AGRILEARNING

- FISHERY ARTS
MODULE
LEARNING MODULE IN AGRI-FISHERY ARTS
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WHAT IS THIS MODULE

ABOUT?

Welcome to the Agri-Fishery Arts!

In order to make the learning easier, we developed this learning module in Agri-Fishery Arts
that will guide the students to know better in a faster yet competitive way. This learning
module will may serve 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 new curriculum of Bachelor in Technical-Vocational Teacher Education
which is the Introduction to Agri-Fishery Arts.

This module covers six (6) chapters that were composed of nineteen (19) 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.

Chapter Three: Basic Calculation – Lesson 1: Perform Basic Workplace Calculation.

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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.

This learning module aims to give students accurate and reliable information in
Agriculture and Fishery Arts to apply the ability and skills 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 everyday lives.

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HOW DO YOU USE THIS

MODULE?

This Module has 6 Chapters and each has the following parts:

• Title

• Learning Outcomes

• Pre-Test

• Definition of Terms

• Lesson Proper

• Activity

• Post-Test

To get the most learning from this module, you need to comply the following:

1. Begin by analyzing the chapter picture, then read and understand 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.

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

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TABLE OF CONTENTS

Acknowledgement ii
What Is This Module About? iii
How Do You Use This Module? vi

AGRICULTURE ARTS

CHAPTER 1 – Basic Concepts of Agricultural Crop Production 2

Lesson 1 Definition and Importance of Agriculture 7
Lesson 2 Brief History of Agriculture 10
Lesson 3 Branches of Agriculture 15
Lesson 4 Types of Agricultural Crops
and Its Classifications 23
Lesson 5 Types of Commercial Food Crops
in the Philippines 35
Lesson 6 Plant Parts and Its Function 40

CHAPTER 2 – Farm Tools, Equipment, 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

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Lesson 1 Farm Plans and Layout 135

Lesson 2 Irrigation Plans and Design 147

CHAPTER 5- Safety Measures in Farm Operations 166

Lesson 1 Safety Measures in Farm Operation 171

Lesson 2 Safe Keep/Dispose Tools, Materials and Outfit 182

FISHERY ARTS

CHAPTER 6 – Basic Concept of Fishery 195

Lesson 1 Definition of Fishery and Its Importance 202

Lesson 2 Brief History of Fishery 206

Lesson 3 Branches of Fishery 210

Lesson 4 Morphology of Fish 217

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Agriculture art

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CHAPTER 1

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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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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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. fruticulture

c. pomology

d. horticulture

8. _________ is the science and art of growing and caring for plants,
especially flowers, fruits, and vegetables.

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a. floriculture

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.

__________ 5. Agriculture obstructs the economic growth because of the

industrial and commercial buildings are unable to expand their land possessions.

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DEFINITION OF TERMS

Agriculture – it is the science, art and practice of cultivating the soil, producing
crops and raising livestock and in varying degrees the preparation and marketing
and resulting of products

Farm Equipment - These are machineries used in crop production. They are
used in land preparation and in transporting farm inputs and products. This
equipment need a highly skilled operator to use

Farm Implements - accessories pulled by animals or mounted to machineries

to make the work easier

Farm Tools - objects that are usually light and are used without the help of
animals and machines

Fertile Crescent – semicircle of fertile land stretching from southeast coast of

Mediterranean around Syrian Desert, North of Arabia to Persian Gulf

Neolithic – of or relating to the latest period of the Stone Age characterized by

polished stone implements

Parthenocarpy – the production of fruits without fertilization

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LESSON 1:
DEFINITION AND IMPORTANCE OF
AGRICULTURE

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

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Elements in the Definition of Agriculture

• It is a science, because of systematically organized body of knowledge
which not only based on opinions, hypothesis and theories but on factual
and absolute knowledge. Also, it is a practice because of the actual
applications of the ideas.
• Of farming, because is the act or process of working the ground, planting
seeds, and growing edible plants. It can also include raising animals for
milk, meat and wool.

VALUE OF AGRICULTURE
Agriculture has a vital role in the life and progress of an economy. It does
provide food which is the basic needs of mankind, not only to sustain food and
raw material but also employment opportunities to a vast number of the
population of a country. It can be a source of livelihood which can contribute to
micro and macro community, supplying and sustaining food and fodder that are
the basic necessities of human to live, promoting the diplomatic friendship
facilitated by trading system in local, national and international arena,
marketable surplus products, source of saving of the entire national budget and
basis of the economic development of a country.
Without agriculture, the economy will be at high risk to food security that may
result into serious national problems. The effect may be adverse or even worse.

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Activity

Direction: Answer the following questions.

1. What is the definition of agriculture? Justify.

2. Cite a value of agriculture that without it can create serious national problem.

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LESSON 2:
BRIEF HISTORY OF AGRICULTURE

Agriculture was developed at least 10,000 years ago, and it has

undergone significant developments since the time of the earliest cultivation.

Ancient Origins
The Fertile Crescent of the Middle East was the site of the earliest planned
sowing and harvesting of plants that had previously been gathered in the wild.
Independent development of agriculture occurred in northern and southern
China, Africa's Sahel, New Guinea and several regions of the Americas. Barley
has been found in archeological sites in Levant, and East of the Zagros
Mountains in Iran.
The eight so-called Neolithic founder crops of agriculture includes emmer wheat
einkorn wheat, hulled barley, peas, lentils, bitter vetch, chick peas and flax. Bitter
vetch and lentils along with almonds and pistachios appear in Franchthi Cave
Greece simultaneously, about 9,000 BC. Neither was native to Greece, and they
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appear 2,000 years prior to domesticated wheat in the same location. This
suggests that the cultivation of legumes and nuts preceded that of grain in some
Neolithic cultures.
By 7,000 BC, small-scale agriculture reached Egypt. From at least 7,000 BC the
Indian subcontinent saw farming of wheat and barley, as attested by
archaeological excavation at Mehrgarh in Balochistan.
By 6,000 BC, mid-scale farming was entrenched on the banks of the Nile. About
this time, agriculture was developed independently in the Far East, with rice,
rather than wheat, as the primary crop. Chinese and Indonesian farmers went on
to domesticate taro and beans including mung, soy and azuki. To complement
these new sources of carbohydrates, highly organized net fishing of rivers, lakes
and ocean shores in these areas brought in great volumes of essential protein.
Collectively, these new methods of farming and fishing inaugurated human
population boom dwarfing all previous expansions, and it continues today.
By 5,000 BC, the Sumerians had developed core agricultural techniques
including large scale intensive cultivation of land, mono-cropping, organized
irrigation, and use of a specialized labour force, particularly along the waterway
now known as the Shatt al-Arab, from its Persian Gulf delta to the confluence of
the Tigris and Euphrates. Domestication of wild aurochs and mouflon into cattle
and sheep, respectively, ushered in the large-scale use of animals for food/fiber
and as beasts of burden. The shepherd joined the farmer as an essential provider
for sedentary and semi-nomadic societies. Maize, manioc, and arrowroot were
first domesticated in the Americas as far back as 5,200 BC.
The potato, tomato, pepper, squash, several varieties of bean, tobacco, and
several other plants were also developed in the New World, as was extensive
terracing of steep hillsides in much of Andean South America. The Greeks and
Romans built on techniques pioneered by the Sumerians but made few
fundamentally new advances. Southern Greeks struggled with very poor soils,
yet managed to become a dominant society for years. The Romans were noted
for an emphasis on the cultivation of crops for trade.

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Middle Ages
During the Middle Ages, Muslim farmers in North Africa and the Near East
developed and disseminated agricultural technologies including irrigation
systems based on hydraulic and hydrostatic principles, the use of machines and
the use of water raising machines, dams, and reservoirs. They also wrote
location-specific farming manuals, and were instrumental in the wider adoption
of crops including sugar cane, rice, citrus fruit, apricots, cotton, artichokes,
aubergines, and saffron. Muslims also brought lemons, oranges, cotton, almonds,
figs and sub-tropical crops such as bananas to Spain. The invention of a three
field system of crop rotation during the Middle Ages, and the importation of the
Chinese-invented moldboard plow, vastly improved agricultural efficiency.
Another important development towards the end of this period was the discovery
and subsequent cultivation of fodder crops which allowed over-wintering of
livestock.

Modern Era
After 1492, a global exchange of previously local crops and livestock breeds
occurred. Key crops involved in this exchange included the tomato, maize,
potato, cocoa and tobacco going from the New World to the Old, and several
varieties of wheat, spices, coffee, and sugar cane going from the Old World to
the New. The most important animal exportations from the Old World to the
New were those of the horse and dog (dogs were already present in the pre-
Columbian Americas but not in the numbers and breeds suited to farm work).
Although not usually food animals, the horse (including donkeys and ponies) and
dog quickly filled essential production roles on western hemisphere farms.
By the early 1800s, agricultural techniques, implements, seed stocks and
cultivated plants selected and given a unique name because of its decorative or
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

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led to efficiencies enabling certain modern farms in the United States, Argentina,
Israel, Germany, and a few other nations to output volumes of high quality
produce per land unit at what may be the practical limit.
The Haber-Bosch method for synthesizing ammonium nitrate represented a
major breakthrough and allowed crop yields to overcome previous constraints.
In the past century agriculture has been characterized by enhanced productivity,
the substitution of labor for synthetic fertilizers and pesticides, selective
breeding, mechanization, water pollution, and farm subsidies. In recent years
there has been a backlash against the external environmental effects of
conventional agriculture, resulting in the organic movement.
Agricultural exploration expeditions, since the late nineteenth century, have
been mounted to find new species and new agricultural practices in different
areas of the world.

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Activity

Direction: Answer the following questions. Write your answer on one whole
piece of yellow pad paper.

1. Collect pictures of agricultural technologies from the ancient origins

until the contemporary times. What are the similarities and differences
of agricultural technologies comparing to each era?
2. Why is it important to know and understand the history of agriculture?

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LESSON 3:
BRANCHES OF AGRICULTURE

BRANCHES OF AGRICULTURE
There are four main branches of agriculture, namely;

1. Livestock Production or Animal Husbandry

2. Crop Production or Agronomy

3. Agricultural Economics

4. Agricultural Engineering

I. Livestock Production or Animal Husbandry

Animal Husbandry is the branch of agriculture concerned with animals that are
raised for meat, fiber, milk, eggs, or other products. The term "livestock"
encompasses many species and numerous breeds within animal species which
can produce food and other raw materials.

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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.

b.) Poultry Farming is the raising of birds domestically or commercially,

primarily for meat and eggs as well as for feathers. Chickens, turkeys, ducks,
and geese are of primary importance, while guinea fowl and squabs (young
pigeons) are chiefly of local interest.

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c.) Swine Farming is the raising and breeding of domestic pigs as livestock, and
is a branch of animal husbandry. Pigs are farmed principally for food (e.g.
pork, bacon, gammon) or sometimes skinned.

d.) Apiculture is the scientific method of rearing honeybees. The word

‘apiculture’ comes from the Latin word apis meaning bee and colere which
means “to culture”. Bees are mainly reared for their honey. So, apiculture or
also known as beekeeping is the care and management of honey bees for the
production of honey and the wax. In this method of apiculture, bees are bred
commercially in apiaries, an area where a lot of beehives can be placed.

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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:

Horticulture is the science and art of growing and caring for plants,
especially flowers, fruits, and vegetables. The word is derived from the Latin
hortus which means “garden” and colere which means “to culture”. As a general
term, it covers all forms of garden management, but in ordinary use it refers to
intensive commercial production. Horticulture has 3 branches namely,
pomology, olericulture and floriculture.

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a) Pomology- is the branch of botany that studies all fruits, specifically the
science of growing fruits and nuts. The word is derived from the Latin pomum
which means “fruit” and logia which means “field of study”. As a branch of
horticulture, it focuses to the cultivation of fruits, nuts, fruitbearing and nut-
bearing trees/plants for human use and consumption.

b) Olericulture is the science and art of vegetable growing, dealing with the
culture of non-woody (herbaceous) plants for food. The word is derived from
the Latin oleris which means “pot herb” and colere which means “to culture”.
As language develops over long period of time, it is simply defined as the
science and art of growing vegetables crops. It deals with the production,
storage processing and marketing of vegetables. It encompasses crop
establishment, including cultivar selection, seedbed preparation and
establishment of vegetable crops by seed and transplants. It also includes
maintenance and care of vegetable crop production.
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c) Floriculture refers to farming, plant care, propagation, and cultivation with

one goal in mind, the maximum production of flowering and ornamental
plants for gardens and floristry, comprising the floral industry. The word is
derived from the Latin floris which means “flower” and colere which means
“to culture”. Therefore, it is the cultivation of flower. To elaborate,
floriculture is an entire gardening spectrum that is geared towards
understanding and improving all aspects of bud and flower creation,
including indoor lighting, growroom requirements, greenhouse needs, plant
nutrition, irrigation, pest management, and breeding new cultivars/strains.

III. Agricultural Economics is study of the allocation, distribution and

utilization of the resources used, along with the commodities produced, by
farming. It concerns itself with the study of the production and consumption of

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food in both developed and developing countries along with analysis of the
policies that shape the world’s largest country.

IV. Agricultural Engineering is the area of engineering concerned with the

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

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Activity

Direction: Answer the following questions. Write your answer on one whole
piece of yellow pad paper.

1. What are the four (4) branches of agriculture? Give its importance.

2. What are the four (4) branches of livestock production? Describe each

3. Enumerate the different kinds of agronomy crops.

4. What are the three (3) branches of horticulture? Describe each

5. If you were given a capital to build or establish your own agricultural

business, in what branch of crop production do you prefer? Explain
and share it to the class.

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LESSON 4:
TYPES OF AGRICULTURAL CROPS AND ITS
CLASSIFICATIONS

Agricultural crops are plants that are grown or intentionally managed by

man for certain purposes. They are classified in various terms used worldwide.

Types of Crops
Crops are divided into six falls into categories and they’re as follows:

1. Food Crops

2. Feed Crops

3. Fiber Crops

4. Oil Crops

5. Ornamental Crops

6. Industrial Crops

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Descriptions of Crops According to their Categories

I. Food Crops – A plant that is primarily raise, culture and harvest for the
human consumption. It has two sub categories, the field crops and root
crops.

a) Field crop is a crop (other than fruits or vegetables) that is grown on a

large scale for agricultural purposes. Examples are wheat, rice, corn,
sugarcane and other forage crops. These crops typically consist of a large
majority of agricultural acreage and crop revenues.

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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.

III. Fiber Crops – A plant that is primarily raise, culture and harvest for its
fibers which are used as raw material.

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IV. Oil Crops – A plant that is primarily raise, culture and harvest as base for
biodiesel production.

V. Ornamental Crops – A plant that is primarily raise and culture for

decorative purposes especially in gardens and landscape design projects.

VI. Industrial Crops – A plant that is cultured for their biological materials
which are used in industrial processes into nonedible products.
(Example: Tobacco)

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Classification of Crops According to their Reproduction

1. Sexual - plants that develop from a seed or a spore after undergoing union
of male and female gametes.

2. Asexual – plants which reproduce by any vegetative means without the

union of the sexual gametes.

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Classification of Crops According to Mode of Pollination

I. Naturally Self Pollinated Crops – predominant mode of pollination in

this plant is self-pollination.

II. Naturally Cross Pollinated Crops – pollen transfer in these plants is

from another of one flower in a separate plant.

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III. Both Self and Cross Pollination Crops – these plants are largely self-
pollinated but in varying amounts.
Classifications of Crops According to Growth Habits

I. Herb – succulent plants with self-supporting stems.

II. Vines – herbaceous climbing or twining plants without self-supporting

stem.
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III. Lianas – woody climbing or twining plants which depend on other

plants for vertical support to climb up to the tree.

IV. Shrubs – a small tree or tree like plants generally less than 5 meters in
height but other authorities restricted to small, erect woody plants.

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V. Trees – plants having erect and continuous growth with a large develop
of woody tissue, with a single distinct stem or trunk.

VI. Evergreen – plants that maintain their leaves throughout the year.

VII. Deciduous – plants which naturally shed off or lose leaves annually for
extended periods.
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Descriptions of Crops According to their Life Span

I. Annual crop is a plant that completes its life cycle, from germination to
production of seed, within one growing season, and then dies. Annual
crops examples are rice, corn and others.

II. Biennial crop is a plant that takes two years to complete its biological
lifecycle. Its examples are cabbage, parsley and others.

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

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Activity

Direction: Using the table below, identify the different crops in your locality
according to their categories, classifications and description.

