This module provides information about agriculture and fishery arts. It is divided into nine chapters that cover topics such as the basic concepts of agriculture, farm tools and equipment, safety measures, basic concepts of fishery, fish culture, fish capture, and fish preservation. The module is intended to give students accurate information about agriculture and fishery arts and includes lessons, activities, and tests within each chapter to help students learn and apply the concepts. It aims to help students understand the importance and purposes of agriculture and fishery arts in the Philippines.
This document provides an exploratory course curriculum for Grade 7/8 Technology and Livelihood Education (TLE) in Horticulture. It covers four common competencies: using tools and equipment, performing calculations, interpreting technical drawings, and occupational health and safety procedures. The course introduces basic concepts in horticulture, assesses personal entrepreneurial competencies, and covers topics like the horticulture market, using and maintaining farm tools, performing estimations and calculations, interpreting plans and drawings, and applying safety measures. The Grade 9 curriculum focuses on developing personal entrepreneurial competencies and conducting pre-horticultural farm operations.
This document outlines a curriculum for an exploratory course on agricultural crop production. It includes 4 lessons that cover various topics:
1. Preparing farm tools and equipment, selecting the appropriate tools for different jobs, and practicing safety.
2. Performing estimations and basic calculations needed for crop production tasks like budgets, costs, and financial statements.
3. Interpreting farm plans and layouts, planting systems, irrigation system designs, and government plans.
4. Applying safety measures when working in farms, including using personal protective equipment, first aid, storing materials, and proper waste disposal.
Assessments include written tests and performance evaluations of the skills taught in each lesson, such as tool
This document contains a curriculum for an agriculture/horticulture exploratory course with 4 lessons:
1. Use of farm tools and equipment, including safety practices.
2. Performing estimations and basic calculations for agricultural projects.
3. Interpreting farm plans and layouts, including planting systems and irrigation designs.
4. Applying safety precautions in farm operations, including use of personal protective equipment, first aid, and proper storage and disposal of materials.
The curriculum provides learning competencies, sample activities, and assessments for each lesson aimed at developing students' skills in using tools and equipment safely and performing tasks like calculations, interpreting plans, and following safety procedures for farm operations.
The document provides instructions for maintaining farm tools and equipment. It lists checking and sharpening tools as objectives. It notes that tools in the school tool room are dull and rusted. It then gives details on sharpening different tools like knives, shovels, and shears using files, whetstones, or sandpaper. Regular maintenance like oiling is advised to prevent rust and prolong the life of tools. A five step process is outlined for cleaning, sharpening, and storing tools properly.
This document provides a daily lesson log for an 8th grade agricultural crop production class over several days. It includes objectives, content, procedures and reflections for lessons on pretesting student knowledge, introducing concepts and career opportunities in crop production, assessing personal competencies and skills, and performing a SWOT analysis of the local environment and market. The lessons utilize group activities, videos, presentations and interviews to help students learn about crop production and evaluate their own skills, strengths, and business ideas based on local conditions.
This document provides a curriculum guide for a handicraft course focusing on needle craft for grades 7/8 and 9. It covers key concepts and competencies around handicraft techniques like embroidery, quilting, knitting and crochet. For grade 7/8, the curriculum introduces basic concepts, assesses personal skills, and has students produce embroidered and recycled projects as well as gift wrapped items. For grade 9, it reviews concepts and assesses entrepreneurial skills, covers business environment factors, introduces needle craft techniques and safety, and has students create embroidered products and packaging.
This document is a learning module on dressmaking/tailoring for grades 7 and 8 in the Philippines. It contains 5 lessons that cover key competencies including the use of sewing tools, measurements and calculations, creating simple designs, maintenance, and safety. The module provides learning outcomes, standards, activities and assessments for students. It aims to teach essential skills for dressmaking/tailoring as an exploratory career option.
The document provides an overview of tools and equipment used in aquaculture, including pliers, wrenches, hammers, and screwdrivers. It classifies hand tools according to their uses for cutting, pinching, gripping, striking, driving, or hammering. Examples are given of different types of pliers, wrenches, hammers, and screwdrivers along with their purposes in aquaculture.
This document provides an exploratory course curriculum for Grade 7/8 Technology and Livelihood Education (TLE) in Horticulture. It covers four common competencies: using tools and equipment, performing calculations, interpreting technical drawings, and occupational health and safety procedures. The course introduces basic concepts in horticulture, assesses personal entrepreneurial competencies, and covers topics like the horticulture market, using and maintaining farm tools, performing estimations and calculations, interpreting plans and drawings, and applying safety measures. The Grade 9 curriculum focuses on developing personal entrepreneurial competencies and conducting pre-horticultural farm operations.
This document outlines a curriculum for an exploratory course on agricultural crop production. It includes 4 lessons that cover various topics:
1. Preparing farm tools and equipment, selecting the appropriate tools for different jobs, and practicing safety.
2. Performing estimations and basic calculations needed for crop production tasks like budgets, costs, and financial statements.
3. Interpreting farm plans and layouts, planting systems, irrigation system designs, and government plans.
4. Applying safety measures when working in farms, including using personal protective equipment, first aid, storing materials, and proper waste disposal.
Assessments include written tests and performance evaluations of the skills taught in each lesson, such as tool
This document contains a curriculum for an agriculture/horticulture exploratory course with 4 lessons:
1. Use of farm tools and equipment, including safety practices.
2. Performing estimations and basic calculations for agricultural projects.
3. Interpreting farm plans and layouts, including planting systems and irrigation designs.
4. Applying safety precautions in farm operations, including use of personal protective equipment, first aid, and proper storage and disposal of materials.
The curriculum provides learning competencies, sample activities, and assessments for each lesson aimed at developing students' skills in using tools and equipment safely and performing tasks like calculations, interpreting plans, and following safety procedures for farm operations.
The document provides instructions for maintaining farm tools and equipment. It lists checking and sharpening tools as objectives. It notes that tools in the school tool room are dull and rusted. It then gives details on sharpening different tools like knives, shovels, and shears using files, whetstones, or sandpaper. Regular maintenance like oiling is advised to prevent rust and prolong the life of tools. A five step process is outlined for cleaning, sharpening, and storing tools properly.
