9

Technology and
Livelihood Education
Agri- Fishery
Agricultural Crop Production
Quarter 1 – Module 2:
Undertake Agronomic/Horticultural
Crop Work As Directed According To
Enterprise Guidelines
Technology and Livelihood Education – Grade 9
Alternative Delivery Mode
Quarter 1- Module 2: Undertake Agronomic/Horticultural Crop Work As Directed
According To Enterprise Guidelines
First Edition, 2020

Republic Act 8293 section 176 states that: No copyright shall subsist in any work of
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Borrowed materials (i.e., songs, stories, poems, photos, brand names, trademarks,
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copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdao M. San Antonio

DEVELOPMENT TEAM OF THE MODULE

Writer : Ursula M. Zulueta

Editor : Jose Garry R. Napoles
Reviewers : Analorgie D. Destamcamento
Chito R. Villacampa
Marilyn G. Fernandez
Illustrator : Maribell J. Fuentes
Layout Artist : Maribell J. Fuentes
Management Team:
Schools Division Superintendent : Marilyn S. Andales
Assistant Schools Div. Superintendent : Leah B. Apao
: Cartesa M. Perico
: Ester A. Futalan
Chief Education Supervisor, CID : Mary Ann P. Flores
Education Program Supervisor, LRMDS : Isaiash T. Wagas
Education Program Supervisor, TLE : Jose Garry R. Napoles

Department of Education – Region VII

DepED-Division of Cebu Province
Office Address : IPHO Building, Sudlon, Lahug, Cebu City, Philippines
Telefax : (032) 520-322016-520-3217, SDS Office: (032) 255-6405; ASDS:
(032) 236-4628
E-mail Address : cebu.province@deped.gov.ph; depedcebuprovince@yahoo.com

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 9
Technology and
Livelihood Education
Agri-Fishery
Agricultural Crop Production
Quarter 1 – Module 2:
Undertake Agronomic/Horticultural
Crop Work As Directed According To
Enterprise Guidelines

i
 Key Message

For Educators:
Learning is a constant process. Amidst inevitable circumstances, the Department of
Education extends its resources and looks for varied ways to cater to your needs and to adapt
to the new system of Education as a fortress of the Learning Continuity Plan. One of the
probable solutions is the use of Teacher-made Educational Modules in teaching.

You are reading the Agricultural Crop Production Grade 9: First Quarter
Alternative Delivery Mode (ADM) Module on “Undertake Agronomic/Horticultural crop
work as directed according to interprise guidelines”as written and found in the K-12 Most
Essential Learning Competencies.

The creation of this module is a combined effort of competent educators from different
levels and various schools of the Department of Education-Cebu Province. Besides, this
module is meticulously planned, organized, checked, and verified by knowledgeable
educators to assist you in imparting the lessons to the learners while considering the physical,
social and economic restraints in the teaching process.

The use of the Teacher-made Educational Module aims to surpass the challenges of
teaching in a new normal education set-up. Through this module, the students are given
independent learning activities, which embodies in the Most Essential Learning Competencies
based fon the K-12 Curriculum Competencies, to work on following their capability, efficiency,
and time. Thus, helping the learners acquire the prerequisite 21 st Century skills needed with
an emphasis on utmost effort in considering the whole well being of the learners.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher!

This part of the module gives you helpful tips,

suggestions or strategies that will make the learning
process easy and efficient to the learners.

As the main source of learning, it is your top priority to explain clearly how to use this
module to the learners. While using this module, learner’s progress and development should
be recorded verbatim to assess their strengths and weaknesses while doing the activities
presented independently of the safety of their homes. Moreover, you are anticipated to
persuade learners to comply and to finish the modules on or before the scheduled time.

For the Learners:

As a significant stakeholder of learning, the Department of Education researched and

explored innovative ways to address your needs with high consideration on social, economic,

i
physical, and emotional aspects of your well being. To continue the learning process, DepEd
comes up with an Alternative Delivery mode of teaching using Teacher-Made Educational
Modules.