Classification Classification Classification Description

According to According to According to According
Crops Categories their Mode of their Growth to their Life
Reproduction Pollination Habit Span

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LESSON 5:
TYPES OF COMMERCIAL FOOD CROPS
IN THE PHILIPPINES

Food Crop
A crop primarily raised and culture for human consumption. There are 5
major categories of common commercial crops in the Philippines they are the
following: cereal crops, root and tuber crops, sugar crops, vegetable crops, fruit
crops.

a) Cereal Crops – are one of the members of grass family with their
seed to eat.
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b) Root and Tuber Crops – a crop that is root vegetables and thick
underground part of the stem which is edible to consume by human.

c) Sugar Crops – several species of tall perennial grass that are grown
for extraction of sugar product.

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d) Vegetable Crops – are edible part/s of the plant.

e) Fruit Crops – are groups of different types of fruits that are edible to
consume by human.

Common Commercial Food Crops in the Philippines

COMMON NAME SCIENTIFIC NAME ENGLISH NAME

Palay Oryza sativa Linn Rice
Mais Zea mays L. Corn/Maize
Niyog Cocos nucifera L. Coconut
Tubo Saccharum officinarum L. Sugarcane
Saging Musa sapientum var. Banana
Pinya Ananas comosus L. Pineapple
Kape Coffea sp. Coffee
Mangga Mangofera indica Mango
Tabako Nicotiana tabacum Tobacco
Mani Archis hypogaea Linn. Peanut
Munggo Vigna radiata L. Mungbean
Kamoteng Kahoy Manihot esculenta Crantz. Cassava
Kamote Ipomoea batatas Lam Sweet Potato
Kamatis Lycopersicon esculentum Mill. Tomato
Bawang Allium sativum Linn. Garlic
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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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Activity

Directions: Search from the internet and identify the different common
commercial food crops in the Philippines that were given from the lesson. After
that, draw at least five (5) different common commercial food crops. In each
drawing, write their classifications, local, common and scientific names. The
output will be assessed and graded based from the given rubrics below.

RUBRICS FOR DRAWING

CATEGORY 5 4 3 2
Neatness and Exceptionally Neat and Lines are neatly Appears
Attractiveness well designed, relatively drawn but the messy and
neat and attractive. drawing appears “thrown
attractiveness. quite plain. together” in
a hurry.

Accuracy of All drawings Most Some drawings Few

Drawings are done drawings are done correctly drawings
correctly and are done and are easy to are done
are easy to see. correctly see. correctly
and are easy and are easy
to see. to see.

Labeling of Each drawing Most Some drawings Few

Names has a clear, neat drawings have a clear, neat drawings
label that have a clear, label that have a clear,
describes it. neat label describes it. neat label
that that
describes it. describes it.

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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.

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.

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In some plants, roots arise from parts of the plant other than the radicle and are
called adventitious roots.

The root is covered at the apex by a thimble-like structure called the root cap.
It protects the tender apex of the root as it makes its way through the soil.
Tap roots of carrot, turnip and adventitious roots of sweet potato, get swollen
and store food.

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Hanging structures that support a banyan tree are called prop roots.

Similarly, the stems of maize and sugarcane have supporting roots

coming out of the lower nodes of the stem. These are called stilt roots.

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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.

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.

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 holds 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.

Water absorption through roots can be increased by keeping the plants

a. in the shade

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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.

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.

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The Fruit
The fruit is a characteristic feature of the flowering plants. It is a mature or
ripened ovary, developed after fertilisation. If a fruit is formed without
fertilisation of the ovary, it is called a parthenocarpic fruit. The ovules after
fertilization, develop into seeds.

Transport of Water and Minerals in Plants

Plants absorb water and minerals by the roots. The roots have root hair. The root
hair increases 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
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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 synthesis
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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Activity

Directions: Draw a plant that composed of the different parts which are stated
from the lesson. The output will be assessed and graded based from the given
rubrics below.

RUBRICS FOR DRAWING

CATEGORY 5 4 3 2
Neatness and Exceptionally Neat and Lines are Appears
Attractiveness well designed, relatively neatly drawn messy and
neat and attractive. but the “thrown
attractiveness. drawing together” in a
appears quite hurry.
plain.

Accuracy of All drawings Most Some Few drawings

Drawings are done drawings are drawings are are done
correctly and done correctly done correctly correctly and
are easy to and are easy and are easy are easy to
see. to see. to see. see.

Labeling of Each drawing Most Some Few drawings

Names has a clear, drawings have drawings have have a clear,
neat label that a clear, neat a clear, neat neat label that
describes it. label that label that describes it.
describes it. describes it.

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Post-TEST

Test I. Identification
Direction: Write the answer of the space provided before the number.

_________1. It is the science or practice of farming which includes the

cultivation of the soil for the growing of crops, fruit-bearing trees and
livestock production.

_________2. What is the science dealing with the cultivation of crops and
vegetables on a field scale, either under rain fed or irrigation conditions?

_________3. What is the scientific method of rearing honeybees?

_________4. It refers to the raising of birds domestically or commercially,

primarily for meat and eggs but also for feathers.

_________5. What is the study of the allocation, distribution and utilization

of the resources used, along with the commodities produced by farming?

_________6. What is the area of engineering concerned with the design,

construction and improvement of farming equipment and machinery?

_________7. What is the scientific study for the maximum production of

edible fruit?

_________8. What is the growing of vegetables such as French beans,

Cabbages and Tomatoes?

_________9. What is the husbandry of grazing animals is viewed as an ideal

way of making a living and the regular movement of all or part of the society
is considered a normal and natural part of life?

_________10. It is the raising and breeding of domestic pigs as livestock.

Test II: Modified True or False

Directions: Write true if the statement is correct and false if it’s not. Then replace
the underlined word on the blank space provided before the number.

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__________ 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 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
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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.

Lamina Leaf Phloem Flower

Root Cap Androecium Fly Eater Plant Transpiration

Xylem Venus-Fly Trap Gynoecium Fruit

___________1) It is a lateral outgrowth of stem developed exogenously 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?

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___________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)

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CHAPTER 2

Farm Tools,
Equipments, Inputs AND LABOR

take the challenge!

At the end of this chapter, the students are expected to:
Lesson 1: Recognize and Select Farm tools
Lesson 2: Identify and Select Farm Equipments
Lesson 3: Perform Maintenance
Lesson 4: Remember and Understand the Farm Inputs and Labor

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PRE-TEST

Test I. Multiple choice

Direction: Write the letter of the correct answer before the number.

1) A proper tool for digging.

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

7) An open container with a single pair of wheel at the front and two handle
at the rear used for transport materials to another place.
a. Trailer
b. Hand tractor
c. Wheel barrow
d. Improvised Basket
8) It is an implement which is pulled by working animal to till the soil.
a. Disc harrow
b. Disc plow
c. Native plow
d. Native harrow
9) It is an implement mounted to a tractor that is used to pulverize the newly
plowed soil.
a. Disc harrow
b. Disc plow
c. Native plow
d. Native harrow
10) A farm tool primarily used to operate horticultural works.
a. Pruning shear
b. Knife
c. Cutter
d. Harvester
11) Which of the following farming is used for digging canals, breaking hard
topsoil and for digging up stones and tree stumps?
a. Shovel
b. Spade
c. Hoe
d. Pick-mattock

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12) It is a tool used without the help of animals or machines. Being used in
performing farm activities which involve small areas like school garden
and home garden.
a. Shovel
b. Hand tools
c. Grass cutter
d. Grab hoe
13) It is a tool used for cleaning the ground and leveling the topsoil.
a. Sickle
b. Spade
c. Prunning shears
d. Rake
14) Which of the following is the accessories which is being pulled by
working animals or mounted to machineries usually used in the
preparation of land. Usually made of a special kind of metal.
a. Farm tools
b. Farm equipments
c. Farm implements
d. None of the Above
15) Which of the following is equipment used in land preparation and in
transporting farm inputs and products? This equipment needs a highly
skilled operator to use.
a. Farm tools
b. Farm implements
c. Farm equipments
d. All of the above

II. True or False.

Direction: Read and analyze each statement below. Write T if the
statement is correct; F if the statement is incorrect on the space provided.
______1) Hand tractor is used to draw irrigation water from a source.
______2) Tools that are worn out should be separated and be fixed
immediately to avoid accident.
______3) When sharpening with a file, do not use oil; metal filings will
accumulate and clog the file's serrations.
______4) Water will help tools to work as intended and will prevent the
formation of rust.

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______5) For pruners, use a whetstone because it produces a very

sharp cutting edge.

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DEFINITION OF TERMS

Farm Equipments - These are machineries used in crop production. They are
used in land preparation and in transporting farm inputs and products. These
equipments need a highly skilled operator to use

Farm Implements - accessories pulled by animals or mounted to machineries to

make the work easier.

Farm Tools - objects that are usually light and are used without the help of
animals and machines

Preventive Maintenance - an activity or operation done to prevent malfunction

of tools and equipment and it is done to prolong the useful life of tools and
equipment

Repair - to restore to good condition something broken or damaged.

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LESSON 1:
SELECT AND USING FARM TOOLS

FARM TOOLS IN AGRICULTURAL CROP PRODUCTION

Farm tools, implements, and equipment play very important role in agricultural
crop production. Their availability makes the work much easier and faster.
However, even if one may have the most sophisticated tools and implements, but
does not know how to use them, they are useless. In order to do crop production
operations successfully, one must have a good working knowledge of the tools,
implements and equipment before using them.

Hand Tools

Hand tools are usually light and are used without the help of animals or
machines. They are being used in performing farm activities which involve small
areas like school garden and home garden. Examples:

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Axe is for cutting bigger size post.

Bolo is used for cutting tall grasses and weeds and chopping branches of trees.

Crowbar is used for digging big holes and for digging out big stones and
stumps.

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Grab-hoe is used for breaking hard topsoil and pulverizing soil.

Hand Cultivator is used for cultivating the garden plot by loosening the soil
and removing weeds around the plant.

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Hand Fork is used for inter row cultivation.

Hand Trowel is used for loosening the soil around the growing plants and
putting small amount of manure fertilizer in the soil.

Knife is for cutting planting materials and for performing other operations in
horticulture.

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Light Hoe is used for loosening and leveling soil and digging out furrows for
planting.

Pick-mattock is used for digging canals, breaking hard topsoil and for digging
up stones and tree stumps.

Pruning Shears is for cutting branches of planting materials and unnecessary

branches of plants.

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Rake is used for cleaning the ground and leveling the topsoil.

Shovel is used in removing trash, digging loose soil, moving soil from one place
to another and for mixing soil media.

Sickle is a hand-held agricultural tool with a variously curved blade typically

used for cutting weeds.

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Spade is used for removing trash or soil, digging canals or ditches and mixing
soil media.

Spading Fork is used for loosening the soil, digging out root crops and turning
over the materials in a compost heap.

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Sprayers are for spraying insecticides, foliar fertilizers, fungicides and

herbicides.

Sprinkler is for watering seedlings and young plants.

Wheel barrow is used for hauling trash, manures, fertilizers, planting materials
and other equipment.

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Water Pail is for hauling water, manure and fertilizers.

Farm Implements

These are accessories which are being pulled by working animals or mounted to
machineries (hand tractor, tractor) which are usually used in the preparation of
land. These are usually made of a special kind of metal.

Examples:

Native Plow

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Disc Plow

Plows are farm implements either pulled by a working animal or a tractor. The
plow is specifically used for tilling large areas, making furrows and inter row
cultivation. Plows pulled by working animals are made of either a combination of
metal and wood or pure metal. They are used to till areas with a shallower depth
than that of the disc plows which are pulled by tractors.

Native Wooden Harrow

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Disc Harrow

Harrows are used for tilling and pulverizing the soil. The native wooden harrow
is made of wood with metal teeth and pulled by a carabao while the disc harrow
is made of metal mounted to a tractor.

Rotavator is an implement mounted to a tractor used for tilling and pulverizing

the soil.

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Activity

PROPER USE OF SHOVEL

Direction: Bring your own Personal Protective Equipment and Tools which are
stated below. Use them and perform those procedures. Your performance will be
assessed based from the given rubrics.
PPE and Tools needed:

• Footwear
• Long pants
• Gloves
• Rag
• Shovel
Procedure:
Make sure that before you perform this activity, you are wearing appropriate
personal protective equipment. Follow these instructions
1. Keep feet wide apart. Place front foot close to shovel.

2. Put weight on front foot. Use leg to push shovel.

3. Shift weight to rear foot. Keep load close to body.

4. Turn feet in direction of throw.

5. Perform housekeeping.
Assessment:
The passing rate is 75 points. Below passing points will retake the activity until
the takers pass.

Score
Rubrics (Points)
20 15 10 5
Proper distance of the feet from each other
The weight is on front foot

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The load is close to your body

Direction of the feet when throwing load
Practice good housekeeping

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LESSON 2:
SELECT FARM EQUIPMENT

COMMON FARM EQUIPMENT

These are machineries used in crop production. They are used in land
preparation and in transporting farm inputs and products. These equipments
need a highly skilled operator to use.

Hand Tractor is used to pull a plow and harrow in preparing a large area of land.

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

\
Water Pump is used to draw irrigation water from a source.

Thresher is a piece of farm equipment that threshers grain, that is, it removes
the seeds from the stalks.
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Corn Dehusker machine is used to peel the skin of corn and make maize
removed from the cob.

Rice Harvester makes the harvesting process easier by combining six operations
such as gathering, transporting, reaping, threshing, cleaning and bagging into one
machine.

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Grass Cutter a device used to cut the grass, as a lawn mower.

Rice Seeder is for sowing germinated paddy seed directly in wetland field.

Miller is to remove the husk and the bran layers, and produce an edible white
rice.

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Activity

WATCH AND LEARN!

Direction: Make a group that composed of 5 students. In each group, search and
download in each at least three (3) videos on how the different common farm
equipment works. After that, show/present it to class. Make sure that all students
will watch all videos carefully.

RUBRICS FOR VIDEO PRESENTATION

CATEGORY 5 4 3 2
Accuracy All videos Most videos Some videos Few videos
are shown are shown are shown are shown
correctly. correctly. correctly. correctly.

Teamwork All group Most group Some group Few group

members members members members
were were were were
participated participated participated participated
the activity. the activity. the activity. the activity.

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LESSON 3:
PERFORM MAINTENANCE

PRE-OPERATIVE CHECK UP OF FARM TOOLS AND EQUIPMENT

Imagine that the long, hot summer vacation has finally come to an end and it‘s
the beginning of the school year and you are ready to start working your
vegetable gardens. But before that let us check first our tools, implements and
equipment you are going to use.

Grab with your working clothes and personal protective equipment (PPE).
Proceed to the shop to retrieve your tools so that you can start clearing away the
last remnants of summer and begin tools to see that they are covered with rust
and dirt that has hardened and crusty globs of oil that have collected dust last
vacation. It seems that you are going to spend more time cleaning breaking the
soil for a new year. Imagine your frustration as you start pulling out all of your
and repairing tools on this nice day than you will actually use them.

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How to Clean Your Tools and Equipments:

Let‘s start with the basics. Your shovel, spade, hoe, or even the blades on a hedge
trimmer will be a lot easier to use if you take a few minutes to knock some of the
rust off the blade. Not only will this extend the life of the tool, but also it will cut
through the soil better, and thus require less effort to use, if it has a nice sharp
blade.

It is a good idea to keep a large whetstone in your shop. A whetstone is an ideal

tool to use to keep all of the cutting edges of your garden tools honed. It will
work well on your pruning shear, as well as many other common garden tools.

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The best way to use the stone is to find a way to stabilize the tool that you want
to work on. A bench vise is ideal. You will be able to clamp the tool into place
at an angle, so you can work on it. Clamping the garden tool into place with a
vise frees up both of your hands to use the whetstone and gives you more control
over what you are doing. Apply a little bit of lubricating oil to the end of the tool
and carefully begin to work the stone over the blade. Maintain a 30-degree angle
between the stone and the blade to form the ideal cutting edge for your tool. Not
only will the edge become sharper, but you will also be removing any pitting and
rust that has formed at the edge of your tool ‘s blade.

In instances where the moving parts of your garden tools (such as with of any
new pruners, shears, and loppers) have frozen in place, like springs and pivot
joints, you should disassemble them first carefully break free any rust or dirt that
may keep the tool from functioning properly. Clean accumulated rust and dirt off
all metal surfaces with a wire brush. Remove stubborn rust from small tools with
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fine steel wool. Using an old toothbrush with some lightweight lubricating oil is
a great way to work fresh oil into the joints of most garden tools. Not only will
this fresh oil help your tool to work as it was intended, but it will also prevent
the formation of rust. Use medium-grit sandpaper to remove rust on larger tools
such as shovels, spades, and hoes.