This document provides a daily lesson log for an 8th grade agricultural crop production class over several days. It includes objectives, content, procedures and reflections for lessons on pretesting student knowledge, introducing concepts and career opportunities in crop production, assessing personal competencies and skills, and performing a SWOT analysis of the local environment and market. The lessons utilize group activities, videos, presentations and interviews to help students learn about crop production and evaluate their own skills, strengths, and business ideas based on local conditions.
This document provides a curriculum guide for a handicraft course focusing on needle craft for grades 7/8 and 9. It covers key concepts and competencies around handicraft techniques like embroidery, quilting, knitting and crochet. For grade 7/8, the curriculum introduces basic concepts, assesses personal skills, and has students produce embroidered and recycled projects as well as gift wrapped items. For grade 9, it reviews concepts and assesses entrepreneurial skills, covers business environment factors, introduces needle craft techniques and safety, and has students create embroidered products and packaging.
This document is a learning module on dressmaking/tailoring for grades 7 and 8 in the Philippines. It contains 5 lessons that cover key competencies including the use of sewing tools, measurements and calculations, creating simple designs, maintenance, and safety. The module provides learning outcomes, standards, activities and assessments for students. It aims to teach essential skills for dressmaking/tailoring as an exploratory career option.
The document provides an overview of tools and equipment used in aquaculture, including pliers, wrenches, hammers, and screwdrivers. It classifies hand tools according to their uses for cutting, pinching, gripping, striking, driving, or hammering. Examples are given of different types of pliers, wrenches, hammers, and screwdrivers along with their purposes in aquaculture.
This module will introduce you to the exploratory aspects of Fishery Arts. It
explains the different areas covered by Fishery I; namely, Fish Morphology, Fish
Culture, Fish Capture and Fish Preservation. Fish, as the major product will be
discussed first in this module. You will be given information on the morphology of fishes;
fishery as a business; and the three branches of fishery including technical terms
encountered in the study of fishery for further understanding of the topic.
This document provides a curriculum guide for a Grade 7/8 exploratory course in Home Economics - Cookery. It covers five common competencies: 1) knowledge of tools and equipment; 2) maintenance of tools and equipment; 3) performing measurements and calculations; 4) interpreting technical drawings; and 5) practicing occupational health and safety procedures. The guide outlines learning competencies, content standards, and performance standards for each competency area. It also provides introductory information on the relevance of cookery and career opportunities in the field.
This daily lesson log from a teacher discusses teaching farm tools to 7th/8th grade students. The objectives are for students to select and use farm tools, and check tools for faults. A variety of teaching methods are outlined, including identifying tools, practicing tool use in groups, evaluating tool conditions, and doing a tool inventory. The teacher evaluates student learning and reflects on teaching strategies. The goal is for students to understand proper tool use and maintenance in agricultural crop production.
Detailed lesson plan in Animal Production sinarapan2015
This lesson plan outlines a class on poultry feed formulation using the trial and error method. The teacher will divide students into groups to formulate feeds matching nutrient requirements at different growth stages. Students will first observe feed formulations demonstrated by the teacher. They will then work independently to formulate feeds for different life stages, comparing the costs to commercial alternatives. The lesson evaluates students' understanding of feed formulation concepts and has them complete an assignment formulating feeds using local materials.
The document discusses competencies related to food (fish) processing. It covers using standard measuring devices and instruments, operating food processing tools and equipment, and performing mathematical computations. Specifically, it outlines learning objectives, performance standards, and assessment activities for skills like identifying measuring tools, following procedures to operate equipment, gathering and analyzing production data, and calculating costs. The overall goal is to teach skills needed for food processing jobs in agriculture and fishery industries.
The document discusses a learning module on horticulture that covers four lessons: using farm tools and equipment, performing estimations and basic calculations, interpreting plans and drawings, and applying safety measures in farm operations. It provides information on various farm tools, their uses, farm implements, equipment defects and hazards, and general farm tool safety. The goal is for students to gain competencies in selecting and using tools, performing calculations, interpreting plans, and applying safety precautions in agricultural operations.
This document outlines a lesson plan for a cookery class. The objectives are for students to understand basic concepts in cookery, discuss the relevance of the course, and explore career opportunities. The lesson content includes basic concepts, relevance of the course, and career opportunities. Students will analyze a video on career opportunities and discuss concepts in groups. The teacher will present on concepts and opportunities. Formative assessment includes students identifying entrepreneurial activities and instances of personal competencies related to cookery. The lesson aims to help students recognize their skills and prepare an activity plan aligned with practitioners.
This document provides an overview of the Grade 7/8 exploratory course in Home Economics - Household Services under the Kto12 Technology and Livelihood Education curriculum in the Philippines. The course is an introduction to competencies needed for the Household Services National Certificate Level II. It covers topics such as using and maintaining cleaning tools and equipment, performing calculations, interpreting diagrams, practicing occupational health and safety, workplace communication, and teamwork. The course aims to help students understand concepts in household services, recognize relevant personal skills, generate business ideas based on market analysis, and demonstrate basic skills in tasks like cleaning, measurement, and interpreting plans. It also teaches compliance with health and safety regulations, proper information handling, and participation in workplace interactions
This document provides information about a learning module on bread and pastry production for grades 7 and 8. It contains 4 lessons that cover key competencies including using tools and bakery equipment, performing measurements and calculations, maintaining tools and equipment, and practicing occupational health and safety procedures. The first lesson defines terms and identifies various baking tools and their uses, such as cake pans, biscuit cutters, mixing bowls, and measuring cups and spoons. It emphasizes the importance of preparing tools and equipment for their specific baking purposes.
This document provides information and examples related to farm inputs and labor requirements. It includes a sample estimation problem that calculates various costs. The problem involves estimating: (1) the total salary paid for planting an area, (2) the amount of fertilizer used for planting, (3) the salary for fertilizing to the date of survey, (4) the fertilizer used after the survey until harvest, and (5) the salary for fertilizing after the survey until harvest. The total cost of all expenses is provided. A homework assignment is then given involving similar calculations for a different farm scenario.
