), whereby
1 cm on the graph is 5°C.
Now indicate (with crosses) the values from the table (above) on the
graph paper and connect the crosses with straight dotted lines.

124
Graph showing temperature over 24 hours; estimated correction of mistake
At this stage, if you look attentively at the graph, you will note that there
is a very abrupt change in its shape around the sixteenth hour. The outside
temperature seems to have fallen from 28°C to 2°C in two hours‘ time! That
does not make sense, and the reading of the thermometer at the sixteenth hour
must have been wrong. This cross cannot be taken in consideration for the
graph and should be rejected. The only dotted line we can accept is the straight
one in between the reading at the fourteenth hour and the reading at the
eighteenth hour.
Graph showing temperature over 24 hours; smooth curve
In reality the temperature will change more gradually than indicated by
the dotted line; that is why a smooth curve is made (continuous line). The

125
smooth curve represents the most realistic approximation of the temperature
over 24 hours.
From the graph it can be seen that the minimum or lowest temperature
was reached around 4 o'clock in the morning and was about 6°C. The highest
temperature was reached at 4 o'clock in the afternoon and was approximately
29°C.
QUESTION
What was the temperature at 7, 15 and 23 hours? (Always use the smooth curve
to take the readings).
ANSWER
Temperature at 7 hours: 10°C

126
Activity
PROJECT PROPOSAL
Direction: Do the instructions properly.
SPECIFIC INSTRUCTIONS:
1. Get a copy of a simple project proposal from any sources (it is
suggested that your choice is related to crop production).
2. Study the different parts and make your own version.
3. Submit your proposal with estimated cost before the end of the quarter
or grading period.
Assessment:
 Project proposal is simple and easy to understand
 Project proposal is related to your course
 Data are reliable and applicable (prices)
 Sample of project plan is taken from a reliable source

127
Post-TEST
Test I. Calculation
Direction: Solve a mathematical computation each number has 2 points.
D. Convert the following:
6. 1m=____cm
7. 500cm=_____m
8. 8km=______m
9. 1km=_____cm
10.3000 m=___km
E. Find the area (hectare) of the following.
6. 500m x 500m
7. 200mx2000m
8. 500mx600m
9. 800mx700m
10.800mx900m
F. Compute the following:
6. 10% of 90 trees were replaced
7. 20% of 30 hectares are harvested
8. 80% of 100 farmers are present
9. 50% of P250 increase in farmers salary
10.30% of 150 kg seeds are dormant

128
Plans and Drawing
take the challenge!
Lesson 1: Interpret Farm Plans and Lay-out
Lesson 2: Interpret Irrigation Plan and Design
CHAPTER 4

129
PRE-TEST
Test I: Multiple choice
Direction: Write the letter of the correct answer before the number.
1) Which of the following is a type of planting arrangement applied in
conventional horizontal farming or gardening is a system of growing crops
in linear pattern in at least one direction rather than planting without any
distinct arrangement.
a. Tree planting
b. Vegetable planting
c. Row planting
d. None of the above
2) ________ is a system of growing crops in blocks or strips of 2 or more
rows.
a. Single row planting
b. Double row planting
c. Multiple row planting
d. Half row planting
3) _________ is a method of planting in which seeds are directly planted on
the ground in the farm or any growing surface while transplanting makes
use of pre-grown plants, seedlings or vegetative propagated clones.
a. Row planting
b. Indirect seeding
c. Drill method
d. Direct seeding
4) ________is the systematic apportioning of the farm area or any growing
surface for crop production.
a. Spatial Arrangement

130
b. Kinesthetic Arrangement
c. Strategic Arrangement
d. Proficient Arrangement
5) Which of the following it pertains to the field shape must be accurately
drawn showing pertinent obstructions, features and elevation details?
a. Internet data
b. Site assessment
c. Geographical data
d. Topographic data
6) Which of the following pertains to the water supply must be clearly
indicated showing location and available capacity.
a. Topographic data
b. Water irrigation
c. food consumption
d. Water capacity
7) _________refers to the soil and crop limitations must be accounted for to
reduce runoff and deep percolation by mismanagement of the irrigation
system.
a. Soil capacity
b. Water capacity
c. Soil erosion
d. Soil and crop characteristics
8) It is a type of irrigation design where water is applied to the field in either
the controlled or uncontrolled manner.
a. Sprinkler Irrigation
b. Drip Irrigation
c. Trickle Irrigation
d. Surface Irrigation
9) It is a type of irrigation design that has a controlled surface flooding is
practiced whereby the field is divided up into strips by parallel ridges or

131
dikes and each strip is irrigated separately by introducing water upstream
and it progressively covers the entire strip.
a. Border irrigation
b. Furrow irrigation system
c. Highland irrigation system
d. Lowland irrigation system
10) It is a parameter design of borders in irrigation system where the Cross
slopes must be eliminated by levelling.
a. Strip length
b. Strip diameter
c. Slope height
d. Strip width
11) It is a parameter design of borders where the longitudinal slopes should be
almost same as for the furrow irrigation.
a. Strip length
b. Strip slope
c. Strip width
d. Strip height
12) It is a parameter design of border in irrigation where the maximum
advance stream used should be non-erosive and therefore depends on the
protection afforded by the crop cover.
a. Strip length
b. Strip slope
c. Construction of levees
d. Selection of the advance stream
13) It is a parameter design of border in irrigation where Levees should be big
enough to withstand erosion and of sufficient height to contain the
irrigation stream.
a. Strip length
b. Strip slope
c. Construction of levees

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