Once your tools are cleaned, they're ready to be sharpened. When sharpening, try
to maintain the original factory bevel or angle. For pruners, use a whetstone
because it produces a very sharp cutting edge. Depending on the type of whetstone,
apply a few drops of oil or water to the stone. With the beveled side of the blade
against the stone, rub the sharp edge of the blade toward the stone in a curved
motion, as if you were trying to shave off a thin slice from the stone.

When working with a file, stabilize the blades in a vise or against a solid surface
such as a work bench to avoid injury and ensure an even stroke.
Always push the file across the blade in a motion away from your body. Move
the file diagonally, so that its cutting teeth are biting into the metal on the tool.

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When sharpening with a file, do not use oil; metal filings will accumulate and
clog the file's serrations.

Farm implements like ordinary plow and wooden harrow should be checked
thoroughly before use. Loosened bolts and nuts should be tightened firmly. Disc
plow and harrow should also be lubricated on their moving parts like bearings.
Tractors should be tuned-up very well by skilled operator. Check on their oil,
lubricant, fuel and cooling system.

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Activity

WELL-MAINTAINED, WELL EFFECTIVE

Direction: Bring the following materials and tools needed. Perform the
procedures properly.
Materials:

• 1 Bottle/Container of Any Industrial Oil

• A piece of Rag
• Pieces of Sand Paper 300
• PPE such as gloves, eye protector goggles or glasses and dust mask

Tools:

• A set of Hedge Shear

• A set of Metal Clamp
• A Pile

• A Wrench (the size is based from the pivot nut of the hedge shear)
• A Bench Vise (look for School Facilities if available)
Procedure:
Step 1: Safety First. Wear all your Personal Protective Equipments. Prevention
to an accident is better than cure.

Step 2: Tighten the pivot nut. Before sharpening, check the pivot nut. It could
be loose, making the blades drift apart while cutting and tearing the twig instead
of cutting it clean. The nut should be snug with no play in the pivot. With the
nut tightened, check the tool; if it cuts cleanly, it doesn't need sharpening. If it
still cuts poorly, look down each blade to make sure it's not bent. If a blade is
slightly bent, loosen the pivot nut and separate the blades. To straighten the
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blade, put it in a vise, slip on some thick leather gloves and tweak it until it's
straight.

Step 3: Hold the metal clamp using a vise. Examine the factory edge. Hold the
pile with both hands and mimic the direction of the bevel. Move the pile in one
direction, away from you. Don't use small, jerky strokes or you'll lose the factory
edge. As you work, you can see the clean metal path left by the pile. Adjust your
angle as needed to pile the entire edge evenly. Repeat this motion several times
until you expose clean metal over the whole edge. Usually it'll take only about
10 strokes. Do the same with the other blade.

Step 4: Sand the back side of the blade. Place a sheet of 300-grit wet/dry
sandpaper on a smooth, flat piece of plywood. You'll be able to feel the burrs
(be careful— they're sharp) on the back side of each blade caused by the filing
action. To remove them, lightly sand the back side of the blade. Keep the blade
flat and move it in a circular motion. After making several circles, pick up the
blade and gently feel the edge. When the burrs left by the file disappear,
assemble the blades and lightly oil the moving parts.

Step 5: Perform house keeping

Assessment:
The students must do properly all criteria below to pass and if it’s not they
must retake the activity until they pass.

• The blade is properly sharpened.

• The nut is properly removed and returned.
• The step by step procedures are correctly followed.
• The safety precautions are properly observed.

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LESSON 4:
FARM INPUTS AND LABOR

FARM INPUTS
They are defined as products permitted for use in organic farming. These include
feedstuffs, fertilizers and permitted plant protection products.
The resources that are used in farm production. The following are examples:

Seed is a material which is used for planting or regeneration purpose. However

scientifically, it is a fertilized matured ovule together covered with seed coat and

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it is a propagating material. Thus, seed is the most vital and crucial input for crop
production.

Fertilizer is a chemical or natural substance added to soil or land to

increase its fertility. There are two types of fertilizer; organic and inorganic.

Pesticide is a substance used for destroying insects or other organisms harmful

to cultivated plants or animals.

FARM LABOR
Farm labor is the manpower to perform agricultural works such as land
preparation, planting, sowing, plant caring, maintenance, harvesting, and storing.
It is the comprehensive efforts by an individual or group of men to successfully
fulfill the needs of the demand of farm operations.

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LABOR REQUIREMENT FOR LAND PREPARATION

Plowing using animal

Plowing using tractor

Clearing of the land using hoe

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Harrowing using hand tractor

LABOR REQUIREMENT IN PLANTING OF SEEDLINGS

Transplanting of seedlings

LABOR REQUIREMENT FOR PLANT CARE

Fertilizer Application
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Pest Control

Irrigation

Weeding

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Harvesting

Threshing Rice

Drying Rice

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Threshing Corn

Drying Corn

Storing

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Activity

ESTIMATING FARM INPUTS AND LABOR REQUIREMENTS

Direction: Follow the instructions below.

1. Visit a vegetable farm near to your school or home

2. Get the following data of the ff:

a. Area

b. Crop

c. Age of crop

d. Quantity of planting materials (in kgs)

e. Number of workers prepared the land

f. Number of days consumed in preparing the area

g. Amount of salary given to each worker during land preparation

h. Number of worker planted the area

i. Number of days consumed in planting the area

j. Amount of salary paid in planting the area

k. Number of worker fertilized the area from planting up to the date

of this survey.

l. Quantity of fertilizer used from planting up to the date where

survey was made

m. Amount of salary paid in applying fertilizer from planting to the

date of this survey

n. Quantity of fertilizer to be used after the survey until harvesting

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o. Number of workers required to perform fertilization after the

survey until final harvesting

p. Amount of salary needed for fertilizer application after this survey

until harvesting

q. Estimated irrigation expenses from planting up to harvesting

r. Estimated worker hired to perform irrigation from planting to

harvesting.

s. Estimated days for spraying pesticides

t. Estimated workers needed for spraying insecticides

u. Estimated cost of insecticide used in spraying

v. Workers salary during spraying of insecticides

w. Estimated number of weeding operation

x. Estimated worker needed in weeding

y. Workers salary during weeding

z. Estimated worker employ during harvesting

3. Present your data in tabular form

Assessment:
The students must do properly all criteria below to pass and if it’s not they
must retake the activity until they pass.

• Required measuring tool is used in measuring the area.

• The data gathered is consistent.

• The respondent answers the question carefully. Data are presented in

tabular form

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Post-TEST

Test I. Identification

Direction: Identify each farm tool, equipment and implements. Write your
answer in the space provided.

_________1. It is a farm tool used for cutting tall grasses and weeds and
chopping branches of trees.

_________2. It is a farm tool used for breaking hard topsoil and pulverizing soil.

_________3. It is handy tool used for cutting planting materials and for
performing other operations in horticulture.

_________4. A farm tool used for spraying insecticides, foliar fertilizers,

fungicides and herbicides.

_________5. It is a farm tool used for hauling trash, manures, fertilizers, planting
materials and other equipment.

_________6. It is a hand-held agricultural tool with a variously curved blade

typically used for cutting weeds.

_________7. It is an implement mounted to a tractor used for tilling and

pulverizing the soil.

_________8. It is used for cutting bigger size post.

_________9. It is used for cutting branches of planting materials and unnecessary

branches of plants.

_________10. It is a farm tool use for inter row cultivation.

Test II. Enumeration

Direction: Enumerate the following:

1. Give at least ten (10) different hand tools used in farming.

2. Give at least five (5) different farm equipment.

3. Give three (3) different farm implement.

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Test III. Matching Type

Direction: Match column A with column B. Write the letter of the correct answer
before the number.

A B

______1) a. Pest Control

______2) b. Fertilizer

______3) c. Fertilizer Application

______4) d. Pulling of Seedlings

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______5) e. Clearing of the land

using hoe

______6) f. Harrowing using hand

tractor

______7) g. Plowing using animal

______8) h. Transplanting of
Seedlings

______9) j. Plowing using tractor

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______10) k. Seeds

Test IV. Essay

Direction: Answer the following questions.

1. How to clean your tools and equipment?

2. What is the importance of preventive maintenance? Justify.

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CHAPTER 3

Basic Calculation
\

take the challenge!

At the end of this chapter, the students are expected to:
Lesson 1: Perform Farm Basic Workplace Calculation

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PRE-TEST

Test I. Calculation

Direction: Solve a mathematical computation each number has 2 points.

A. Convert the following:

1. 1m=____cm
2. 500cm=_____m
3. 8km=______m
4. 1km=_____cm
5. 3000 m=___km
B. Find the area (hectare) of the following.
1. 500m x 500m
2. 200mx2000m
3. 500mx600m
4. 800mx700m
5. 800mx900m
C. Compute the following:
1. 10% of 90 trees were replaced
2. 20% of 30 hectares are harvested
3. 80% of 100 farmers are present
4. 50% of P250 increase in farmers’ salary
5. 30% of 150 kg seeds are dormant

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DEFINITION OF TERMS

Net Income- the value Area- refers to the size of the surface

Graph- a drawing in which the relationship between two (or more) items
of information (e.g. Time and plant growth) is shown in a symbolic way

Gross Income/Sales- the equivalent value of the product sold

Interest- the corresponding value that will be added to the principal as

payment for using money of the lender remains after all the expenses have
been deducted from the gross income or sales

Principal –refers to the amount you owed

Volume- the content of a body or object

Acronyms

MAD (Man Animal Day) refers to the number of day/s the work will be
completed by 1 person and 1 animal.

MD (Manday) refers to the number of day/s the work will be completed by

1 person

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LESSON 1:
BASIC WORKPLACE CALCULATIONS

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

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The height (h) of a triangle, a rhombus, a parallelogram or a trapezium, is the

distance from a top corner to the opposite side called base (b). The height is
always perpendicular to the base; in other words, the height makes a "right angle"
with the base. An example of a right angle is the corner of this page.

In the case of a square or a rectangle, the expression length (1) is commonly

used instead of base and width (w) instead of height. In the case of a circle the
expression diameter (d) is used.

The height (h), base (b), width (w), length (1) and diameter (d) of the
most common surface areas

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TRIANGLES
The surface area or surface (A) of a triangle is calculated by the formula:
A (triangle) = 0.5 x base x height = 0.5 x b x h

Triangles can have many shapes but the same formula is used for all of them.

SQUARES AND RECTANGLES

The surface area or surface (A) of a square or a rectangle is calculated by the

formula: Area=Length x Width
In a square the lengths of all four sides are equal and all four angles are right
angles. In a rectangle, the lengths of the opposite sides are equal and all four
angles are right angles. All lengths and widths in a square are equal. All lengths
and widths in a rectangle are not equal.

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RHOMBUSES AND PARALLELOGRAMS

The surface area or surface (A) of a rhombus or a parallelogram is calculated
by the formula: Area= Base x Height

In a rhombus the lengths of all four sides are equal; none of the angles are right
angles; opposite sides run parallel. In a parallelogram the lengths of the opposite
sides are equal; none of the angles are right angles; opposite sides run parallel.

TRAPEZIUMS
The surface area or surface (A) of a trapezium is calculated by the formula:
Area=0.5 (Base+Top) x Height
The top (a) is the side opposite and parallel to the base (b). In a trapezium only
the base and the top run parallel.

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Another method to calculate the surface area of a trapezium is to divide the

trapezium into a rectangle and two triangles, to measure their sides and to
determine separately the surface areas of the rectangle and the two triangles.

Splitting a trapezium into one rectangle and two triangles.

Note that A = A1+ A2 + A3 = 1 + 6 + 2 =9 cm2

CIRCLES
The surface area or surface (A) of a circle is calculated by the formula:
Area=1/4(3.14x d2)
Whereby d is the diameter of the circle and ¶ (a Greek letter,
pronounced Pi) a constant (¶ = 3.14). A diameter (d) is a straight line which
divides the circle in two equal parts.

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METRIC CONVERSIONS
The basic unit of length in the metric system is the meter (m). One meter can be
divided into 10 decimeters (dm), 100 centimeters (cm) or 1000 millimeters
(mm); 100 m equals to 1 hectometer (hm); while 1000 m is 1 kilometer (km).

1 m = 10 dm = 100 cm = 1000 mm
0.1 m = 1 dm = 10 cm = 100 mm
0.01 m = 0.1 dm = 1 cm = 10 mm
0.001 m = 0.01 dm = 0.1 cm = 1 mm

1 km = 10 hm = 1000 m
0.1 km = 1 hm = 100 m
0.01 km = 0.1 hm = 10 m

0.01 = 0.01 hm = 1 m

Units of surface
The basic unit of area in the metric system is the square meter (m), which is
obtained by multiplying a length of 1 meter by a width of 1 meter.
1 Surface Area in Hectare (ha)=100m x 100m= 10 000m2

A square meter

1 m2 = 100 dm2 = 10 000 cm2 = 1 000 000 mm2

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0.01 m2 = 1 dm2 = 100 cm2 = 10 000 mm2

0.0001 m2 = 0.01 dm2 = 1 cm2 = 100 mm2
0.000001 m2 = 0.0001 dm2 = 0.01 cm2 = 1 mm2

1 km2 = 100 ha2 = 1 000 000 m2

0.01 km2 = 1 ha2 = 10 000 m2

0.000001 km2 = 0.0001 ha2 = 1 m2

SURFACE AREAS OF CANAL CROSS-SECTIONS AND FARMS

This Section explains how to apply the surface area formulas to two common
practical problems that will often be met in the field.

DETERMINATION OF THE SURFACE AREAS OF CANAL CROSS-

SECTIONS
The most common shape of a canal cross-section is a trapezium or, more truly,
an "up-side-down" trapezium.

Canal Cross Section

The area (A B C D), hatched on the above drawing, is called the canal cross-
section and has a trapezium shape. Thus, the formula to calculate its surface is
similar to the formula used to calculate the surface area of a trapezium:

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Surface area of the canal cross-section= 0.5 (base + top line) x canal depth
=0.5 (b +a) x h
Whereby:
base (b) = bottom width of the canal top
line (a) = top width of the canal
canal depth (h) = height of the canal (from the bottom of the canal to the top of
the embankment)

Wettted Cross-Section of a Canal

The area (A B C D), hatched on the above drawing, is called the wetted canal
cross-section or wetted cross-section. It also has a trapezium shape and the
formula to calculate its surface area is:
Surface area of the wetted canal cross-section = 0.5 (base + top line) x water
depth = 0.5 (b + a1) x h1
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Whereby:
base (b) = bottom width of the canal top
line (a1) = top width of the water level
water depth (h1) = the height or depth of the water in the canal (from the bottom
of the canal to the water level).

DETERMINATION OF THE SURFACE AREA OF A FARM

It may be necessary to determine the surface area of a farmer's field. For example,
when calculating how much irrigation water should be given to a certain field, the
size of the field must be known.
When the shape of the field is regular and has, for example, a rectangular shape,
it should not be too difficult to calculate the surface area once the length of the
field (that is the base of its regular shape) and the width of the field have been
measured.

Field of regular shape

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Field of irregular shape

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

Division of irregular field into regular areas

Surface area of the square: As = length x width = 30 m x 30 m = 900 m2

Surface area of the rectangle: Ar = length x width = 50 m x 15 m = 750 m2

Surface area of the triangle: At = 0.5 x base x height = 0.5 x 20 m x 30 m = 300
m2

Total surface area of the field: A = As + Ar + At = 900 m2 + 750 m2 + 300 m2 =

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1950 m2

INTRODUCTION TO VOLUME
A volume (V) is the content of a body or object. Take for example a block. A
block has a certain length (l), width (w) and height (h). With these three data, the
volume of the block can be calculated using the formula: V (block) = length x
width x height = l x w x h

UNITS OF VOLUME
The basic unit of volume in the metric system is the cubic meter (m3) which is
obtained by multiplying a length of 1 meter, by a width of 1 meter and a height
of 1 meter.

One cubic meter

1m3 = 1.000 dm3 = 1 000 000 cm3 = 1 000 000 000 mm3
0.001 m3 = 1 dm3 = 1 000 cm3 = 1 000 000 mm3
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0.000001 m3 = 0.001 dm3 = 1 cm3 = 1 000 mm3

0.000000001 m3 = 0.000001 dm3 = 0.001 cm3 = 1 mm3

VOLUME OF WATER ON A FIELD

Suppose a one-liter bottle is filled with water. The volume of the water is 1 liter
or 1 dm3. When the bottle of water is emptied on a table, the water will spread
out over the table and form a thin water layer. The amount of water on the table
is the same as the amount of water that was in the bottle.
The volume of water remains the same; only the shape of the "water body"
changes.