DepEd TLE Fish Processing Curriculum Guide Grade 7-10Bogs De Castro
The document provides details about the K to 12 Agri-Fishery Arts - Food (Fish Processing) curriculum for grades 7/8 (exploratory course) and grade 9 (specialization course). It covers four common competencies for grade 7/8 including using and maintaining tools, performing calculations, interpreting technical drawings, and applying food safety. For grade 9 it covers four core competencies from the TESDA Training Regulation including implementing sampling procedures, inspecting and sorting materials, dispensing non-bulk ingredients, and preparing raw materials. The document lists the various lessons, contents, standards, competencies, and codes for each grade level.
This document outlines a lesson plan for an exploratory course on animal production. It includes 3 lessons that cover various topics:
1. Using and maintaining farm tools and equipment, including safety practices. Activities include identifying tools and reporting defective equipment.
2. Performing basic calculations for tasks like estimating materials and converting units. Learners will estimate needs for housing animals and calculate feed conversion.
3. Interpreting housing plans and drawing layouts of different structures. Learners will research building codes and symbols used in construction plans.
The lessons emphasize applying safety measures, proper disposal of waste, and following emergency procedures. A variety of assessments including written tests and performance evaluations are used to evaluate learning.
This document appears to be a test for a Technology and Livelihood Education class on bread and pastry production. It consists of multiple choice and true/false questions testing knowledge of various baking tools, techniques, and types of baked goods. The test covers topics like identifying ingredients like flour and sugar, tools used for measuring, mixing, and baking, baking processes like creaming and folding, and specific baked items including pandesal, ensaymada, and pan de sal.
The lesson plan discusses the importance of proper nutrition. The objectives are for students to understand proper nutrition, identify different foods needed for health, and appreciate the importance of good nutrition. The lesson defines nutrition, food, and health, and explains how they are closely related. It identifies qualities of nutritious foods, such as being palatable and prepared with care. The lesson also lists 12 characteristics of a healthy individual, such as having good posture and a positive outlook. Students learn to identify images as showing healthy or unhealthy individuals and are assigned a role play and list promoting proper nutrition.
This document outlines an agricultural crop production curriculum for grades 7-9 in the Philippines. It covers four main topics: use of farm tools and equipment, estimation and basic calculation, interpreting plans and drawings, and applying safety measures. The grade 7-8 curriculum is exploratory and covers basic concepts. The grade 9 curriculum focuses on skills to support horticultural and nursery production under supervision, including preparing materials, ensuring quality control, and performing cleanups. The overall goal is for students to understand and demonstrate competencies in agricultural crop production.
The document discusses food safety practices and environmental policies that should be implemented during food processing. It outlines sanitation standard operating procedures that cover workplace sanitation, handling of raw materials, storage and transportation, and safety measures for workers, equipment, and facilities. The document also discusses Hazard Analysis Critical Control Point (HACCP) which is a system used to identify, evaluate, and control hazards that could affect food safety.
Semi-detailed Lesson Plan in Grade 7 Dressmaking Tools and MaterialsTricia Dabu
This lesson plan teaches 7th grade students about the tools and materials used in dressmaking. It will divide students into groups to identify, classify, and demonstrate the proper uses of various marking, pinning, and sewing tools such as tailor's chalk, tracing wheels, straight pins, hand needles, and thimbles. The lesson also explains what materials like fabrics and threads are used in dressmaking. Students will apply what they learn by explaining and showing how to use the different tools and materials correctly.
Lesson plan in tools and equippment grade 10 cookerycarlo mabubay
This document outlines a lesson plan for a class on tools and equipment used in meat preparation. It includes objectives, subject matter, procedures, evaluation, and assignment. The procedures involve preliminary activities like prayer and attendance, a review of the previous lesson, and a motivation activity identifying kitchen tools. Students then participate in a word search activity to identify various tools. A demonstration on the proper use of tools in meat preparation is assigned to groups of students. Assessments include a multiple choice quiz and listing types of knives. The goal is for students to learn about and properly use tools in meat preparation.
Semi Detailed Lesson Plan in T.L.E, CookeryQA Ilagan
The document provides a detailed lesson plan for teaching students how to make royal icing. The objectives are for students to describe and properly make royal icing, and understand its career benefits. The lesson will involve motivating students with pictures, presenting the tools, ingredients and procedure for making royal icing, and having students make it in groups. Students will then be evaluated on the texture, taste, teamwork, speed and presentation of their icing.
This document provides an introduction to food (fish) processing for an 8th grade technology class. It includes:
1) Descriptions and pictures of various tools, utensils, instruments, and equipment used in food processing like knives, peelers, mixers, refrigerators, smokers, etc.
2) Instructions for selecting the proper tools based on the food processing method and following manufacturers' guidelines for safe operation.
3) Measuring tools are described that are used to measure ingredients like scales, measuring cups and spoons, thermometers, and refractometers.
4) The objectives of the module are to understand entrepreneurship and demonstrate skills in using tools, following food safety procedures, and
This learning module provides information about agriculture and fishery arts across 9 chapters and 28 lessons. It aims to give students accurate and reliable information about agriculture and fishery to help them understand the importance of these fields and apply skills required for cultivation and development of natural resources in the Philippines. The module covers topics like the basic concepts of agricultural crop production, farm tools and equipment, basic calculations, farm plans and safety measures, and also includes chapters on the basic concepts of fishery, fish culture, capture, and preservation.
Here are the answers to the pre-test questions:
1. B
2. B
3. D
4. A
5. D
6. B
7. A
8. B
9. A
The purpose of this pre-test is to determine what the learners already know about procuring and selecting good quality seeds. Answering the questions correctly indicates familiarity with the basic concepts that will be discussed in the lesson. Incorrect answers highlight areas that need more explanation and practice. This pre-test allows the facilitator to identify the learners' prior knowledge and tailor instruction accordingly.
This module will introduce you to the exploratory aspects of Fishery Arts. It
explains the different areas covered by Fishery I; namely, Fish Morphology, Fish
Culture, Fish Capture and Fish Preservation. Fish, as the major product will be
discussed first in this module. You will be given information on the morphology of fishes;
fishery as a business; and the three branches of fishery including technical terms
encountered in the study of fishery for further understanding of the topic.