You are reading the Agricultural Crop Production Grade 9: First Quarter Week 2
Alternative Delivery Mode(ADM) Module on “Undertake agronomic/Horticultural crop
work directed according to interprise guidelines” as written and found in the K-12 Most
Essential Learning Competencies.

This module is specially crafted for you to grasp the opportunity to continue learning
even at home. Using guided and independent learning activities, rest assured that you will be
able to take pleasure as well as to deeply understand the contents of the lesson presented;
recognizing your capacity and capability in acquiring knowledge.

This module has the following parts and corresponding icons:

The first part of the module will keep you on

track on the Competencies, Objectives, and
WHAT I NEED TO KNOW Skills expected for you to be developed and
mastered.

This part aims to check your prior knowledge of

WHAT I KNOW
the lesson to take.

WHAT’S IN This part helps you link the previous lesson to

the current one through a short exercise/drill.

The lesson to partake is introduced in this part

of the module creatively. It may be through a
WHAT’S NEW story, a song, a poem, a problem opener, an
activity, a situation, or the like.

A brief discussion of the lesson can be read in

this part. It guides and helps you unlock the
WHAT IS IT lesson presented.

A comprehensive activity/es for independent

WHAT’S MORE practice is in this part to solidify your knowledge
and skills of the given topic.

This part of the module is used to process your

learning and understanding of the given topic
WHAT I HAVE LEARNED

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 A transfer of newly acquired knowledge and
skills to a real-life situation is present in this part
WHAT I CAN DO of the module.

This activity assesses your level of mastery

ASSESSMENT towards the topic.

ADDITIONAL ACTIVITIES In this section, enhancement activities will be

given for you to further grasp the lessons.

This contains answers to all activities in the

ANSWER KEYS module.

At the end of this module you will also find:

References - Printed in this part is a list of all reliable and valid resources
used in crafting and designing this module.

In using this module, keep a note of the fundamental reminders below.

1. The module is government-owned. Handle it with care. Unnecessary marks are

prohibited. Use a separate sheet of paper in answering all the given exercises.
2. This module is organized according to the level of understanding. Skipping one
part of this module may lead you to confusion and misinterpretation.
3. The instructions are carefully laden for you to understand the given lessons.
Read each item cautiously.
4. This is a Home-Based class, your reliability and honor in doing the tasks and
checking your answers are a must.
5. This module helps you attain and learn lessons at home. Make sure to
comprehend the first activity before proceeding to the next one.
6. This module should be returned in good condition to your teacher/facilitator once
you completed it.
7. Answers should be written on a separate sheet of paper or notebook especially
prepared for Agricultural Crop Production subject.

If you wish to talk to your teacher/educator, do not hesitate to keep in touch

with him/her for further discussion. Know that even if this is a home-based class, your
teacher is only a call away. Good communication between the teacher and the student is
our priority to flourish your understanding of the given lessons.

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 We do hope that in using this material, you will gain ample knowledge and skills
for you to be fully equipped and ready to answer the demands of the globally competitive
world. We are confident in you! Keep soaring high!

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 WHAT I NEED TO KNOW

Good day, dear learner!

This module is solely prepared for you to access and to acquire lessons befitted in your
grade level. The exercises, drills, and assessments are carefully made to suit your level of
understanding. Indeed, this learning resource is for you to fully comprehend the “Undertake
Agronomic/ Horticultural crop work directed according to interprise guidelines ”
independently, you are going to go through this module following its proper sequence.
Although you are going to do it alone, this is a guided lesson and instructions/directions on
how to do every activity plotted for your convenience.

Using this learning resource, you are ought to “Undertake Agronomic/ Horticultural
crop work” as inculcated in the K-12 Most Essential Learning Competencies.