One Liter of water spread over a table

A similar process happens if you spread irrigation water from a storage reservoir
over a farmer's field.

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A volume of 100 m3 of water spreas over an area of one hectare The formula
to use is:

As the first step, the volume of water must be calculated. It is the volume of the
filled reservoir, calculated with formula:
Volume (V) = length x width x height = 5 m x 10 m x 2 m = 100 m3

As the second step, the thickness of the water layer is calculated using formula:

Given
Surface of the field = 10 000 m2 Volume of water = 100 m3

Formula: d= Volume of Water (m3)

Surface of the Field (m2)

Answer: d= 100 (m3)

10 000 (m2)

d = 0.01 m or d = 10 mm

A water layer 1 mm thick is spread over a field of 1 ha. Calculate the volume of
the water (in m3).

One millimeter water depth on a field of one hectare The formula to use
is:
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Volume of water (V) = Surface of the field (A) x Water depth (d) Given:
Surface of the field = 10 000 m2

Water depth = 1 mm =1/1 000 = 0.001m

Answer:
Formula: Surface of the field (m²) x water depth (m)
Volume (m3) V = 10 000 m2 x 0.001 m
V = 10 m3 or 10 000 liters

INTRODUCTION TO FLOW-RATE
The flow-rate of a river, or of a canal, is the volume of water discharged through
this river, or this canal, during a given period of time. Related to irrigation, the
volume of water is usually expressed in liters (l) or cubic meters (m3) and the
time in seconds (s) or hours (h). The flow-rate is also called discharge-rate.

CALCULATION AND UNITS

The water running out of a tap fills a one liter bottle in one second. Thus the flow
rate (Q) is one liter per second (1 l/s).

A flow-rate of one liter per second

PROBLEM
The water supplied by a pump fills a drum of 200 liters in 20 seconds. What is
the flow rate of this pump?

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The formula used is: Q= Flow-Rate (l/s) = Volume of Water (liters)

Time (seconds)

Given: Volume of water: 200 L

Time: 20s

Answer: Q= Volume of Water_ =200l= 10 l/s

Time 20s

The unit "liter per second" is commonly used for small flows, e.g. a tap or a small
ditch. For larger flows, e.g. a river or a main canal, the unit "cubic metre per
second" (m3/s) is more conveniently used.

PROBLEM
A river discharges 100 m3 of water to the sea every 2 seconds. What is the flow-
rate of this river expressed in m3/s?

The formula used is: Q= Flow-Rate (m3/s) = Volume of Water (m3)

Time (seconds)

Given: Volume of water: 100 m3

Time: 2s

Answer: Q= Volume of Water_ =200m3= 50 m3/s

Time 2s

The discharge rate of a pump is often expressed in m3 per hour (m3/h) or in liters
per minute (l/min).

Formula: Q = Flow-Rate (l/min) = Volume of Water (litres)

Time (minutes)
or

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Q = Flow-Rate (m3/h) = Volume of Water (m3)

Time (hours)
INTRODUCTION TO PERCENTAGE
In relation to agriculture, the words percentage will be met regularly. For
instance, "60 percent of the total area is irrigated during the dry season". In this
Section the meaning of the word "percentage" will be discussed.

PERCENTAGE
The word "percentage" means literally "per hundred"; in other words one percent
is the one hundredth part of the total. You can either write percent, or %, or 1/100,
or 0.01.

Some examples are:

5 percent = 5% =5/100 = 0.05
20 percent = 20% = 20/100= 0.20
25 percent = 25% = 25/100 = 0.25
50 percent = 50% = 50/100 =0.50
100 percent = 100% = 100/100 = 1
150 percent = 150% = 150/100 = 1.5

QUESTION
How many oranges are in 1% of a total of 300 oranges?

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Three oranges are in 1% of 300 oranges

ANSWER
1% of 300 oranges = 1/100 x 300 = 3 oranges

INTRODUCTION TO GRAPHS
A graph is a drawing in which the relationship between two (or more) items of
information (e.g. time and plant growth) is shown in a symbolic way. To this
end, two lines are drawn at a right angle. The horizontal one is called the x axis
and the vertical one is called the y axis.

Where the x axis and the y axis intersect is the "0" (zero) point.
The plotting of the information on the graph is discussed in the following
examples.

A graph
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EXAMPLE 1
Suppose it is necessary to make a graph of the growth rate of a corn plant. Each
week the height of the plant is measured. One week after planting the seed, the
plant measures 2 cm in height, two weeks after planting it measures 5 cm and 3
weeks after planting the height is 10 cm.

Measuring the growth rate of a corn plant

These results can be plotted on a graph. The time (in weeks) will be indicated
on the x axis; 2 cm on the axis represents 1 week. The plant height (in
centimeters) will be indicated on the y axis; 1 cm on the axis represents 1 cm of
plant height.
After 1 week the height is 2 cm; this is indicated on the graph with A; after 2
weeks the height is 5 cm, see B, and after 3 weeks the height is 10 cm, see C.
At planting (Time = 0) the height was zero, see D.

Now connect the crosses with a straight line. The line indicates the
growth rate of the plant; this is the height increase over time.

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It can be seen from the graph that the plant is growing faster and faster (during
the first week 2 cm and during the third week 5 cm); the line from B to C is
steeper than the line from D to A.

Graph of the growth rate of a corn plant

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

Time(hr) Temperature(°C)
0 16
2 13
4 6
6 8
8 13
10 19
12 24
14 28
16 2
18 27
20 22
22 19
24 16

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Graph showing temperature over 24 hours; mistake 16-hour reading

On the x axis indicate the time in hours, whereby 1 cm on the graph is 2 hours.
On the y axis indicate the temperature in degrees Celsius (°C), whereby 1 cm
on the graph is 5°C.
Now indicate (with crosses) the values from the table (above) on the graph
paper and connect the crosses with straight dotted lines.

Graph showing temperature over 24 hours; estimated correction of mistake

At this stage, if you look attentively at the graph, you will note that there is a
very abrupt change in its shape around the sixteenth hour. The outside
temperature seems to have fallen from 28°C to 2°C in two hours ‘time! That does
not make sense, and the reading of the thermometer at the sixteenth hour must

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have been wrong. This cross cannot be taken in consideration for the graph and
should be rejected. The only dotted line we can accept is the straight one in
between the reading at the fourteenth hour and the reading at the eighteenth hour.

Graph showing temperature over 24 hours; smooth curve

In reality the temperature will change more gradually than indicated by the
dotted line; that is why a smooth curve is made (continuous line). The smooth
curve represents the most realistic approximation of the temperature over 24
hours.
From the graph it can be seen that the minimum or lowest temperature was
reached around 4 o'clock in the morning and was about 6°C. The highest
temperature was reached at 4 o'clock in the afternoon and was approximately
29°C.

QUESTION
What was the temperature at 7, 15 and 23 hours? (Always use the smooth curve
to take the readings).
ANSWER
Temperature at 7 hours: 10°C
Temperature at 15 hours: 29°C Temperature
at 23 hours: 17°C

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Activity

PROJECT PROPOSAL

Direction: Do the instructions properly.

SPECIFIC INSTRUCTIONS:

1. Get a copy of a simple project proposal from any sources (it is suggested
that your choice is related to crop production).

2. Study the different parts and make your own version.

3. Submit your proposal with estimated cost before the end of the quarter or
grading period.

Assessment:
The students must do properly all criteria below to pass and if it’s not they must
retake the activity until they pass.

• Project proposal is simple and easy to understand

• Project proposal is related to your course
• Data are reliable and applicable (prices)
• Sample of project plan is taken from a reliable source

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Post-TEST

Test I. Calculation

Direction: Solve a mathematical computation each number has 2 points.

D. Convert the following:

6. 1m=____cm

7. 500cm=_____m

8. 8km=______m

9. 1km=_____cm

10. 3000 m=___km

E. Find the area (hectare) of the following.

6. 500m x 500m

7. 200mx2000m

8. 500mx600m

9. 800mx700m

10. 800mx900m

F. Compute the following:

6. 10% of 90 trees were replaced

7. 20% of 30 hectares are harvested

8. 80% of 100 farmers are present

9. 50% of P250 increase in farmers’ salary

10. 30% of 150 kg seeds are dormant

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CHAPTER 4

Plans and Drawing

take the challenge!

At the end of this chapter, the students are expected to:
Lesson 1: Interpret Farm Plans and Lay-out
Lesson 2: Interpret Irrigation Plan and Design

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PRE-TEST

Test I: Multiple choice

Direction: Write the letter of the correct answer before the number.

1) Which of the following is a type of planting arrangement applied in

conventional horizontal farming or gardening is a system of growing crops in
linear pattern in at least one direction rather than planting without any distinct
arrangement.

a. Tree planting

b. Vegetable planting

c. Row planting

d. None of the above

2) ________ is a system of growing crops in blocks or strips of 2 or more rows.

a. Single row planting

b. Double row planting

c. Multiple row planting

d. Half row planting

3) _________ is a method of planting in which seeds are directly planted on the

ground in the farm or any growing surface while transplanting makes use of
pre-grown plants, seedlings or vegetative propagated clones.

a. Row planting

b. Indirect seeding

c. Drill method

d. Direct seeding

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4) ________is the systematic apportioning of the farm area or any growing

surface for crop production.

a. Spatial Arrangement

b. Kinesthetic Arrangement

c. Strategic Arrangement

d. Proficient Arrangement

5) Which of the following it pertains to the field shape must be accurately drawn
showing pertinent obstructions, features and elevation details?

a. Internet data

b. Site assessment

c. Geographical data

d. Topographic data

6) Which of the following pertains to the water supply must be clearly indicated
showing location and available capacity?

a. Topographic data

b. Water irrigation

c. food consumption

d. Water capacity

7) _________refers to the soil and crop limitations must be accounted for to

reduce runoff and deep percolation by mismanagement of the irrigation
system.

a. Soil capacity

b. Water capacity

c. Soil erosion

d. Soil and crop characteristics

8) It is a type of irrigation design where water is applied to the field in either the
controlled or uncontrolled manner.

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a. Sprinkler Irrigation

b. Drip Irrigation

c. Trickle Irrigation

d. Surface Irrigation

9) It is a type of irrigation design that has a controlled surface flooding is

practiced whereby the field is divided up into strips by parallel ridges or dikes
and each strip is irrigated separately by introducing water upstream and it
progressively covers the entire strip.

a. Border irrigation

b. Furrow irrigation system

c. Highland irrigation system

d. Lowland irrigation system

10) It is a parameter design of borders in irrigation system where the Cross slopes
must be eliminated by levelling.

a. Strip length

b. Strip diameter

c. Slope height

d. Strip width

11) It is a parameter design of borders where the longitudinal slopes should be

almost same as for the furrow irrigation.

a. Strip length

b. Strip slope

c. Strip width

d. Strip height

12) It is a parameter design of border in irrigation where the maximum advance

stream used should be non-erosive and therefore depends on the protection
afforded by the crop cover.

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a. Strip length

b. Strip slope

c. Construction of levees

d. Selection of the advance stream

13) It is a parameter design of border in irrigation where Levees should be big

enough to withstand erosion and of sufficient height to contain the irrigation
stream.

a. Strip length

b. Strip slope

c. Construction of levees

d. Selection of the advance stream

14) It is a parameter design of border in irrigation where The ideal lengths can be
obtained by field tests.

a. Strip length

b. Strip slope

c. Construction of levees

d. Selection of the advance stream

15) It is a type of irrigation design where the ideal areas where water is scarce.

a. Border irrigation

b. Furrow irrigation

c. Lower land irrigation

d. Sprinkler irrigation

II. True or False. Write true if the statement is correct and false if it is otherwise.

__________ 1) The specific advantages of row planting over broadcasting or

scatter planting include the light absorption is maximized and, conversely, the

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excessive shading effect of other plants is minimized thus favoring more efficient
photosynthesis and improved crop yield. Also, the wind passage along the
interrows is enhanced which increases gas exchanges and prevents excessive
humidity.

__________ 2) Single row planting of the intercrop can also be done between
the rows of the maincrop.

__________ 3) There are three planting crop method: direct seeding, indirect
seeding and transplanting.

__________ 4) Water required by crops is supplied by nature in the form of

precipitation, thus when it becomes scarce or its distribution does not coincide
with demand peaks, it is then necessary to supply it artificially, by irrigation.
__________ 5) Proper design of an irrigation system requires that the pumping
system precisely match to the irrigation distribution system so that the pressure
and flow rate required can be efficiently provided by the pumping system.

__________ 6) Irrigation water management involves determining when to

irrigate, the amount of water to apply at each irrigation event and during each
stage of plant, and operating and maintaining the irrigation system.

__________ 7) The primary functions of farm irrigation system include crop and
soil cooling, protecting crops from frost damage, delaying fruit and bud
development, and controlling wind erosion, providing water for seed
germination, application of chemicals, and land application of wastes.

__________ 8) The secondary function of farm irrigation systems is to supply

crops with irrigation water in the quantities and at the time it is needed.

__________ 9) A project plan enables the designer to lay out the irrigation
system in the most cost effective way. The plan is used to generate a material list
and to evaluate the anticipated project costs.

__________ 10) The plan provides a record for future reference. It can be used
for overall farm planning and identifies limits of expansion potential.
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DEFINITION OF TERMS

Lay-outing-locating the position of plant in the field

Intercropping-the planting of other crop within the row of the main crop

Monocropping- the growing of single crop

Irrigation- the application of water to the soil by any other means than rainfall

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LESSON 1:

FARM PLANS AND LAYOUT

The Farming for the Future (FFTF) program can help you to plan the best farm
layout. It is an initiative of NSW Government agencies focusing on whole farm
planning. A whole farm plan considers the farm ‘s physical, financial and
human/personal resources for both now and the future.

Site assessment
An on-site assessment of a farm is necessary so that a map can be drawn of the
property ‘s topography, boundaries, soils, water resources and so on, and a farm
business plan can be formulated.

Government plans
Acquaint yourself with relevant Regional Environmental Plans (REPs),
Local Environmental Plans (LEPs), and Development Control Plans (DCPs) and
their short and long-term effects on your proposed or existing farm enterprise.
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This will help reduce unforeseen risks and enhance your farm business.
Council‘s building approval or development consent (DAs) may be needed for
siting greenhouses, siting and constructing dams or erecting hail and windbreak
netting. Council approval to clear land or a no burning of crop debris or waste
materials on farm ‘may apply. Consent will be required if odor or noise is a
nuisance likely to be generated from the development.

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How Crops are Arranged in Row Planting

Row planting as applied in conventional horizontal farming or gardening

is a system of growing crops in linear pattern in at least one direction rather than
planting without any distinct arrangement. It is practiced in most crops whether
direct seeded, transplanted or grown from vegetative planting materials, both in
monocropping and multiple cropping.
Crops are planted in rows or straight lines, either singly or in multiple
rows, mainly to enhance maximum yields as well as for convenience. An east
west row orientation is preferred to maximize light absorption, but this is not
always possible. In many cases the topography that includes the shape, terrain
and slope of the land, as well as the location of existing vegetation, roads,
irrigation lines, buildings and physical barriers, dictate the row orientation.
The specific advantages of row planting over broadcasting or scatter planting
include the following: (1) light absorption is maximized and, conversely, the
excessive shading effect of other plants is minimized thus favoring more efficient
photosynthesis and improved crop yield; (2) wind passage along the interrows is
enhanced which increases gas exchanges and prevents excessive humidity; (3)
access through the interrows facilitates cultivation, weeding, and other farm
operations including hauling; (4) movement within the crop area is convenient
and allows close inspection of individual plants; and (5) visibility is enhanced.