This document provides a curriculum guide for a Grade 7/8 exploratory course in Home Economics - Cookery. It covers five common competencies: 1) knowledge of tools and equipment; 2) maintenance of tools and equipment; 3) performing measurements and calculations; 4) interpreting technical drawings; and 5) practicing occupational health and safety procedures. The guide outlines learning competencies, content standards, and performance standards for each competency area. It also provides introductory information on the relevance of cookery and career opportunities in the field.
This daily lesson log from a teacher discusses teaching farm tools to 7th/8th grade students. The objectives are for students to select and use farm tools, and check tools for faults. A variety of teaching methods are outlined, including identifying tools, practicing tool use in groups, evaluating tool conditions, and doing a tool inventory. The teacher evaluates student learning and reflects on teaching strategies. The goal is for students to understand proper tool use and maintenance in agricultural crop production.
Detailed lesson plan in Animal Production sinarapan2015
This lesson plan outlines a class on poultry feed formulation using the trial and error method. The teacher will divide students into groups to formulate feeds matching nutrient requirements at different growth stages. Students will first observe feed formulations demonstrated by the teacher. They will then work independently to formulate feeds for different life stages, comparing the costs to commercial alternatives. The lesson evaluates students' understanding of feed formulation concepts and has them complete an assignment formulating feeds using local materials.
The document discusses competencies related to food (fish) processing. It covers using standard measuring devices and instruments, operating food processing tools and equipment, and performing mathematical computations. Specifically, it outlines learning objectives, performance standards, and assessment activities for skills like identifying measuring tools, following procedures to operate equipment, gathering and analyzing production data, and calculating costs. The overall goal is to teach skills needed for food processing jobs in agriculture and fishery industries.
The document discusses a learning module on horticulture that covers four lessons: using farm tools and equipment, performing estimations and basic calculations, interpreting plans and drawings, and applying safety measures in farm operations. It provides information on various farm tools, their uses, farm implements, equipment defects and hazards, and general farm tool safety. The goal is for students to gain competencies in selecting and using tools, performing calculations, interpreting plans, and applying safety precautions in agricultural operations.
This document outlines a lesson plan for a cookery class. The objectives are for students to understand basic concepts in cookery, discuss the relevance of the course, and explore career opportunities. The lesson content includes basic concepts, relevance of the course, and career opportunities. Students will analyze a video on career opportunities and discuss concepts in groups. The teacher will present on concepts and opportunities. Formative assessment includes students identifying entrepreneurial activities and instances of personal competencies related to cookery. The lesson aims to help students recognize their skills and prepare an activity plan aligned with practitioners.
This document provides an overview of the Grade 7/8 exploratory course in Home Economics - Household Services under the Kto12 Technology and Livelihood Education curriculum in the Philippines. The course is an introduction to competencies needed for the Household Services National Certificate Level II. It covers topics such as using and maintaining cleaning tools and equipment, performing calculations, interpreting diagrams, practicing occupational health and safety, workplace communication, and teamwork. The course aims to help students understand concepts in household services, recognize relevant personal skills, generate business ideas based on market analysis, and demonstrate basic skills in tasks like cleaning, measurement, and interpreting plans. It also teaches compliance with health and safety regulations, proper information handling, and participation in workplace interactions
This document provides information about a learning module on bread and pastry production for grades 7 and 8. It contains 4 lessons that cover key competencies including using tools and bakery equipment, performing measurements and calculations, maintaining tools and equipment, and practicing occupational health and safety procedures. The first lesson defines terms and identifies various baking tools and their uses, such as cake pans, biscuit cutters, mixing bowls, and measuring cups and spoons. It emphasizes the importance of preparing tools and equipment for their specific baking purposes.
This document provides information and examples related to farm inputs and labor requirements. It includes a sample estimation problem that calculates various costs. The problem involves estimating: (1) the total salary paid for planting an area, (2) the amount of fertilizer used for planting, (3) the salary for fertilizing to the date of survey, (4) the fertilizer used after the survey until harvest, and (5) the salary for fertilizing after the survey until harvest. The total cost of all expenses is provided. A homework assignment is then given involving similar calculations for a different farm scenario.
DepEd TLE Fish Processing Curriculum Guide Grade 7-10Bogs De Castro
The document provides details about the K to 12 Agri-Fishery Arts - Food (Fish Processing) curriculum for grades 7/8 (exploratory course) and grade 9 (specialization course). It covers four common competencies for grade 7/8 including using and maintaining tools, performing calculations, interpreting technical drawings, and applying food safety. For grade 9 it covers four core competencies from the TESDA Training Regulation including implementing sampling procedures, inspecting and sorting materials, dispensing non-bulk ingredients, and preparing raw materials. The document lists the various lessons, contents, standards, competencies, and codes for each grade level.
This document outlines a lesson plan for an exploratory course on animal production. It includes 3 lessons that cover various topics:
1. Using and maintaining farm tools and equipment, including safety practices. Activities include identifying tools and reporting defective equipment.
2. Performing basic calculations for tasks like estimating materials and converting units. Learners will estimate needs for housing animals and calculate feed conversion.
3. Interpreting housing plans and drawing layouts of different structures. Learners will research building codes and symbols used in construction plans.
The lessons emphasize applying safety measures, proper disposal of waste, and following emergency procedures. A variety of assessments including written tests and performance evaluations are used to evaluate learning.
This document appears to be a test for a Technology and Livelihood Education class on bread and pastry production. It consists of multiple choice and true/false questions testing knowledge of various baking tools, techniques, and types of baked goods. The test covers topics like identifying ingredients like flour and sugar, tools used for measuring, mixing, and baking, baking processes like creaming and folding, and specific baked items including pandesal, ensaymada, and pan de sal.
The lesson plan discusses the importance of proper nutrition. The objectives are for students to understand proper nutrition, identify different foods needed for health, and appreciate the importance of good nutrition. The lesson defines nutrition, food, and health, and explains how they are closely related. It identifies qualities of nutritious foods, such as being palatable and prepared with care. The lesson also lists 12 characteristics of a healthy individual, such as having good posture and a positive outlook. Students learn to identify images as showing healthy or unhealthy individuals and are assigned a role play and list promoting proper nutrition.