At the end of this module, you are expected to achieve the following objectives for this
session:

 Describe common agronomic/horticultural crop work

 Perform agronomic/horticultural crop work as directed according to enterprise
guidelines
 Appreciate cooperation in producing crops/vegetables
 develop safe work practices in performing agronomic crop work

WHAT I KNOW

Acitivity #1.Directions: Read the statement carefully and choose the letter of the correct
answer. Write your answer in the answer sheet.
1. Which of the following is NOT a factor in selecting the site for vegetable production?
a. Climatic requirements b. Topography of the land
c. Thorough land preparation d. Availability of water supply

2. What topography or terrain of the land is best suited for vegetable production?
a. Water logged b. Level or plain
c. Slightly sloping d. Hilly/mountainous

3. Which of the following choices is NOT a factor governing climate?

a. Water b. Sunlight
c. Temperature d. Presence of clouds

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4. Which of the following sentences is NOT true about the relationship of climate to
plant production?
a. Crops and crop production are affected.
b. Topography and area of the land are affected.
c. Respiration, assimilation, photosynthesis, and other physiological processes in
plants are affected.
d. Variation in plant and animal life are directly and indirectly affected.

5. The soil is made up of different sizes of particles of sand, silt, and clay. The relative
amount of each of these soil components is:
a. soil profile b. soil texture
c. soil formation d. soil composition

6. The arrangement of soil particles from the surface soil to the hard parent sock is:
a. soil profile b. soil texture
c. soil formation d. soil composition

7. The following are characteristics of good soil for growing vegetable crops EXCEPT?
a. It contains plenty of minerals.
b. It has a high water holding capacity.
c. It contains a large amount of clay making the soil compact.
d. It has good aeration which allows the free movement of air for respiration and
development of roots.

8. Which is NOT true about soil testing?

a. It determines how fertilizers are to be applied.
b. Soil testing determines the pH level of the soil.
c. Soil testing determines the type and amount of nutrients present in the soil.
d. The result of soil testing is the basis of making fertilizer recommendations.

9. Which of the following factors is not necessary for the analysis of soil samples?
a. Cropping history
b. Accessibility to water supply
c. Past lime and fertilizer treatments
d. Slope, degree of erosion, soil texture, and color

10. The following are characteristics of thoroughly prepared land EXCEPT:

a. The land has a big clod.
b. The land is free from stubbles.
c. The land is free from growing weeds.
d. The land is thoroughly pulverized and leveled.

11. The stirring of the soil to facilitate the growth of plants refers to:
a. Tilling b. Digging
c. Cultivating d. Plowing and harrowing

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 12. Which of the following is NOT an objective of thorough land preparation?
a. Make possible proper utilization of nutrients by the plants.
b. Improve aeration enabling the roots to develop and branch out rapidly.
c. Stimulate micro-organisms to act on plant residues and animal wastes to be
used by the plants.
d. Lessen the water holding capacity of the soil.

13. Which of the following farm tools and implements is NOT used in preparing the
land?
a. plow and harrow b. grass cutter, scythe, ax
c. pair of scissors and knives d. garden hoe, shovel, pick-mattock

14. When is the best time to prepare the land? It is when the soil is---------------
a. Too dry to avoid puddling.
b. Too wet so that tilling would be easy.
c. Not too wet as to cause puddling nor too dry as to make pulverization of the
soil difficult.
d. All of the above.

15. The following are reasons for using appropriate tools to perform a certain task.
Which one is NOT?
a. To accomplish the task well. b. To avoid the destruction of tools
c. To make the work easier and faster. d. None of the above.

WHAT’S IN

I. Directions: Identify the type of hazard shown in each picture. Write your answer on a
separate sheet of paper.

1. _____________ 3. _____________

2. ______________ 4. _____________

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5. ______________
Disclaimer: The pictures are used to put emphasis and to show concrete examples for deeper under understanding of the lesson. Department of Education-Cebu
Province does not claim or own the presented pictures. Links for the sources are found in the reference part of the module

II. Directions: Match column A with column B by connecting the pictures that match each
other.

1. a.

2. b.

3. c.

4. d.