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Row Planting Arrangement

Row-planted crops are either arranged in equidistant single rows or in multiple

rows. Planting in single rows is most common in monocropping or sole
cropping, the growing of a single crop.
Different systems of planting arrangement within the row are practiced in both
single and multiple row planting, depending on the characteristics and
requirement of the crop, particularly its extent of canopy expansion. In the hill
method of planting crops by direct seeding, the crops are arranged, singly or in
group, in uniform distances. But in the drill method, the only consideration is a
uniform number of plants per linear meter.
In row-planted fruit trees and other perennial crops like coconut, oil palm and
rubber, the common types of planting or spatial arrangement are the square,
rectangular, quincunx, and triangular or hexagonal. Multiple Row Planting
Arrangement

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Multiple row planting is a system of growing crops in blocks or strips of 2 or

more rows. The adjacent blocks are separated by a space which may remain
vacant or planted to other crops. This planting arrangement is common in
multiplecropping in which two or more crops are grown in the same piece of
land. It is also employed in monocropping where an alley wide enough to
facilitate passage is needed.
Coconut and other perennial crops are often intercropped with multiple rows of
annual crops like corn and pineapple. This is a common practice of maximizing
the use of vacant interrow spaces when the maincrop has not fully developed
thus allowing sufficient light exposure. In some farms, the intercrop consists of
multiple rows of such crops as coffee, cacao and banana. In this system, both
single row planting (for the maincrop) and multiple row planting (for the
intercrop) are combined.
In vegetable production that employs close spacing and where crops should be
within easy reach, the common practice is to plant in plots having multiple rows.
A space between plots is provided to allow passage.

Spatial Arrangement in Intercropping

Spatial arrangement is the systematic apportioning of the farm area or
anygrowing surface for crop production. In multiple cropping by intercropping,
the intercrop can be planted in any of the following ways: (1) within the rows of
the maincrop, (2) between the rows of the maincrop, and (3) in replacement series
Planting of the intercrop between two adjacent hills within the same row of the
main crop allows interrow cultivation but the intercrop has limited exposure to
sunlight. This is exemplified by the planting of peanut or mungbean between
corn plants within the same row or two coffee plants that are 3 m apart between
coconut plants.
Single row planting of the intercrop can also be done between the rows of the
maincrop. For example, peanut or mungbean can be dibbled between two
adjacent rows of corn. This system of planting arrangement is likewise common

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in coconut farms where fruit trees like durian, lanzones and mangosteen are
grown in single rows between coconut.
In replacement series, one or more rows that are intended for the maincrop are
replaced with the intercrop. For example, a 3:2 corn+mungbean intercrop means
that for every 4 rows that are intended for sole corn, only 3 rows are planted to
corn and one row may be substituted with 2 rows of mungbean. Another practice
is in strip intercropping, for example the simultaneous growing of 6 rows corn
and 12rows soybean in alternating strips.
These particular examples result to multiple row planting arrangement.

Methods of Planting Crops in the Farm

In general, there are two methods of planting crops: direct seeding and
transplanting. Direct seeding is either by broadcast, hill or dibble, or by drill
method. The hill and the drill methods are alternative options in row planting.
Direct Seeding

Direct seeding or direct sowing is a method of planting in which seeds are

directly planted on the ground in the farm or any growing surface. It generally
applies to large-seeded vegetables as well as in cereals and grain legumes. The
term direct seeding is also commonly used to refer to the planting of seed pieces
or underground vegetative planting materials directly into the
soil.

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Planting crops by broadcasting or sabog tanim, or scatter planting, commonly

applies to small seeds, like rice and mungbean, that are capable of germination
and sustained growth without soil cover. There is no control of plant-to-plant
spacing. The seeds are simply distributed on a well prepared ground by hand or
with a mechanical broadcaster.
With hand broadcasting, a volume of seeds is held by the hand and thrown with
a wide swath. Skill is important to ensure even distribution of seeds per unit
ground area based on the desired seeding rate per hectare. For example, a seeding
rate of 100 kg per hectare means that the seeds have to be distributed at an
average of 0.01 kg or 10 g per sq meter. Assuming that the crop is rice with a
weight of 1000 grains of 29 grams, this is equivalent to a seeding rate of about
345 seeds per sq meter.
Excessive seeding per unit area will mean that the prepared seeds will have been
completely sown but a portion of the farm is still unplanted, and so additional
seeds need to be procured. Conversely, seeding below the average will complete
the planting of the entire farm with some seeds still left.
In lowland rice, the seeds are broadcasted on puddled soil or over water and
allowed to germinate without covering. The broadcast method of planting crops
is also common with mungbean and cowpea grown as green manure. But in
upland farming, it is best to pass a tooth harrow or rake after broadcasting to
cover the seeds. The soil covering will hide the seeds from seed-harvesting
organisms like chicken and birds. It will also ensure that the seeds have full
contact with the soil which will maximize germination and improve the chance
of the seedlings to fully develop. In pasture establishment, a large herd of
livestock can be released after broadcasting to press the seeds into the ground by
their hooves. Dibbling is an old method of planting crops practiced by
subsistence farmers in hilly lands.
In both the hill and drill methods of planting crops by direct seeding, there is a
desired row-to-row spacing. Hills with a single or multiple number of plants are
spaced uniformly within each row so that in the hill method there is always a
reference to hill distance and number of plants per hill. A hill is that specific spot

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on the ground on which a plant or a group of plants is grown. In contrast, there

is no uniform spacing between plants in the row in the drill method, but
uniformity in number of plants per linear meter is intended.
The hill method of direct seeding is done by dropping seeds in holes made by a
dibbler or in furrows that are more or less equidistant. But with mechanized
farming, a combine furrower-planter is commonly used. In planting corn under
rainfed conditions at a population density of, for instance, 60,000 plants per
hectare at 1 plant per hill in rows 70 cm apart, the farmer walks forward along a
furrow and drops a seed every 23.8 cm to the bottom of the furrow. He does not
carry a measuring tool; he just estimates distances on the ground with impressive
accuracy borne of long experience. To cover the seeds, he merely sweeps the
ridge at either side of the furrow by one foot to push some soil toward the seed
and steps thereon to press the soil on top of the seed.
The drill method of planting crops is done, either manually or mechanically, by
releasing seeds continuously, as if pouring water from a bottle with a small
opening. Manual drilling applies to small seeds like rice, millet, and mungbean
and is usually done by hand. It can also be accomplished by placing small,
roundish seeds in a bottle with a hole on the cover. The seeds are simply released
by tilting and slightly shaking the bottle so that the seeds drop one after the other
or in a cascade through the hole and toward the ground. The seeds are drilled
with or without furrows. In rice, drilling in puddled soil in linear direction is a
modification of seed broadcasting in which plants are dispersed without plant-
to-plant spacing. But in rainfed sorghum, mungbean, and other grain legumes,
the seeds are always drilled at the bottom of the furrow, covered with soil by
raking or by foot, and stepped on to press the soil.
Just like in the hill method of planting crops, an even distribution of drilled seeds
is intended but varies with the seeding rate per hectare and row distance. With a
seeding rate of 100 kg per hectare in rows 20 cm apart, the calculated average
seeding rate per linear meter in the row is 2 grams. With 1000 grain weight of 29
grams for rice, this is equivalent to a seeding rate of about 70 seeds per linear

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meter. But if the row distance is widened to 25 cm, the average seeding rate will
increase to 2.5 grams or 86-87 seeds per linear meter.

Transplanting

The term transplanting is also used to refer to the practice of replanting an already
established plant in one location and moving it elsewhere. It is a method of
planting in which makes use of pre-grown plants, seedlings or vegetatively
propagated clones. Transplanting is most common with smallseeded vegetables,
vegetatively propagated crops, ornamental crops, fruit trees and many perennial
crops.
Transplanting is also convenient with a few plants that can be transferred with a
ball of soil around the roots. In some vegetables, it is common to prick seedlings
from the seedbed and transplant them bareroot to the garden plot. In perennial
species like coffee at a time when rainfall has become frequent and light is not
intense, uprooted wildlings or bareroot transplants have been directly planted.

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Activity

FARM LAYOUT
Direction: Bring the following materials needed. Do the instructions properly.

MATERIALS NEEDED:

Quantity Description

2 sheets Bond paper short

1 pc Pencil

1 pc Ruler

INSTRUCTIONS:
1. Put 1-inch border lines on your bond paper

2. Use the following data in making your layout. Imagine that 1 cm on your
drawing is equivalent to 1m

a. Width= 16 m

b. Length=19 m

c. Planting distance
Between row=1m
Between hill=0.5 m

3. Sketch inside the border lines your plot layout

4. Submit your output to your teacher

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Assessment:
The work of the students will be evaluated by your teacher using the given
criteria. The students must have at least attained 75 percent to pass the lesson.

1. Accuracy 70%

2. Presentation 20%

3. Neatness 10 %

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LESSON 2:
PLAN AND DESIGN

IRRIGATION SYSTEM PLAN AND DESIGN

Water required by crops is supplied by nature in the form of precipitation, but

when it becomes scarce or its distribution does not coincide with demand peaks,
it is then necessary to supply it artificially, by irrigation. Several irrigation
methods are available, and the selection of one depends on factors such as water
availability, crop, soil characteristics, land topography, and associated cost.
Proper design of an irrigation system requires that the pumping system precisely
match to the irrigation distribution system so that the pressure and flow rate
required can be efficiently provided by the pumping system. The energy required
to pump water is determined by the total dynamic head (water lift, pipe friction,
system pressure, etc.), the water flow rate desired and the pumping system's
efficiency.
Irrigation water management involves determining when to irrigate, the amount
of water to apply at each irrigation event and during each stage of plant, and

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operating and maintaining the irrigation system. The main management objective
is to manage the production system for profit without compromising
environment and in agreement with water availability. A major management
activity involves irrigation scheduling or determining when and how much water
to apply, considering the irrigation method and other field characteristics.

FUNCTIONS OF FARM IRRIGATION SYSTEMS

The primary function of farm irrigation systems is to supply crops with irrigation
water in the quantities and at the time it is needed. Specific function includes:

1. Diverting water from the water source.

2. Conveying it to individual fields within the farm.

3. Distributing it within each field.

4. Providing a means for measuring and regulating flows.

Other functions of farm irrigation system include crop and soil cooling,
protecting crops from frost damage, delaying fruit and bud development, and
controlling wind erosion,
providing water for seed germination, application of chemicals, and land
application of wastes.

REASONS FOR AN IRRIGATION PLAN

• A project plan enables the designer to lay out the irrigation system in the
most cost effective way. The plan is used to generate a material list and to
evaluate the anticipated project costs.

• The plan provides step by step information on system installation.

Information on crop spacing, sprinklers, pumping requirements, pipeline
sizes and lengths should be included on the plan. Pertinent obstructions
such as roads, trees, gas, oil, water, telephone or transmission lines must
also be indicated.

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• Specification, design standards and work schedules as set out on a plan

form the basis of any contractual agreements between the installation
contractor and the farmer.

• The plan provides a record for future reference. It can be used for overall
farm planning and identifies limits of expansion potential.

ESSENTIAL FEATURES OF A PLAN

• Topographic Data - the field shape must be accurately drawn showing

pertinent obstructions, features and elevation details.

• Water Source Capacity - the water supply must be clearly

indicated showing location and available capacity.

• Depending on the water source, a well log or water license must

accompany the irrigation plan. Irrigation reservoirs also require Water
Management Branch licensing.

• Soil and Crop Characteristics - soil and crop limitations must be

accounted for to reduce runoff and deep percolation by mismanagement
of the irrigation system.

• Design Parameters - soil water holding capacity, maximum application

rate and climatic data must be used to select the correct irrigation system
design.

• Design Data - the nozzle selected, operating pressure, discharge rate and
sprinkler spacing must all be shown on the plan. The irrigation interval,
set time, application rate and net amount applied must also be calculated.

DIFFERENT DESIGNS OF IRRIGATION SYSTEMS

1. SURFACE IRRIGATION- water is applied to the field in either the

controlled or uncontrolled manner.

Surface irrigation consisted of:

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1.1 Furrow system

A. FURROW IRRIGATION BY CUTTING THE RIDGE

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B .FURROW IRRIGATION WITH SIPHONS

The Major Design Considerations in Surface Irrigation Include:

1. Storing the readily available moisture in the root zone, if possible;

2. Obtaining as uniform water application as possible;

3. Minimizing soil erosion by applying non-erosive streams;

4. Minimizing runoff at the end of the furrow by using a re-use system or a

cut –back stream;

5. Minimizing labor requirements by having good land preparation,

6. Good design and experienced labor and

7. Facilitating use of machinery for land preparation, cultivation,

furrowing, harvesting etc.

1.2 Border Irrigation System

1. In border irrigation, controlled surface flooding is practiced whereby the

field is divided up into strips by parallel ridges or dikes and each strip is
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irrigated separately by introducing water upstream and it progressively

covers the entire strip.

2. Border irrigation is suited for crops that can withstand flooding for a short
time e.g. wheat.

3. It can be used for all crops provided that the system is designated to
provide the needed water control for irrigation of crops.

4. It is suited to soils between extremely high and very low infiltration

rates.

5. In border irrigation, water is applied slowly.

6. The root zone is applied with water gradually down the field.

7. At a time, the application flow is cut-off to reduce water loses.

8. Ideally, there is no runoff and deep percolation.

9. The problem is that the time to cut off the inflow is difficult to determine.

Design Parameters of Border Irrigation System

a) Strip width: Cross slopes must be eliminated by leveling.

Since there are no furrows to restrict lateral movement, any cross slope
will make water move down one side leading to poor application
efficiency and possibly erosion.
-The stream size available should also be considered in choosing
a strip width.
-The size should be enough to allow complete lateral spreading
throughout the length of the strip.
-The width of the strip for a given water supply is a function of the length
-The strip width should be at least bigger than the size of vehicle tract for
construction where applicable.

b) Strip Slope: Longitudinal slopes should be almost same as for the furrow
irrigation.

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c) Construction of Levees: Levees should be big enough to withstand

erosion, and of sufficient height to contain the irrigation stream.

d) Selection of the Advance Stream: The maximum advance stream used

should be non-erosive and therefore depends on the protection afforded
by the crop cover. Clay soils are less susceptible to erosion but suffer
surface panning at high water velocities. Table 3.4 gives the maximum
flows recommendable for bare soils.

e) The Length of the Strip: The ideal lengths can be obtained by field tests.

1.3 Basin Irrigation System

Characteristics:

1. In basin irrigation, water is flooded in wider areas. It is ideal for irrigating

rice.

2. The area is normally flat.

3. In basin irrigation, a very high stream size is introduced into the basin so
that rapid movement of water is obtained.

4. Water does not infiltrate a lot initially.

5. At the end, close the water inlet to avoid water loss in the pond.

6. The opportunity time difference between the upward and the downward
ends are reduced.
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7. The size of basin is related to stream size and soil type.

Suggested basin areas for different soil types and rates of water flow

Flow rate Soil Type

Sand Sandy loam Clay loam Clay l/s m3 /hr Hectares

30 108 0.02 0.06 0.12 0.20

60 216 0.04 0.12 0.24 0.40

90 324 0.06 0.18 0.36 0.60

120 432 0.08 0.24 0.48 0.80

150 540 0.10 0.30 0.60 1.00

180 648 0.12 0.36 0.72 1.20

210 756 0.14 0.42 0.84 1.40

240 864 0.16 0.48 0.96 1.60

300 1080 0.20 0.60 1.20 2.00

Note: The size of basin for clays is 10 times that of sand as the infiltration rate
forclay is low leading to higher irrigation time. The size of basin also increases
as the flow rate increases. The table is only a guide and practical values from an
area should be relied upon. There is the need for field evaluation.

2. SPRINKLER IRRIGATION

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The sprinkler system is ideal in areas where water is scarce.

A Sprinkler system conveys water through pipes and applies it with a minimum
amount of losses.

• Water is applied in form of sprays sometimes simulating natural rainfall.

• The difference is that this rainfall can be controlled in duration and
intensity.

• If well planned, designed and operated, it can be used in sloping land to

reduce erosion where other systems are not possible.

Components of a Sprinkler Irrigation System

Types of Conventional Sprinkler Systems

a) Fully portable system: The laterals, mains, sub-mains and the pumping
plant are all portable.

The system is designed to be moved from one field to another or other pumping
sites that are in the same field.

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b) Semi-portable system: Water source and pumping plant are fixed in

locations. Other components can be moved.

The system cannot be moved from field to field or from farm to farm except
when more than one fixed pumping plant is used.

c) Fully permanent system: Permanent laterals, mains, sub-mains as well

as fixed pumping plant. Sometimes laterals and mainlines may be buried.
The sprinkler may be permanently located or moved along the lateral. It
can be used on permanent irrigation fields and for relatively high value
crops e.g. Orchards and vineyards. Labor savings throughout the life of
the system may later offset high installation cost.

3. DRIP OR TRICKLE IRRIGATION Advantages:

a) Water is applied directly to the crop in entire field is not wetted.

b) Water is conserved

c) Weeds are controlled because only the places getting water can grow
weeds.

d) There is a low pressure system.

e) There is a slow rate of water application somewhat matching the

consumptive use. Application rate can be as low as 1 – 12 l/hr.

f) There is reduced evaporation, only potential transpiration is considered.

g) There is no need for a drainage system.