This document outlines an agricultural crop production curriculum for grades 7-9 in the Philippines. It covers four main topics: use of farm tools and equipment, estimation and basic calculation, interpreting plans and drawings, and applying safety measures. The grade 7-8 curriculum is exploratory and covers basic concepts. The grade 9 curriculum focuses on skills to support horticultural and nursery production under supervision, including preparing materials, ensuring quality control, and performing cleanups. The overall goal is for students to understand and demonstrate competencies in agricultural crop production.
The document discusses food safety practices and environmental policies that should be implemented during food processing. It outlines sanitation standard operating procedures that cover workplace sanitation, handling of raw materials, storage and transportation, and safety measures for workers, equipment, and facilities. The document also discusses Hazard Analysis Critical Control Point (HACCP) which is a system used to identify, evaluate, and control hazards that could affect food safety.
Semi-detailed Lesson Plan in Grade 7 Dressmaking Tools and MaterialsTricia Dabu
This lesson plan teaches 7th grade students about the tools and materials used in dressmaking. It will divide students into groups to identify, classify, and demonstrate the proper uses of various marking, pinning, and sewing tools such as tailor's chalk, tracing wheels, straight pins, hand needles, and thimbles. The lesson also explains what materials like fabrics and threads are used in dressmaking. Students will apply what they learn by explaining and showing how to use the different tools and materials correctly.
Lesson plan in tools and equippment grade 10 cookerycarlo mabubay
This document outlines a lesson plan for a class on tools and equipment used in meat preparation. It includes objectives, subject matter, procedures, evaluation, and assignment. The procedures involve preliminary activities like prayer and attendance, a review of the previous lesson, and a motivation activity identifying kitchen tools. Students then participate in a word search activity to identify various tools. A demonstration on the proper use of tools in meat preparation is assigned to groups of students. Assessments include a multiple choice quiz and listing types of knives. The goal is for students to learn about and properly use tools in meat preparation.
Semi Detailed Lesson Plan in T.L.E, CookeryQA Ilagan
The document provides a detailed lesson plan for teaching students how to make royal icing. The objectives are for students to describe and properly make royal icing, and understand its career benefits. The lesson will involve motivating students with pictures, presenting the tools, ingredients and procedure for making royal icing, and having students make it in groups. Students will then be evaluated on the texture, taste, teamwork, speed and presentation of their icing.
This document provides an introduction to food (fish) processing for an 8th grade technology class. It includes:
1) Descriptions and pictures of various tools, utensils, instruments, and equipment used in food processing like knives, peelers, mixers, refrigerators, smokers, etc.
2) Instructions for selecting the proper tools based on the food processing method and following manufacturers' guidelines for safe operation.
3) Measuring tools are described that are used to measure ingredients like scales, measuring cups and spoons, thermometers, and refractometers.
4) The objectives of the module are to understand entrepreneurship and demonstrate skills in using tools, following food safety procedures, and
This learning module provides information about agriculture and fishery arts across 9 chapters and 28 lessons. It aims to give students accurate and reliable information about agriculture and fishery to help them understand the importance of these fields and apply skills required for cultivation and development of natural resources in the Philippines. The module covers topics like the basic concepts of agricultural crop production, farm tools and equipment, basic calculations, farm plans and safety measures, and also includes chapters on the basic concepts of fishery, fish culture, capture, and preservation.
Here are the answers to the pre-test questions:
1. B
2. B
3. D
4. A
5. D
6. B
7. A
8. B
9. A
The purpose of this pre-test is to determine what the learners already know about procuring and selecting good quality seeds. Answering the questions correctly indicates familiarity with the basic concepts that will be discussed in the lesson. Incorrect answers highlight areas that need more explanation and practice. This pre-test allows the facilitator to identify the learners' prior knowledge and tailor instruction accordingly.
The main steps in cleaning fresh fish are: 1) scale the fish using a blunt knife to remove scales without damaging the flesh; 2) eviscerate or gut the fish by making a cut along the belly and removing the internal organs; 3) rinse the fish thoroughly under clean running water to remove blood and residue. Proper cleaning is important to prepare the fish for further processing and prolong its shelf life.
This document provides information on the K to 12 Basic Education Curriculum for Technology and Livelihood Education's Horticulture exploratory course for Grades 7 and 8. It covers 4 lessons - using farm tools and equipment, performing estimations and basic calculations, interpreting plans and drawings, and applying safety measures in farm operations. Each lesson is directed at attaining specific learning outcomes and covers topics like identifying appropriate farm tools, calculating estimates, interpreting plans and drawings, and applying safety precautions in farm work.
This document provides an exploratory course module on agricultural crop production for grades 7 and 8 in the Philippines. It covers four common competencies: using farm tools and equipment, performing estimations and basic calculations, interpreting plans and drawings, and applying safety measures in farm operations. The module is divided into four lessons corresponding to the competencies. Lesson 1 focuses on selecting and using farm tools and equipment, as well as performing preventive maintenance. It provides information on common hand tools, farm implements, and powered equipment used in agricultural crop production.
Here are the key points about farm/fishery tools from the information sheet:
- Hand tools are small manually operated tools designed for specific purposes. They include cutting, pinching, gripping, striking, driving, and hammered tools.
- Pliers are used for gripping objects through leverage and come in different types like slip-joint, groove-joint, needle-nose, etc. based on their function.
- Wrenches are used to turn nuts and bolts and come in types like combination, adjustable, socket, flare-nut based on their design.
- Hammers are used to deliver blows and come in types like claw, rip, ball peen, drilling based on their head
This document provides information about a learning module on horticulture for grades 7 and 8 in the Philippines. It contains 4 lessons that cover using farm tools and equipment, performing estimations and calculations, interpreting plans and drawings, and safety precautions. The module aims to teach students basic competencies needed for the Horticulture National Certificate Level II. It includes definitions, learning activities, and scoring rubrics to help students master the topics.
This document provides information about common farm tools used in animal production. It discusses tools such as spades, shovels, rakes, and bolos. The document describes how to properly use each tool, including correct techniques for digging and moving materials. It emphasizes the importance of safety, such as wearing protective gear and being aware of underground cables or pipes before digging. The overall purpose is to teach students how to properly select and use various hand tools needed for basic farm operations and animal care.