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Components of a Drip Irrigation System

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Activity

SKETCH IRRIGATION PLAN

Direction: Bring the following materials needed. Do the instructions properly.

MATERIALS NEEDED:

Quantity Description

2 sheets Bond paper short

1 pc Pencil

1 pc Ruler

INSTRUCTIONS:
1. After knowing different irrigation designs, select 1 design applicable in
your area.

2. Using the materials above sketch the irrigation design applicable in your
locality.

3. Explain, why did you considered this design on another sheet of bond
paper.

4. Submit your output to your teacher after 1 day.

5. Your teacher will ask you to present your work in front of your classmates.

6. Save your work for the next activity.

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Assessment:
The work of the students will be evaluated by your teacher using the given
criteria. The students must have at least attained 75 percent to pass the lesson.

1. Content 50%
2. Applicability 20%

3. Presentation 20%

4. Neatness 10 %

CREATE A MINITURE IRRIGATION CANAL

Direction: Bring the following materials needed. Do the instructions properly.

MATERIALS NEEDED:

Quantity Description

1 pc Illustration board

10 bar Activity clay

INSTRUCTIONS:
1. Your teacher will form you into groups (5 members in a group)

2. From your assignment sheet select the best work among your group.

3. Decide which work will serve as your pattern in creating your

miniature irrigation canal.

4. You will be given 1 hour to finish your group activity 5.

Submit your completed output to your teacher for evaluation.

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Assessment:
The work of the students will be evaluated by your teacher using the given
criteria. The students must have at least attained 75 percent to pass the lesson.

1. Accuracy 50%

2. Design 20%

3. Presentation 20%

4. Neatness 10 %

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POST-TEST

Test I: Multiple choice

Direction: Write the letter of the correct answer before the number.

1) Which of the following is a type of planting arrangement applied in

conventional horizontal farming or gardening is a system of growing crops in
linear pattern in at least one direction rather than planting without any distinct
arrangement.

e. Tree planting

f. Vegetable planting

g. Row planting

h. None of the above

2) ________ is a system of growing crops in blocks or strips of 2 or more rows.

e. Single row planting

f. Double row planting

g. Multiple row planting

h. Half row planting

3) _________ is a method of planting in which seeds are directly planted on the

ground in the farm or any growing surface while transplanting makes use of
pre-grown plants, seedlings or vegetative propagated clones.

e. Row planting

f. Indirect seeding

g. Drill method

h. Direct seeding

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4) ________is the systematic apportioning of the farm area or any growing

surface for crop production.

e. Spatial Arrangement

f. Kinesthetic Arrangement

g. Strategic Arrangement

h. Proficient Arrangement

5) Which of the following it pertains to the field shape must be accurately drawn
showing pertinent obstructions, features and elevation details?

e. Internet data

f. Site assessment

g. Geographical data

h. Topographic data

6) Which of the following pertains to the water supply must be clearly indicated
showing location and available capacity?

e. Topographic data

f. Water irrigation

g. food consumption

h. Water capacity

7) _________refers to the soil and crop limitations must be accounted for to

reduce runoff and deep percolation by mismanagement of the irrigation
system.

e. Soil capacity

f. Water capacity

g. Soil erosion

h. Soil and crop characteristics

8) It is a type of irrigation design where water is applied to the field in either the
controlled or uncontrolled manner.

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e. Sprinkler Irrigation

f. Drip Irrigation

g. Trickle Irrigation

h. Surface Irrigation

9) It is a type of irrigation design that has a controlled surface flooding is

practiced whereby the field is divided up into strips by parallel ridges or dikes
and each strip is irrigated separately by introducing water upstream and it
progressively covers the entire strip.

e. Border irrigation

f. Furrow irrigation system

g. Highland irrigation system

h. Lowland irrigation system

10) It is a parameter design of borders in irrigation system where the Cross slopes
must be eliminated by levelling.

e. Strip length

f. Strip diameter

g. Slope height

h. Strip width

11) It is a parameter design of borders where the longitudinal slopes should be

almost same as for the furrow irrigation.

e. Strip length

f. Strip slope

g. Strip width

h. Strip height

12) It is a parameter design of border in irrigation where the maximum advance

stream used should be non-erosive and therefore depends on the protection
afforded by the crop cover.

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e. Strip length

f. Strip slope

g. Construction of levees

h. Selection of the advance stream

13) It is a parameter design of border in irrigation where Levees should be big

enough to withstand erosion and of sufficient height to contain the irrigation
stream.

e. Strip length

f. Strip slope

g. Construction of levees

h. Selection of the advance stream

14) It is a parameter design of border in irrigation where The ideal lengths can be
obtained by field tests.

e. Strip length

f. Strip slope

g. Construction of levees

h. Selection of the advance stream

15) It is a type of irrigation design where the ideal areas where water is scarce.

e. Border irrigation

f. Furrow irrigation

g. Lower land irrigation

h. Sprinkler irrigation

II. True or False. Write true if the statement is correct and false if it is otherwise.

__________ 1) The specific advantages of row planting over broadcasting or

scatter planting include the light absorption is maximized and, conversely, the

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excessive shading effect of other plants is minimized thus favoring more efficient
photosynthesis and improved crop yield. Also, the wind passage along the
interrows is enhanced which increases gas exchanges and prevents excessive
humidity.

__________ 2) Single row planting of the intercrop can also be done between
the rows of the maincrop.

__________ 3) There are three planting crop method: direct seeding, indirect
seeding and transplanting.

__________ 4) Water required by crops is supplied by nature in the form of

precipitation, thus when it becomes scarce or its distribution does not coincide
with demand peaks, it is then necessary to supply it artificially, by irrigation.
__________ 5) Proper design of an irrigation system requires that the pumping
system precisely match to the irrigation distribution system so that the pressure
and flow rate required can be efficiently provided by the pumping system.

__________ 6) Irrigation water management involves determining when to

irrigate, the amount of water to apply at each irrigation event and during each
stage of plant, and operating and maintaining the irrigation system.

__________ 7) The primary functions of farm irrigation system include crop and
soil cooling, protecting crops from frost damage, delaying fruit and bud
development, and controlling wind erosion, providing water for seed
germination, application of chemicals, and land application of wastes.

__________ 8) The secondary function of farm irrigation systems is to supply

crops with irrigation water in the quantities and at the time it is needed.

__________ 9) A project plan enables the designer to lay out the irrigation
system in the most cost effective way. The plan is used to generate a material list
and to evaluate the anticipated project costs.

__________ 10) The plan provides a record for future reference. It can be used
for overall farm planning and identifies limits of expansion potential.
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CHAPTER 5

SAFETY MEASURES
IN FARM OPERATIONS

take the challenge!

At the end of this chapter, the students are expected to:
Lesson 1: Apply Appropriate Safety Measure in Farm Operations
Lesson 2: Safe Keep/ Dispose Materials and Outfit

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PRE-TEST

Test I. Multiple choice

Direction: Write the letter of the best answer before the number.

1) It is the potential for harm, or adverse effect on an employee’s health.

Anything which may cause injury or ill health to anyone at or near a
workplace

a. Chemicals

b. Exposure

c. Risk

d. Hazard

2) It is the likelihood that a hazard will cause injury or ill health to anyone at or
near workplace.

a. Risk

b. Exposure

c. Hazard

d. Chemicals

3) This occurs when a person comes into contact with a hazard.

a. Risk

b. Exposure

c. Hazard

d. Chemicals

4) This includes floors, stairs, work platforms, steps, ladders, fire, falling
objects, slippery surfaces, manual handling (lifting, pushing, pulling),
excessively loud and prolonged noise, vibration, heat and cold, radiation,
poor lighting, ventilation, air quality.
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a. Chemicals

b. Mechanical and/or electrical

c. Psychosocial environment

d. Physical

5) It includes electricity, machinery, equipment, pressure vessels, dangerous

goods, fork lifts, cranes, hoists.

a. Mechanical and/or electrical

b. Chemicals

c. Biological

d. Psychosocial environment

6) It includes chemical substances such as acids or poisons and those that could
lead to fire or explosion, like pesticides, herbicides, cleaning agents, dusts
and fumes from various processes such as welding

a. Chemicals

b. Psychosocial environment

c. Mechanical and/or electrical

d. Biological

7) It includes bacteria, viruses, molds, mildew, insects, vermin, animals

a. Biological

b. Chemicals

c. Mechanical and/or electrical

d. Psychosocial environment

8) It includes workplace stressors arising from a variety of sources.

a. Psychosocial environment

b. Biological

c. Chemicals

d. Mechanical and/or electrical

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9) It is the physical or environmental conditions of work which comply with

the prescribed Occupational Health Safety (OHS) standards and which allow
the workers to perform his or her job without or within acceptable exposure
to hazards.

a. Safety

b. Biological

c. Psychosocial environment

d. Chemicals

10) It is the practices related to production and work process

a. Occupational safety

b. Safety

c. Psychosocial environment

d. Biological

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DEFINITION OF TERMS

Cleaning - the act or process of removing dirt from tools, containers and farm
facilities.

Disinfection Chemicals - refers to the chemical used in cleaning which has the
ability to kill microorganisms especially pathogens.

Health - a sound state of the body and mind of the workers that enable him or
her to perform the job normally

Occupational Safety - the practices related to production and work process

Safety - the physical or environmental conditions of work which comply with

the prescribed Occupational Health Safety (OHS) standards and which allow
the workers to perform his or her job without or within acceptable exposure
to hazards

Sharpening - the process of thinning the edge of the tools like knife, pruning
shears, hedge shears, etc.

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LESSON 1:
SAFETY MEASURE IN FARM OPERATIONS

APPLY APPROPRIATE SAFETY MEASURES WHILE WORKING IN

FARM
Many hazards are present in the farm. If the farmers are not aware of these
hazards these may cause injury to their body or may cause diseases and even
death. Farmer should always apply appropriate safety measures while working
in the farm. In this lesson the students with the guidance and supervision of their
teacher should identify farm works that involve the use of chemicals and
hazardous tools and equipment; determine the uses of Personal Protective
Equipment (PPE) and determine farm emergency procedures regarding safety
working environment.

HAZARD, RISK AND EXPOSURE IN THE FARM

Agricultural crop production deals with a lot of activities to be done in the
different workplace. While performing these activities we expose ourselves to a
lot of risk. Workplace hazard is a major cause of accident, injury, or harm to a
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worker who performs such task. These hazards should be the major concern of
all who are involved in a certain job or work.
It is important to distinguish hazard, risk and exposure when undertaking
risk management.

• Hazard is the potential for harm, or adverse effect on an employee‘s

health. anything which may cause injury or ill health to anyone at or
near a workplace is a hazard.

• Risk is the likelihood that a hazard will cause injury or ill health to
anyone at or near a workplace. The level of risk increases with the
severity of the hazard and the duration and frequency of exposure.

• Exposure occurs when a person comes into contact with a hazard.

Types of Hazard
Hazards are classified into five different types. They are:

1. Physical - includes floors, stairs, work platforms, steps, ladders, fire,

falling objects, slippery surfaces, manual handling (lifting, pushing,
pulling), excessively loud and prolonged noise, vibration, heat and cold,
radiation, poor lighting, ventilation, air quality

2. Mechanical and/or electrical - includes electricity, machinery,

equipment, pressure vessels, dangerous goods, fork lifts, cranes, hoists

3. Chemical - includes chemical substances such as acids or poisons and

those that could lead to fire or explosion, like pesticides, herbicides,
cleaning agents, dusts and fumes from various processes such as welding

4. Biological - includes bacteria, viruses, mold, mildew, insects, vermin,

animals

5. Psychosocial environment - includes workplace stressors arising from

a variety of sources.

Farm emergency procedures regarding safety working environment

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1. Identify the potential emergencies.

The emergencies that may occur on a crop production farm could include:

a. Fire f. snake or spider bite

b. Flood g. chemical exposure

c. Typhoon h. injuries

d. machinery entrapment i. illness

e. electrical shock j. accidents

2. Provide emergency facilities appropriate for the sorts of emergencies that

might occur on the farm (e.g. deluge showers, eye washes, firefighting
equipment, first aid kits).

3. Make sure that the correct equipment is available to contain and handle
any chemical or other dangerous materials spills that might happen.

4. To help minimize the risk of personal injury or property damage in the

event of an emergency, people working on and visiting the farm need to
know and understand the emergency procedures and their
responsibilities.

5. Instruct everyone working on the farm in the emergency response

procedures

6. Everyone should know the location of fire alarms, fire extinguishers and
first aid kits; how and where to contact emergency services; and where to
safely assemble in the event of an emergency.

The following factors may increase risk of injury or illness for farm workers:

• Age –injury rates are highest among children age 15 and under and
adults over 65.

• Equipment and Machinery –most farm accidents and fatalities

involve machinery. Proper machine guarding and doing equipment
maintenance according to manufacturers ‘recommendation can
help prevent
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accidents.

FARM WORKS THAT INVOLVE USING CHEMICALS AND

HAZARDOUS TOOLS AND EQUIPMENT

1. Spraying Chemicals
Many different chemicals are used on a farm including pesticides. These
chemicals are used to fertilize and control pests such as insects, weeds,
mollusk, etc. Most of these chemicals are applied by spraying
Examples of chemical hazards:

a. Spraying in a strong wind and the spray drifting over a dam

or the farm house.

b. Washing spray equipment and the water running into open

drains, collecting in puddles, or running into stockyards or
dams.

c. Containers or chemicals left lying around. Empty containers

lying in a heap.
Some ways you can reduce the risk of hazards from chemicals are:

• Use personal protective equipment such as respirators, waterproof

clothes, rubber gloves and waterproof footwear.

• Make sure chemicals are safely stored and cupboards locked.

• Never spray chemicals on days when there is a high wind.
• Know first aid procedures.
• Keep a list of all hazardous substances used on the farm.
Safe use of chemicals
Consider if a chemical substance is really needed.

a. Eliminate a hazardous substance, or if that is not possible,

substitute it with less hazardous one.

b. Safe work practices or personal protective equipment should be

used
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c. Keep records of farm chemicals.

2. Land Preparation Using Tractor

a. Victims fall off or are thrown from the tractor

b. Run over by either the tractor or an implement being towed, or

both.

c. Overturn
Safety Reminders

• Use seat belts when driving tractors.

• ROPS will protect the operator from serious injuries.
Causes of run over accidents

• Sudden stops
• Driving over holes, stumps and debris, or a sharp turn

How to prevent runover

• Never allow riders on tractors.

• Discuss with family members and farm workers the potential
risks of riding tractor.

• It's also helpful to post 'no riders' decals on all tractors to remind
others about the policy.

• Use or provide other vehicles that allow passengers, such as trucks

or cars, when transportation is needed to fields or remote work
sites.

PERSONAL PROTECTIVE EQUIPMENT (PPE)

Personal protective equipment (PPE) can reduce the number and severity
of farm work related injuries and illnesses. Personal protective equipment not
only helps protect people but also improves productivity and profits. Farmers

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and ranchers can share in these benefits by using the appropriate protective
equipment for themselves, family members and
employees when the job and its potential hazards call for it.

Hard Hat
Protect your head with a hard hat when performing construction work, trimming
trees, repairing machinery, and doing other jobs with head injury risks. Use a sun
safety hat (one with a wide brim and neck protection) to assist in the prevention
of skin cancer.

Safety Eyewear
Protect your vision with appropriate safety eyewear (safety glasses, goggles,
face-shields) when applying pesticides, fertilizers, working in the shop, or in
heavy dust conditions.

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Earmuffs and Ear Plugs

Protect your hearing with acoustic earmuffs or plugs when operating noisy
equipment such as grain dryers, feed grinders, older tractors, chain saws, etc.

Dust Masks, Cartridge Respirators and Gas Masks

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Protect your lungs with the correct respiratory equipment when working in dusty
or moldy conditions, spray painting, applying chemicals, working in bins, tanks,
silos, and manure storage places.

Protective Suit
Safety Clothing is important in the workplace as it protects users against any
health and safety risk at work. It lessens the likelihood of injury, illness and legal
issues, and ensures a safe, happy working environment.

Safety Gloves
Safety Gloves are designed to keep the users’ hand from hazards
including cuts, chemical burns, abrasions, crushing or contact with bio-hazards.

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Safety Shoes
Safety footwear is essential to ensure safe and healthy feet. Steel toe boots and
shoes protect the users’ feet, it helps prevent injuries to them, and reduce the
severity of injuries that may occur in the workplace.

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Activity

CONDUCT HAZARD REPORT

Direction: Bring the following materials needed. Do the instructions properly.

MATERIALS NEEDED:
Quantity Description

2 sheets Bond paper short

1 pc Pencil/Ballpen

INSTRUCTIONS:
1. Visit farm near your school or home 2.

Observe the surroundings

3. List all the possible hazard observed

4. Classify these hazards

5. Identify persons who are at risk with this hazards

6. Suggest all possible solution to reduce or eliminate the risk

7. Report your findings to your teacher

Assessment:
The work of the students will be evaluated by your teacher using the given
criteria. The students must have at least attained 75 percent to pass.

1. Potential hazard is properly identified. – 30%

2. Suggestions are made to reduce the risk. – 25%

3. Potential victims are properly identified. – 25%

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4. Report is properly made. – 20%

WEAR APPROPRIATE PPE

MATERIALS NEEDED:

Quantity Description

1 pc Hard hat

1 pc Facemask

1 pc Footwear

1 pc Goggles

1 pc Earmuffs

2 sheets Bond paper

1 pc 1 pencil or ballpen

INSTRUCTIONS:
1. PPE will be prepared by your teacher ahead of this activity

2. The teacher will give specific farm activities, based on these farm
activities you will identify and wear the necessary PPE.

3. You will demonstrate the farm activities given by your teacher

through action or body language.

4. After the specific farm activities. Remove the PPE from your body
and write the reasons why you need to wear that particular PPE when
performing that task.
Assessment:
The work of the students will be evaluated by your teacher using the given
criteria. The students must have at least attained 75 percent to pass.

1. Identification and selection of correct PPE – 50%

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2. Re-enactment of farm activities – 30%

3. Written report – 20%

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LESSON 2:

SAFE KEEP/ DISPOSE TOOLS, MATERIALS AND OUTFIT

Cleaning, Storing and Waste Management

Protect Tools from the Elements

Blades such as electric hedge trimmer blades, hoe, shovel, and other metal
surfaces can be sprayed with lubricant oil. Spray the blades then turn them on to
make sure oil works into all areas. All electrical and petrol gardening equipment
need to be covered over with a blanket or sheet if kept in the shed. This will
prevent dust and dirt getting to them.

General Cleaning Procedures:

The farmer and/or farm workers responsible for cleaning must adhere as
much as possible to the following procedures:

• Be properly trained on the cleaning procedures.

• Develop a cleaning program and schedule according to the recommended

frequency and the cleaning program should be monitored to ensure its
effectiveness.

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• Cleaning must not take place while fresh vegetables are being harvested,
packed, handled and stored.

• Water that is used for cleaning must be safe.

• The cleaning of equipment, tools and containers must take place in a
designated area away from field and the storage of agricultural inputs and
fresh vegetables.

• When using cleaning and disinfection chemicals, the farmer and/or farm
workers must become familiar with the instruction use of these products.

• Strictly adhere to all precautionary statements and mixing instructions.

• Protect equipment, tools, containers and fresh vegetables when working
with any chemicals.

Cleaning re-usable containers:

The farmer and/or farm workers responsible for cleaning re-usable
containers must adhere as much as possible to the following procedures:

• Remove as much as possible plant debris, soil and residues of any kind,
use a brush or appropriate tool when necessary.

• Inspect containers for physical damage which might injure, spoil and
contaminate fresh vegetables, if found, repair them.

• Inspect containers for any missed plant debris, soil and residues, if found,
re-clean.

• If cleaning and/or disinfection chemicals are used, follow label

instructions for mixing.

• Rinse containers with clean water.

• When possible, containers should be placed under the full sun for rapid
drying.

• Store re-usable containers properly to avoid contamination.

Cleaning equipment, tools and garbage cans:

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The farmer and/or farm workers responsible for cleaning the equipment
(e.g. tables, racks, plastic sheet, etc.), tools (e.g. secateurs, knifes, brushes, etc.)
and garbage cans must adhere as much as possible to the following procedures:

• Remove as much as possible plant debris, soil and residues of any kind,
use a brush or another appropriate tool when necessary.

• Inspect equipment for physical damage which might injure, spoil and
contaminate fresh vegetables, if found, repair them.

• Inspect equipment, tools and garbage cans for any missed plant debris,
soil and residues, if found, clean again.

• If cleaning and/or disinfection chemicals are used, follow label

instructions for mixing.

• As required, apply cleaning materials such as detergent and/or

disinfection chemicals, and ensure that no spots are missed.

• Rinse with safe water, if there are parts of the equipment that cannot be
rinsed with water, use a clean wet towel and follow the same procedures
for cleaning.

• Ensure that small equipment and tools do not touch the ground floor after
the cleaning procedures.

• When possible place in the full sun for rapid drying.

• Store equipment and tools properly to avoid contamination.

Cleaning areas for handling and storing fresh produce:

• The farmer and/or farm workers responsible for cleaning these areas must
adhere as much as possible to the following procedures:

• Unplug any electrical equipment and if possible, cover with plastic

electrical motors, electrical boxes, connections, light fixtures, etc. do not
use packaging materials for this task.

• Remove trash and any accumulated plant debris from the floors.

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Using low pressure water to:

• Rinse the entire ceiling infrastructure and light fixtures to remove any dust
and soil build up.

• Rinse walls, windows and doors from the top downward

• Rinse the entire floor surface to remove any soil build up. Be careful not
to splash water onto the equipment.

• If necessary, scrub areas with brush and cleaning materials such as

detergent, and ensure that no spots are missed.

• After scrubbing areas with cleaning materials, rinse surface areas as

described previously wash out drains; be careful of not splashing water
onto equipments.

• If cleaning and/or disinfection chemicals are used, follow label

instructions for mixing.

Cleaning hygienic facilities:

The farmer and/or farm workers responsible for cleaning hygienic
facilities must adhere as much as possible to the following procedures:
Pick up trash from the floors and put in trash can.
By using the proper detergent, clean toilets, sinks and any other fixtures.
Using low pressure water, rinse the entire floor surface to remove any soil build
up.
If cleaning and/or disinfection chemicals are used, follow label
instructions for mixing.

• As required, apply cleaning materials or disinfection chemicals to entire

floor surface area, scrub areas with brush if needed, and ensure that no
spots are missed.

• Rinse floor and drains.

• Remove excess water and allow drying out at room temperature.

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• Ensure that hygienic facilities have enough toilet paper, soap and
disposable towel.

Technique in storing chemicals

Chemicals are used on farms for a variety of purposes. The safe
management of chemicals requires access to information and responsible action.
Manufacturers, suppliers and users of farm chemicals all have an important role
to play. Chemical substances present different types of risks to people‘s health,
safety and the environment. For this reason, there are different laws controlling
them. The purpose of these laws is to ensure that chemicals are used safely and
efficiently so that risks to human health, the environment and damage to property
are minimized.

Safe Management of chemicals involves:

• Correct labeling and packaging;

• Provision of material safety data sheets (MSDS);
• Safe transport, storage, use and disposal of substances.

Labeling and Packaging of Chemicals

Chemicals must be supplied in packages that are correctly labeled and
suitable for the substance. Information provided on the label will depend on the
type of substance and the risks associated with it. Items to look for are:

1. Signal words such as CAUTION, POISON or DANGEROUS POISON

used for scheduled poisons – a signal word alerts users to the possibility
of poisoning if the substance is swallowed, inhaled or absorbed through
the skin.

2. The Dangerous Goods (ADG) diamond if there is an immediate risk to

health or safety e.g. flammable liquids.

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3. Risk phrases describing the type of health effects e.g. irritating the skin,
and safety phrases stating precautions for safe handling, storage, spills,
disposal and fire e.g. keep away from combustible material.

Ensure that containers remain labeled

Farmers must ensure that the original labels remain on containers of
substances. If a substance is poured into a second container such as a spray
tank, then that container must be labeled with the product name and appropriate
risk and safety phrases. These can generally be copied from the parent
container. Labeling is not necessary if a substance is used immediately and its
container is thoroughly cleaned.
There are good reasons for ensuring that proper containers and appropriate
labels were used including:

• Using food containers to store poisons can result in poisoning due to

accidental swallowing.

• Insurance companies may question liability if something goes wrong and

an unlabeled container has been the cause of an incident.

• Produce cannot be exported if maximum residues limits are exceeded

labels provide advice on permitted use and withholding periods for
agricultural and veterinary chemicals.

Material Safety Data Sheets

Material safety data sheets (MSDS) must be produced by the manufacturer or
importer of hazardous substance.
The MSDS is not just a piece of paper. It provides important and useful advice
about what is in the product, its health effects, safe use and handling, storage,
disposal, first aid and emergency operation. Farmers must obtain the MSDS from
their supplier and keep them in a register where they are available to people who
could be exposed to the hazardous substance.

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The register is a collection of the MSDS and other information which can be kept
in a folder, filing cabinet or other practical system.
The register can be kept in the house, workplace or the chemical store, so long
as it remains accessible to emergency service personnel and any employees who
may be exposed to hazardous substances.

Storage and Transport of Chemicals

Safe storage of farm chemicals is needed to protect them from the elements,
restrict access to them, prevent contamination of the environment, food or
livestock and ensure separation from other incompatible chemicals.
Arrangements must be in place to contain any spillage of the chemical.
After considering the potential risk to people‘s health or to the environment, a
farmer might decide that a locked shed with a roof and concrete floor, which is
bounded to contain any spills, is the best way to provide safe storage.
Remember, you should never store oxidizing agents with fuels. That is – never
store substances labeled yellow diamond with a red diamond. Safe transport of
farm chemicals depends on what the substance is, how much there is, where it is
to be transported and what else is to be transported with it. In general, small
quantities (less than 250 liters) can be transported on vehicle provided that the
container is properly secured and safe from spillage.

Disposal of Farm Chemicals

Empty farm chemical containers and unwanted chemicals need to be disposed of
properly. Prior to disposal of empty containers, wash the container out three
times and use the rinse water to dilute further batches of the chemical to working
strength.
To wash a container, you do not need to fill it each time. If you only have six
liters of water, it is more efficient to use three washes of two liters each, than it
is to rinse once with the full six liters.

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ENVIRONMENTAL LAWS
Presidential Decree (PD) 1152, ―the Philippine Environmental Code, which
took effect in 1977, provides a basis for an integrated waste management
regulation starting from waste source to methods of disposal. PD 1152 has further
mandated specific guidelines to manage municipal wastes (solid and liquid),
sanitary landfill and incineration, and disposal sites in the Philippines.
In 1990, the Philippine Congress enacted the Toxic Substances, Hazardous and
Nuclear Wastes Control Act, commonly known as Republic Act (RA) 6969, a
law designed to respond to increasing problems associated with toxic chemicals
and hazardous and nuclear wastes. RA 6969 mandates control and management
of import, manufacture, process, distribution, use, transport, treatment, and
disposal of toxic substances and hazardous and nuclear wastes in the country.
The Act seeks to protect public health and the environment from unreasonable
risks posed by these substances in the Philippines. Apart from the basic policy
rules and regulations of RA 6969, hazardous waste management must also
comply with the requirements of other specific environmental laws, such as PD
984 (Pollution Control Law), PD 1586 (Environmental Impact Assessment
System Law), RA 8749 (Clean Air Act) and RA 9003 (Ecological Solid Waste
Management Act) and their implementing rules and regulations.

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Activity

MAKE POSTER ON PROPER WASTE DISPOSAL

Direction: Bring the following materials needed. Do the instructions properly.

MATERIALS NEEDED:
Quantity Description

1 pc White cartolina

1 pc Pencil

1 pc Ruler

1 set Crayon

INSTRUCTIONS:
1. Prepare the needed materials

2. You learned on the information sheet 2.1, the proper way of disposing
waste and the government laws regarding this. Imagine you are a farmer
and you need to dispose your farm waste, what will you do?

3. Answer question in the previous number by drawing or illustration

4. Submit your work after 1 day to your teacher for evaluation Assessment:
The work of the students will be evaluated by your teacher using the given
criteria. The students must have at least attained 75 percent to pass.

1. Content and Message 70%

2. Creativity 20%

3. Neatness 10 %

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SLOGAN MAKING CONTEST

MATERIALS NEEDED:

Quantity Description

2 sheets Bond paper

1 pc Pentel pen/ Marker

INSTRUCTIONS:
1. Prepare the materials needed

2. Think of a slogan on the proper use of tools and equipment.

3. The slogan may be express using local dialect

4. You will be given 20 minutes to prepare your slogan

5. Submit your output when it is already complete within time limit.

6. The teacher will select the best slogan and will receive additional
points for this activity Assessment:
The work of the students will be evaluated by your teacher using the given
criteria. The students must have at least attained 75 percent to pass.

1. Relevance 60%

2. Rhyme 20%

3. Presentation 10%

4. Neatness 10 %

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POST-TEST

Test I. Multiple choice

Direction: Write the letter of the correct answer before the number.

1) It is the potential for harm, or adverse effect on an employee‘s health.

Anything which may cause injury or ill health to anyone at or near a
workplace
a. Chemicals
b. Exposure
c. Risk
d. Hazard
2) It is the likelihood that a hazard will cause injury or ill health to anyone at or
near workplace.
a. Risk
b. Exposure
c. Hazard
d. Chemicals
3) This occurs when a person comes into contact with a hazard.
a. Risk
b. Exposure
c. Hazard
d. Chemicals
4) This includes floors, stairs, work platforms, steps, ladders, fire, falling
objects, slippery surfaces, manual handling (lifting, pushing, pulling),
excessively loud and prolonged noise, vibration, heat and cold, radiation,
poor lighting, ventilation, air quality.
a. Chemicals
b. Mechanical and/or electrical
c. Psychosocial environment
d. Physical
5) It includes electricity, machinery, equipment, pressure vessels, dangerous
goods, fork lifts, cranes, hoists.
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a. Mechanical and/or electrical

b. Chemicals
c. Biological
d. Psychosocial environment

6) It includes chemical substances such as acids or poisons and those that could
lead to fire or explosion, like pesticides, herbicides, cleaning agents, dusts
and fumes from various processes such as welding
a. Chemicals
b. Psychosocial environment
c. Mechanical and/or electrical
d. Biological
7) It includes bacteria, viruses, mold, mildew, insects, vermin, animals
a. Biological
b. Chemicals
c. Mechanical and/or electrical
d. Psychosocial environment
8) It includes workplace stressors arising from a variety of sources.
a. Psychosocial environment
b. Biological
c. Chemicals
d. Mechanical and/or electrical
9) It is the physical or environmental conditions of work which comply with the
prescribed Occupational Health Safety (OHS) standards and which allow the
workers to perform his or her job without or within acceptable exposure to
hazards.
a. Safety
b. Biological
c. Psychosocial environment
d. Chemicals
10) It is the practices related to production and work process
1. Occupational safety
2. Safety
3. Psychosocial environment

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4. Biological

Test II. Enumeration

1) Give at least two (2) tips in cleaning equipments, tools and garbage cans

2) Give at least two (2) tips in cleaning areas for handling and storing fresh
produce

3) Give at least two (2) tips in cleaning hygienic facilities

4) Give at least two (4) environmental law

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FISHERY
arts

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CHAPTER 6

Basic Concept of Fishery

take the challenge!

At the end of this chapter, the students are expected to:
Lesson 1: Recognize Fishery and Its Importance
Lesson 2: Discuss the History of Fishery
Lesson 3: Distinguish the Branches of Fishery
Lesson 4: Identify the Morphology of Fish

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PRE-TEST

Test I. Multiple Choice

Direction: Write the correct answer before the number.