This document provides information about common farm tools used in animal production. It discusses tools such as spades, shovels, rakes, and bolos. The document describes how to properly use each tool, including correct techniques for digging and moving materials. It emphasizes the importance of safety, such as wearing protective gear and being aware of underground cables or pipes before digging. The overall purpose is to teach students how to correctly and safely use essential hand tools needed for raising and caring for livestock.
COT_DLP ENGLISH 6_SUMMARIZING INFORMATIONS HEARD BY MASTER TEACHER EVA M. COR...MarjorieApostolCruz
This document contains a daily lesson plan for a 6th grade English class. The lesson focuses on teaching students how to summarize information from texts they have heard. The teacher reviews what summarizing is and provides examples of summarizing pictures and a video about a farm. The students then listen to an informational text about climate change and are asked to summarize it. The objectives are for students to understand how to write a summary and to practice summarizing through various classroom activities and examples.
The document provides an overview of tools and equipment used in aquaculture, including pliers, wrenches, hammers, and screwdrivers. It classifies hand tools according to their uses for cutting, pinching, gripping, striking, driving, or hammering. Examples are given of different types of pliers, wrenches, hammers, and screwdrivers along with their purposes in aquaculture.
The document provides an overview of tools and equipment used in aquaculture, including pliers, wrenches, hammers, and screwdrivers. It classifies hand tools according to their uses for cutting, pinching, gripping, striking, driving, or hammering. Examples are given of different types of pliers, wrenches, hammers, and screwdrivers along with their purposes in aquaculture.
This document provides an exploratory learning module on aquaculture for grades 7 and 8 students. It covers 4 lessons: 1) use of farm/fishery tools and equipment, 2) performing estimations and basic calculations, 3) drawing layout plans for ponds, tanks, pens and cages, and 4) applying safety measures. Each lesson is directed at attaining specific learning outcomes and performance standards related to that topic. The module is meant to provide students with basic competencies in aquaculture that will prepare them for further certification in that field at higher grade levels.
Here are the key running skills:
- Maintain proper body position with head, trunk and pelvis aligned vertically and eyes looking forward. This allows for efficient lifting of the knees and increased stride length.
- Use coordinated arm and shoulder movements to absorb torque from leg driving and provide counterbalance. Hands should be relaxed and arms should swing from the shoulders.
- Employ a midfoot strike by landing on the midfoot/forefoot area to avoid heel striking which is inefficient.
- Maintain good posture and engage the core and back muscles to provide stability and power.
- Take rapid, short strides to increase cadence/turnover especially for shorter distances. Longer strides can be used for longer distances.
Here are the answers to your questions:
1. What is an equipment? (4 points)
An equipment refers to tools, instruments, devices, and machinery used in agricultural crop production operations that require more power than hand tools. They are usually motorized or animal-drawn. (4 points)
2. Give the specific uses and function of the following equipment:
A. Hand tractor (3 points)
A hand tractor is a small tractor powered by a gasoline engine and used for tilling small areas of land. Its functions include plowing, harrowing, and transporting farm inputs and outputs. (3 points)
B. Four wheel tractor (3 points)
A four wheel tractor is a
Here are the answers to your questions:
1. What is an equipment? (4 points)
An equipment refers to machines, tools, instruments, devices, and facilities used in operations or activities that are available for use. (4 points)
2. Give the specific uses and function of the following equipment:
A. Hand tractor (3 points)
A hand tractor is a small tractor powered by a person. It is used for tilling small areas of land, transporting goods, and other light duty farm work. Its function is to assist manual labor. (3 points)
B. Four wheel tractor (3 points)
A four wheel tractor is a medium-sized tractor that can be used for plow
Here are the answers to your questions:
1. What is an equipment? (4 points)
An equipment refers to machines, tools, instruments, devices, and facilities used in operations or activities that are available for use. (4 points)
2. Give the specific uses and function of the following equipment:
A. Hand tractor (3 points)
A hand tractor is a small tractor powered by a gasoline engine. It is used for tilling, harrowing, transporting farm inputs and products in small farms. Its function is to mechanized farm operations in small areas. (3 points)
B. Four wheel tractor (3 points)
A four wheel tractor is a medium-sized tractor that can
This document is a learning module on agricultural crop production for grades 7 and 8 students. It covers four lessons: (1) use of farm tools and equipment, (2) estimation and basic calculation, (3) interpretation of plans and drawings, and (4) occupational safety and health. Lesson 1 focuses on selecting and using farm tools, selecting and operating farm equipment, and performing preventive maintenance. It provides definitions of terms, lists example tools and equipment, and outlines the performance standards students are expected to meet. The module is designed to teach students the basic competencies needed for an entry-level job in agricultural crop production.
This document is a learning module on agricultural crop production for grades 7 and 8 students. It covers four lessons: (1) use of farm tools and equipment, (2) estimation and basic calculation, (3) interpretation of plans and drawings, and (4) occupational safety and health. Lesson 1 focuses on selecting and using farm tools, selecting and operating farm equipment, and performing preventive maintenance. It provides definitions of terms, lists example tools and equipment, and outlines the performance standards students are expected to meet. The module is designed to teach students the basic competencies needed for an entry-level job in agricultural crop production.
Microbial characterisation and identification, and potability of River Kuywa ...Open Access Research Paper
Water contamination is one of the major causes of water borne diseases worldwide. In Kenya, approximately 43% of people lack access to potable water due to human contamination. River Kuywa water is currently experiencing contamination due to human activities. Its water is widely used for domestic, agricultural, industrial and recreational purposes. This study aimed at characterizing bacteria and fungi in river Kuywa water. Water samples were randomly collected from four sites of the river: site A (Matisi), site B (Ngwelo), site C (Nzoia water pump) and site D (Chalicha), during the dry season (January-March 2018) and wet season (April-July 2018) and were transported to Maseno University Microbiology and plant pathology laboratory for analysis. The characterization and identification of bacteria and fungi were carried out using standard microbiological techniques. Nine bacterial genera and three fungi were identified from Kuywa river water. Clostridium spp., Staphylococcus spp., Enterobacter spp., Streptococcus spp., E. coli, Klebsiella spp., Shigella spp., Proteus spp. and Salmonella spp. Fungi were Fusarium oxysporum, Aspergillus flavus complex and Penicillium species. Wet season recorded highest bacterial and fungal counts (6.61-7.66 and 3.83-6.75cfu/ml) respectively. The results indicated that the river Kuywa water is polluted and therefore unsafe for human consumption before treatment. It is therefore recommended that the communities to ensure that they boil water especially for drinking.