1. A science that deals with the study of fishes is called _____.

a. Aquaculture

b. Ichthyology

c. Biology

d. Fish culture

2. The human effort of raising the maximum productivity of fish and

other fishery products to satisfy human needs is ______.

a. Fish Culture

b. Fish Capture

c. Fish Cultivation

d. Fish Propagation

3. When fishes are imported or introduced into the country they are
classified as _____.

a. Endemic or Indigenous

b. Native

c. Wild

d. Exotic

4. A fishpond which is used by students in school is intended for:

a. commercial or business

b. recreational or enjoyment

c. educational and cultural or scientific pursuit

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d. food production

5. _____exists when the pond is overstocked and has lesser growth of

natural food, a rivalry for food, space and oxygen.

a. Spawning

b. Competition

c. Fighting

d. Cannibalism

6. When is the event of evident regular eating of fresh water fish?

a. 41,000 years ago
b. 42,000 years ago
c. 37,000 years ago
d. 38,000 years ago

7. Carved painting in the ______ was supported the evidence that

fishing was occurring in the early ages.
a. Stone
b. Cave
c. Wood
d. Artefacts

8. In what ancient country is famously known as the sea-side settlers

and heavily dependent to fishing?
a. Egypt
b. Macedonia
c. Persia
d. China

9. In ancient times, for a larger catch of fish, fishermen used _______.

a. Fish Net
b. Small Net
c. Gill Net
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d. Fin Net

10. Except primarily for food, fishing is used as _______ activity.

a. Leisure
b. Professional
c. Physical
d. Recreational

11. It deals with the scientific method of catching fish.

a. Fish Catching
b. Fish Capture
c. Fish Harvesting
d. Fish Hunting

12. It deals with the scientific method of preserving fish and other
aquatic products to prevent spoilage.
a. Fish Preservation
b. Fish Conservation
c. Fish Reservation
d. Fish Protection

13. It is defined as natural or artificial method of promoting or enhancing

reproduction and survival of fish and other aquatic
products.
a. Fish Cultivation
b. Fish Culture
c. Fish Propagation
d. Fish Reproduction

14. It is the rearing of fish and other aquatic products from very young
stage like fry and fingerlings up to the marketable size.
a. Fish Cultivation
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b. Fish Culture
c. Fish Propagation
d. Fish Reproduction

15. It is the public control and various maintenance of the diverse fishery
where fish and other aquatic products are deprived.
a. Fish Preservation
b. Fish Conservation
c. Fish Reservation
d. Fish Protection

16. It is a part of the fish which connect the body and its tail?
a. Lateral Lines
b. Anus
c. Caudal Peduncle
d. Operculum

17. It is a part of the fish that covers its body.

a. Slime
b. Fins
c. Lateral Lines
d. Scales

18. What part of the fish is responsible for filtering liquid waste material
from blood?
a. Liver
b. Heart
c. Kidney
d. Pyloric Caeca

19. It is a part of fish which assist digestion by secreting enzymes that

break down fats.
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a. Liver
b. Pancreas
c. Kidney
d. Intestines

20. It is a part of fish which is responsible for smelling.

a. Nose

b. Nostril
c. Snout
d. Mouth

21. What is a type of fish scales which resembles a miniature tooth?

a. Cycloid
b. Planoid
c. Shark-like Scale
d. Sharp Scale

22. What is a type of fish scale has a four-sided plate?

a. Cycloid
b. Planoid
c. Ctenoid
d. Ganoid

23. What is a part of fish scale which used for exchange of gases such as
oxygen and carbon dioxide?
a. Gill Filaments
b. Gill Arch
c. Gill Bladder
d. Gill Filter

24. What is a part of fish gill which used for straining food from water?
a. Gill Filter
b. Gill Rake

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c. Gill Rakers
d. Gill Strainer

25. What is a part of fish gill which used for support and passing for blood
to gill filament?
a. Gill Bladder
b. Gill Rake
c. Gill Arch
d. Gill Strands

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DEFINITION OF TERMS

Fishery (plural: fisheries) - is an organized effort by humans to catch fish or

other aquatic species, an activity known as fishing.

Tianyuan Man – are the remains of one of the earliest modern human to
inhabit East Asia

Fish Culture – the human effort of raising the maximum productivity of fish
and other fishery aquatic products and maintaining the supply of these products
to satisfy human needs

Fish Capture – branch of fishery science deals with the scientific method of
catching fish as well and the type of fishing gear used

Fish Preservation – branch of fishery science that deals with the scientific
method of preserving fish and other fishery aquatic products to prevent spoilage

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LESSON 1:

DEFINITION OF FISHERY AND ITS IMPORTANCE

What is FISHERY?
As the time goes by, different centuries and generation are past. The original
term of fish were interpret by various early people. The term has a different
version to another set of people. From the Proto-Indo-European (4500 BC to
2500 BC) it is used as peysk/pisk. It was used for numbered centuries, then, the
term was again change because of the passing of generation to generation and
another generation. The term in the language of Proto-Germanic (500 BC) was
fiskaz. The term in West Frisian was fisk, in Dutch was vis, in Danish and
Norwegian was fisk, in German was fisch. Old English adopted it and later it was
coined as fisc. Today, the contemporary English now term it as fish. In our
Philipinelocal term is isda.

Fish is approximately 34,000 species of vertebrate scaly-skinned animal, which

swims and found in the fresh and salt waters of the world. It breathes under the

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water because of their gills, absorbing the oxygen from the water to suffice the
needs of body to live. Fish is a vertebrate being because they have a skeleton
with a spine. Just like mammals, birds, reptiles and amphibians, fish have a
skeleton made from bone. But rays and sharks have a skeleton made of a rubbery,
softer substance called cartilage. A fish wiggles its tail to swim through water.
Their fins function as the steer and support their body to stay upright. Fins are
covered in skin without scale. Bony rays supported the fins to maintain the
structure and functionality of fins. A fish has an armored body by scales to
protect from the parasites and other injuries. Scales also gives the fish a reflectors
and coloration to hide and camouflage themselves from the predators’ sight.
Fishery (plural: fisheries) is an organized effort by humans to catch fish or other
aquatic species, an activity known as fishing including the processing and
marketing as well as protecting and conserving fish and other fishery product for
sustainable use.

VALUE OF fishery

Fishery has a vital role in the life and progress of an economy. It does provide
food which is the basic needs of mankind, yet not only sustain food and raw
material but also employment opportunities to a vast number of the population
in country. It can be a source of livelihood which can lead to contribute to micro
and macro community; supplying, sustaining food and fodder that are the basic
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necessities of human to live, promoting the diplomatic relationship facilitated by

trading system in local, national and international, marketable surplus products,
protect our environment and natural resources, another source of savings of the
entire national budget and basis of the economic development of a country.
Without fishery, the economy will be at high risk to food security that may be
resulted into serious national problems. The above mentioned statements may
occur obverse and the opposite of those things may happen.

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Activity

IMPORTANCE OF FISHERY

Direction: Based from what your own views, answer the following questions.

1. What is the definition of Fishery?

2. What is the value of Fishery?
3. Does our archipelagic nation in fishery sector can suffice the needs of
the people in our country? Explain why or why not.
4. In what ways you can promote the Fishery industry to your barangay?
Justify.

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LESSON 2:
BRIEF HISTORY OF FISHERY

Regular eating of freshwater fish was evident in 42,000 and 39,000 years ago by
the Tianyuan man. Hunter-gatherer lifestyle was the mostly work of the people.
So, they move a lot because they seek their food. The only permanent settlement
is the cave and/or shell midden. Discarded fish bone and carved painting in the
caves was supported the evidence that fishing was occurring in the early ages.
Based from the arts was observed, they hunt fish at the salt and freshwater. One
of the examples is from the Southern France, the cave art is 16,000 years old. It
represents the marine animals and spearfishing with barbed poles also known as
harpoons. Main fishing methods appearing in the Neolithic times between 8,000
and 4,000 years ago. One of the early fishing hooks was gorge hook used by
Native Americans of the California coast between 7,500 to 3,000 year ago. Some
other tribes used plant toxins to numb fish and fish it out easily. Harappans
(people that lived during the Bronze Age at the place of today’s archaeological
site in Punjab, Eastern Pakistan,) used one of the first bronze harpoons.

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Ancient Egypt was famously known as the sea-side settlers and heavily
dependent to the fishing. Method of fishing used on the Nile River was shown at
their artworks which are at the wall tomb, on drawing and papyrus documents.
Ancient Egyptian fished in small reed ships Nile perch, catfish and eels, and used
woven nets, weir baskets, harpoons, and hook and line to catch them. The first
metal barbed fish hooks appeared during the 12th dynasty. Ancient Greeks
considered fisherman of very low status so that they depicted them in art. Despite
of this, Museum of Fine Arts, Boston, has a Greek wine cup from 500 BC that
shows a boy that crouches on a rock and has a fishing rod in his hand and a fish
trap in water below him. Basically – all civilizations that lived near the water
have developed some forms of fishing and relied on fish as a part of their diet to
some extent.
It is not known when commercial fishing started but was characteristic for it was
that is used types of fishing which allowed for a larger catch. To do that,
fishermen used gillnets which existed from ancient times. Thy were used in
Middle East, North America and other places and are still used in pacific
Northwest, Canada and Alaska. Early fishermen used nets close to the coast but
with improvements in navigation and communication devices, mobility of
fishing vessels increased largely and they started conquering the oceans. Beside
fish, catch of commercial fishermen are sea cucumbers (so called “trepanging”)
for markets of Southern China and the rest of Southeast Asia.
Except primarily for food, fishing is used as recreational activity. The first
mention of recreational fishing dates from 15th century and it comes from essay
“Treatyse of Fysshyngewyth an Angle” by dame Juliana Berners, the prioress of
the Benedictine Sopwell Nunnery. This type of fishing became popular during
the 16th and 17th centuries and it was performed on rivers and lakes. When the
first motorboats appeared in 19th century, big-game fishing started to be popular.
[Link] Frederick Holder, a marine biologist and early conservationist is
considered an inventor of this branch of fishing.

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Fishing is still today popular as a sport and as part of economy of some country.
Fishery is the business of catching, handling, taking, marketing, and preserving
of the fish and other fishery products.

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Activity

DISSEMINATE!

Direction: Based from your learning about the lesson, answer the following
questions briefly.

1. Discuss the history of fishery way back from the ancient origins until
the contemporary times. Emphasize the innovations that are made.
2. Why is it important to know and understand the history of fishery?
Explain your answer.
3. How can you appreciate the history of fishery?

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LESSON 3:

BRANCHES OF FISHERY

BRANCHES OF FISHERY

There are 3 branches of fishery and they are follows:

1. Fish Culture – the human effort of raising the maximum productivity of

fish and other fishery aquatic products and maintaining the supply of these
products to satisfy human needs.
2. Fish Capture – branch of fishery science deals with the scientific
method of catching fish as well and the type of fishing gear used.

3. Fish Preservation – branch of fishery science that deals with the

scientific method of preserving fish and other fishery aquatic products to
prevent spoilage.

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BRANCHES OF FISHERY ARTS OVERVIEW

Fish Culture
Fish culture is an art and science of raising, rearing and propagating of fish and
other aquatic products under controlled or semi-controlled environment. It is
primarily practice for the support and sustenance to human needs for
consumption.

Fish culture under controlled condition is one undertaken in an aquarium, tank,

hapa, fish cage, pen or pond.

Fish culture has three major phases: fish propagation, fish cultivation and fish
conservation.

Fish Propagation is defined as the natural or artificial method of promoting or

enhancing reproduction and survival of fish and other aquatic products. It
includes keeping, maintaining and spawning breeders in tanks or ponds, hatching
the eggs in hatchery facilities, and nursing the delicate larvae up to size suitable
for stocking in the grow-our or rearing areas.

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Natural Method

Artificial Method

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Fish Cultivation simply means the rearing of fish and other aquatic products from
very young stage like fry and fingerlings, to marketable size. It is done in fresh,
brackish and marine waters in any of the rearing contraptions or structures. The
other types of sub-classification based on the techniques applied and financial
investments, namely: extensive, semi-intensive and intensive.

• Extensive Fish Farming

The fish feed entirely from the food web within the pond, which
may be enhanced by the addition of the fertilizer or manure.

• Semi-Intensive Fish Farming

The fish still obtain significant nutrition from the food web within
their pond, but they are also given supplementary feed.

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• Intensive Fish Farming

The fish are kept at too high a stocking density to obtain significant
amount of feed from their environment.

Fish Conservation is the public control and various maintenances of the various
fisheries where fish and other fishery products are deprived. It work should be
designed to insure maximum sustainable yield of fish. For instance, the

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continuous use of fishpond without proper maintenance, like applying fertilizer,

lowers the productivity of the soil. It lessens the capacity of fish to reproduce.

Fish Capture
Fish Capture is a rule or principle of capturing or operating methods of fish and
carried out distinct means with some regularity. It includes the fishing gears,
technologies and equipments for systematic capturing.

Fish Preservation
It is any operation that can prevent or inhibit the natural process of breakdown
or decomposition taking place in the fish. It is known as fish processing.

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Activity

EXPLORE FISHERY!

Direction: Answer the following questions.

1. What are the three (3) branches of Fishery? Explain each.

2. What are the different types of fish cultivation? Explain each.

3. What are the different types of sub-classification based on the techniques

applied and financial investments? Explain each.

4. Why is it important to know and understand the importance of fishery

branches?

5. If you were given a capital to build or establish your own fishery business,
in specifically what branch of fishery do you prefer? Explain your answer
and share/present it to the class.

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LESSON 4:
MORPHOLOGY OF COMMON FISH – ITS PARTS AND
FUNCTIONS

External Parts of the Fish and Their Functions

1. Operculum/gill cover - part of the fish that covers the gills.

2. Scales - part of the fish that cover the body.

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3. Lateral lines - lines along the body of the fish used to help the fish
adapt itself to its new environment.

4. Fins - part of the fish that used for swimming, balancing and propelling
in water

5. Eyes - part of the fish that used for seeing.

6. Mouth - part of the fish that used for swallowing objects, particularly
food.

7. Anus - part of the fish that serves as an excretory organ of the fish where
the waste matter coming from the body of fish passes out

8. Caudal Peduncle - part of the fish that connect the body and the tail.

9. Nostril - part of the fish that used for smelling.

10. Vent - the opening between the anus and the anal fin where the fish will
excrete either eggs or sperm. Also known as genital papilla.

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Internal Parts of Fish and their Functions

1. Spine - the primary structural framework

upon which the fish’s body is built.

It connects to the skull at the front of

the fish and the tail at the rear. The

spine is made up of numerous

vertebrae, which are hollow and

which protect the delicate spinal

cord

2. Spinal cord - the part that connects the brain to the

rest of the body and relays sensory

information from the body to the

brain, as well as instruction from the

brain to the rest of the body

3. Brain - the control center of the fish where

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both automatic functions and higher

behaviours occur. All sensory

information is processed here

4. Lateral line - one of the fish’s primary sense

organs. It detects underwater
vibration and is capable of
determining the direction of their
source

5. Swim or Air Bladder - a hollow, gas-filled balance

organ that allows a fish to conserve
energy by maintaining neutral
buoyancy in water

6. Kidney - filters liquid waste materials from

the blood. These waste are then
passed out the body

7. Stomach and intestines - break down food and absorb

nutrients

8. Pyloric caeca - finger like projection located near

the functions of the stomach and the
Intestine. It known to secrete enzymes
that aid digestion. It may also
function to absorb digested food or do
both

9. Liver - it assists digestion by secreting

enzymes that break down fats, and
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also serves as storage area for fats and

carbohydrates.

10. Heart - circulates blood throughout the body

11. Muscle - provide movement and locomotion.

These are parts of the fish that are

usually eaten. They compose the fillet

of the fish

12. Gonad - hormone-secreting sexual gland of a

fish.

Fish Scales Tell the Age of a Fish

Look at the image of the fish scale. Like a tree, scales show rings that indicate
periods of growth. Rings that are farther apart occur when the fish grows well
and there is a lot of food in the summer season. Rings that are close together
occur when the fish does not get much food and grows slowly. On the scale you
can identify the summer growth and the winter growth. (There will be several
rings in each).

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The core represents the fish when it was first born, as a fry. The rings near the
edge are the most recent periods of growth.

Types of Fish Scales

Placoid - It resembles a miniature tooth called denticles. Ex. shark scales

Cycloid - It is oval or circular in outline and has a smooth and exposed rear edge.

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Ctenoid – It is scales that have a rear edges made of small brush-like spines or
comb liked teeth. Ex. Scales of perch, pongies and bass

Ganoid – It is a four- sided plate that fits closely against adjacent plates without
overlapping.

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Parts of Gills

Diagrammic Representation of Two Forms of Fish Gills

1. Gills Filaments - used for exchange of gases such as

oxygen and carbon dioxide

2. Gills Arch - used for support and passing for

blood to and the gill filaments

3. Gill Rakers - used for straining food from the water

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Activity

BE A FISH MORPHOLOGY RESEARCHER!

Direction: Do the instructions properly.

INSTRUCTIONS
1. Collect samples of fish and identify the external and internal parts.

2. Research on the morphology of fishes, evolution of fishes, some fish

culture facilities in the country, classification, construction and operation
of common fishing used in the Philippines.

3. Watch a video presentation about the morphology of fish.

4. Bring some fish samples to be dissected and identified.

Assessment:
The work of the students will be evaluated by your teacher using the given
criteria. The students must have at least attained 75 percent to pass.

1. Accuracy 70%

2. Presentation 20%

3. Neatness 10 %

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LEARNING MODULE IN AGRI-FISHERY ARTS

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