Epcon is One of the World's leading Manufacturing Companies.EpconLP
Epcon is One of the World's leading Manufacturing Companies. With over 4000 installations worldwide, EPCON has been pioneering new techniques since 1977 that have become industry standards now. Founded in 1977, Epcon has grown from a one-man operation to a global leader in developing and manufacturing innovative air pollution control technology and industrial heating equipment.
Presented by The Global Peatlands Assessment: Mapping, Policy, and Action at GLF Peatlands 2024 - The Global Peatlands Assessment: Mapping, Policy, and Action
Climate Change All over the World .pptxsairaanwer024
Climate change refers to significant and lasting changes in the average weather patterns over periods ranging from decades to millions of years. It encompasses both global warming driven by human emissions of greenhouse gases and the resulting large-scale shifts in weather patterns. While climate change is a natural phenomenon, human activities, particularly since the Industrial Revolution, have accelerated its pace and intensity
Kinetic studies on malachite green dye adsorption from aqueous solutions by A...Open Access Research Paper
Water polluted by dyestuffs compounds is a global threat to health and the environment; accordingly, we prepared a green novel sorbent chemical and Physical system from an algae, chitosan and chitosan nanoparticle and impregnated with algae with chitosan nanocomposite for the sorption of Malachite green dye from water. The algae with chitosan nanocomposite by a simple method and used as a recyclable and effective adsorbent for the removal of malachite green dye from aqueous solutions. Algae, chitosan, chitosan nanoparticle and algae with chitosan nanocomposite were characterized using different physicochemical methods. The functional groups and chemical compounds found in algae, chitosan, chitosan algae, chitosan nanoparticle, and chitosan nanoparticle with algae were identified using FTIR, SEM, and TGADTA/DTG techniques. The optimal adsorption conditions, different dosages, pH and Temperature the amount of algae with chitosan nanocomposite were determined. At optimized conditions and the batch equilibrium studies more than 99% of the dye was removed. The adsorption process data matched well kinetics showed that the reaction order for dye varied with pseudo-first order and pseudo-second order. Furthermore, the maximum adsorption capacity of the algae with chitosan nanocomposite toward malachite green dye reached as high as 15.5mg/g, respectively. Finally, multiple times reusing of algae with chitosan nanocomposite and removing dye from a real wastewater has made it a promising and attractive option for further practical applications.
Recycling and Disposal on SWM Raymond Einyu pptxRayLetai1
Increasing urbanization, rural–urban migration, rising standards of living, and rapid development associated with population growth have resulted in increased solid waste generation by industrial, domestic and other activities in Nairobi City. It has been noted in other contexts too that increasing population, changing consumption patterns, economic development, changing income, urbanization and industrialization all contribute to the increased generation of waste.
With the increasing urban population in Kenya, which is estimated to be growing at a rate higher than that of the country’s general population, waste generation and management is already a major challenge. The industrialization and urbanization process in the country, dominated by one major city – Nairobi, which has around four times the population of the next largest urban centre (Mombasa) – has witnessed an exponential increase in the generation of solid waste. It is projected that by 2030, about 50 per cent of the Kenyan population will be urban.
Aim:
A healthy, safe, secure and sustainable solid waste management system fit for a world – class city.
Improve and protect the public health of Nairobi residents and visitors.
Ecological health, diversity and productivity and maximize resource recovery through the participatory approach.
Goals:
Build awareness and capacity for source separation as essential components of sustainable waste management.
Build new environmentally sound infrastructure and systems for safe disposal of residual waste and replacing current dumpsites which should be commissioned.
Current solid waste management situation:
The status.
Solid waste generation rate is at 2240 tones / day
collection efficiently is at about 50%.
Actors i.e. city authorities, CBO’s , private firms and self-disposal
Current SWM Situation in Nairobi City:
Solid waste generation – collection – dumping
Good Practices:
• Separation – recycling – marketing.
• Open dumpsite dandora dump site through public education on source separation of waste, of which the situation can be reversed.
• Nairobi is one of the C40 cities in this respect , various actors in the solid waste management space have adopted a variety of technologies to reduce short lived climate pollutants including source separation , recycling , marketing of the recycled products.
• Through the network, it should expect to benefit from expertise of the different actors in the network in terms of applicable technologies and practices in reducing the short-lived climate pollutants.
Good practices:
Despite the dismal collection of solid waste in Nairobi city, there are practices and activities of informal actors (CBOs, CBO-SACCOs and yard shop operators) and other formal industrial actors on solid waste collection, recycling and waste reduction.
Practices and activities of these actor groups are viewed as innovations with the potential to change the way solid waste is handled.
CHALLENGES:
• Resource Allocation.
Evolving Lifecycles with High Resolution Site Characterization (HRSC) and 3-D...Joshua Orris
The incorporation of a 3DCSM and completion of HRSC provided a tool for enhanced, data-driven, decisions to support a change in remediation closure strategies. Currently, an approved pilot study has been obtained to shut-down the remediation systems (ISCO, P&T) and conduct a hydraulic study under non-pumping conditions. A separate micro-biological bench scale treatability study was competed that yielded positive results for an emerging innovative technology. As a result, a field pilot study has commenced with results expected in nine-twelve months. With the results of the hydraulic study, field pilot studies and an updated risk assessment leading site monitoring optimization cost lifecycle savings upwards of $15MM towards an alternatively evolved best available technology remediation closure strategy.
Optimizing Post Remediation Groundwater Performance with Enhanced Microbiolog...Joshua Orris
Results of geophysics and pneumatic injection pilot tests during 2003 – 2007 yielded significant positive results for injection delivery design and contaminant mass treatment, resulting in permanent shut-down of an existing groundwater Pump & Treat system.
Accessible source areas were subsequently removed (2011) by soil excavation and treated with the placement of Emulsified Vegetable Oil EVO and zero-valent iron ZVI to accelerate treatment of impacted groundwater in overburden and weathered fractured bedrock. Post pilot test and post remediation groundwater monitoring has included analyses of CVOCs, organic fatty acids, dissolved gases and QuantArray® -Chlor to quantify key microorganisms (e.g., Dehalococcoides, Dehalobacter, etc.) and functional genes (e.g., vinyl chloride reductase, methane monooxygenase, etc.) to assess potential for reductive dechlorination and aerobic cometabolism of CVOCs.
In 2022, the first commercial application of MetaArray™ was performed at the site. MetaArray™ utilizes statistical analysis, such as principal component analysis and multivariate analysis to provide evidence that reductive dechlorination is active or even that it is slowing. This creates actionable data allowing users to save money by making important site management decisions earlier.
The results of the MetaArray™ analysis’ support vector machine (SVM) identified groundwater monitoring wells with a 80% confidence that were characterized as either Limited for Reductive Decholorination or had a High Reductive Reduction Dechlorination potential. The results of MetaArray™ will be used to further optimize the site’s post remediation monitoring program for monitored natural attenuation.
ENVIRONMENT~ Renewable Energy Sources and their future prospects.tiwarimanvi3129
This presentation is for us to know that how our Environment need Attention for protection of our natural resources which are depleted day by day that's why we need to take time and shift our attention to renewable energy sources instead of non-renewable sources which are better and Eco-friendly for our environment. these renewable energy sources are so helpful for our planet and for every living organism which depends on environment.
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LEARNING MODULE IN AGRI-FISHERY ARTS
ACKNOWLEDGEMENT
This Learning Module was developed for all students of Bachelor of Science in
Industrial Education Major in Industrial Arts, Bachelor of TechnicalVocational
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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LEARNING MODULE IN AGRI-FISHERY ARTS
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
AgriFishery Arts.
This module covers nine (9) chapters that were composed of twentyeight
(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.
What Is This
Module About?
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LEARNING MODULE IN AGRI-FISHERY ARTS
Chapter Three: Basic Calculation – Lesson 1: Perform Basic Workplace
Calculation.
Chapter Four: Plans and Drawings – Lesson 1: Farm Plans and LayOut,
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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LEARNING MODULE IN AGRI-FISHERY ARTS
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.
This Module has nine Chapters and each has the following parts:
• Title
• Learning Outcomes
• Pre-Test
• Definition of Terms
How Do You Use
This Module?
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LEARNING MODULE IN AGRI-FISHERY ARTS
• 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
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 mindprovoking
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.
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LEARNING MODULE IN AGRI-FISHERY ARTS
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!
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
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LEARNING MODULE IN AGRI-FISHERY ARTS
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
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
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LEARNING MODULE IN AGRI-FISHERY ARTS
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
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
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LEARNING MODULE IN AGRI-FISHERY ARTS
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
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LEARNING MODULE IN AGRI-FISHERY ARTS
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
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LEARNING MODULE IN AGRI-FISHERY ARTS
take the challenge!
At the end of this chapter, the students are expected to:
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
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LEARNING MODULE IN AGRI-FISHERY ARTS
c. perennial crops
d. millennial crops
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
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LEARNING MODULE IN AGRI-FISHERY ARTS
b. olericulture
c. pomology
d. horticulture
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.
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LEARNING MODULE IN AGRI-FISHERY ARTS
__________ 5. Agriculture obstructs the economic growth because of the industrial and
commercial buildings are unable to expand their land possessions.
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
DEFINITION OF TERMS
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LEARNING MODULE IN AGRI-FISHERY ARTS
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.
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.
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LEARNING MODULE IN AGRI-FISHERY ARTS
• 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.
Activity
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LEARNING MODULE IN AGRI-FISHERY ARTS
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.
LESSON 2:
BRIEF HISTORY OF AGRICULTURE
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LEARNING MODULE IN AGRI-FISHERY ARTS
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 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.
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LEARNING MODULE IN AGRI-FISHERY ARTS
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 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
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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 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
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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.
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?
Activity
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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
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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:
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.
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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.
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.
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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.
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:
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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.
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, fruitbearing and nut-bearing trees/plants for human
use and consumption.
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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.
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
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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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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.
Activity
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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
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6. Industrial Crops
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.
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b) Root Crops – are underground plant parts edible for human consumption.
II. Feed Crops – A plant that is primarily raise, culture and harvest for the livestock
consumption.
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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.
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II. Naturally Cross Pollinated Crops – pollen transfer in these plants is from
another of one flower in a separate plant.
III. Both Self and Cross Pollination Crops – these plants are largely selfpollinated
but in varying amounts.
Classifications of Crops According to Growth Habits
I. Herb – succulent plants with self-supporting stems.
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II. Vines – herbaceous climbing or twining plants without self-supporting stem.
III. Lianas – woody climbing or twining plants which depend on other plants for
vertical support to climb up to the tree.
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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.
V. Trees – plants having erect and continuous growth with a large develop of
woody tissue, with a single distinct stem or trunk.
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VI. Evergreen – plants that maintain their leaves throughout the year.
VII. Deciduous – plants which naturally shed off or lose leaves annually for
extended periods.
Descriptions of Crops According to their Life Span
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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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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
Activity
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LESSON 5:
TYPES OF COMMERCIAL FOOD CROPS
IN THE PHILIPPINES
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.
Food Crop
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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
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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
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
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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
Activity
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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.
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.
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The Roots
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.
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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.
In some plants, roots arise from parts of the plant other than the radicle and are called
adventitious roots.
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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.
Hanging structures that support a banyan tree are called prop roots.
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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
roots come out of the ground and grow vertically upwards. Such roots, called
pneumatophores, help to get oxygen for respiration.
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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.
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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.
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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.
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Underground stems of some plants such as grass and strawberry, etc., spread to new
niches and when older parts die new plants are formed
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The Leaf
Leaf is a flattened structure of a higher plant, typically green and bladelike, 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.
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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 possess reticulate venation, while parallel venation is
the characteristic of most monocotyledons.
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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.
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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.
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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
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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.
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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.
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.
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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 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.
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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.
Activity
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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.
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?
Post -TEST
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_________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.
__________ 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
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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
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.
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___________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. ___________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)
Lamina Leaf Phloem Flower
Root Cap Androecium Fly Eater Plant Transpiration
Xylem Venus-Fly Trap Gynoecium Fruit