5. e.
Disclaimer: The pictures are used to put emphasis and to show concrete examples for deeper under understanding of the lesson. Department of Education-Cebu
Province does not claim or own the presented pictures. Links for the sources are found in the reference part of the module

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 WHAT’S NEW

Directions: Take a look at the picture below. Observe and take note of what you have
noticed in it. Describe what agricultural crop/horticultural work in the picture. Write your
observation in a separate sheet of paper.
Picture Description Picture Description

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

Disclaimer: The pictures are used to put emphasis and to show concrete examples for deeper under understanding of the lesson. Department of Education-Cebu
Province does not claim or own the presented pictures. Links for the sources are found in the reference part of the module

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 WHAT IS IT

Horticultural crops include the vegetables, fruits, and nuts that are directly used by
man for food, the flowers, and other ornamental plants for aesthetic uses or visual enjoyment/,
and those used for medicinal purposes.

What are the types of horticulture?

The horticulture industry can be divided into three areas: pomology, olericulture, and
ornamental horticulture. Pomology is the planting, harvesting, storing, processing, and
marketing of fruit and nut crops. Olericulture includes the planting, harvesting, storing,
processing, and marketing of vegetable crops.

Agronomic crops are those that occupy large acreage/ and are the bases of the
world's food and fiber production systems, often mechanized. Examples are wheat, rice, corn,
soybean, alfalfa and forage crops, beans, sugar beets, canola, and cotton.

Agronomic /horticultural activities in a farm

A. Site selection

B. Preparation of fields./or land

C. Sowing and bedding.

D. Treatment of crops.
E. Crop spraying, including by air.
F. Pest control.
G. Pruning of fruit trees and vines.
H. Transplanting of rice, thinning of beets.
I. Harvesting.

A. SELECT SITE FOR PLANTING AGRICULTURAL CROPS

Factors in Selecting Site
In selecting land for agricultural use, look for land with the following
characteristics which contribute to its beneficial use:
A. General characteristics of good farmland
1. Absence of squatters and other prior claimants; land with titles are preferred.
2. Accessibility to or easily reached by motor vehicles, railroads, farm vehicles,
river transportation; near air, and sea-ports existing or proposed.
3. Near sources of potable and irrigation waters
4. Near markets or sources of food
5. Near schools, churches, and health and medical facilities
6. Fertile soil

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 7. With a level or gently rolling topography
8. Satisfactory peace and order condition
9. An adequate supply of labor, preferably cheap labor, as well as skilled laborers
including tractor operators and mechanics.

B. Other factors to consider in site selection

1. The topography of the land

One factor to consider in site selection for vegetable production is the

topography of the land. Soil is a vital part of the earth. Without good soil, no crops could
be grown. Below are the pictures of the different topography of the land.

A level of the land. The

farmer is plowing a level of land using
a tractor before planting crops.

A slightly sloping land. A

student of the Jones Rural School
preparing a slightly sloping land
which is best for vegetable
production. Water easily drains in a
slightly sloping field which is best for
vegetable growing

A hilly topography of the

land. Hilly portion of the land could
hardly be reached by irrigation; it is
also difficult to till. Irrigation for
crops in the hills mainly depends
on rainfall.

Disclaimer: The pictures are used to put emphasis and to show concrete examples for deeper under understanding of the lesson. Department of Education-Cebu
Province does not claim or own the presented pictures. Links for the sources are found in the reference part of the module

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2. Nearness to road and transportation facilities

Vegetables are perishable. They are best liked

when they are fresh and of good quality. If the site
is accessible to all forms of transportation,
vegetable products are easily transported without
much damage.

3. Availability of water supply

All parts of the plant need water. No

plant will survive without water. Water is an
essential factor in the production of vegetable
crops. Water dissolves plant nutrients in the soil
to be supplied to the different parts of the plant.
Plants can be classified according to their water
requirements such as hydrophytes,
mesophytes, and xerophytes.
The amount and distribution of rainfall
throughout the year also have significant effects
on production. For plants grown for seed
production, water is vital during the time of
fertilization.

4. Climatic requirements

The climate is mainly governed by temperature, water and light.

There are three basic temperatures

necessary for the germination and growth of each
plant species. First, the minimum temperature limits
of the growth of plants. If the temperature goes
below the minimum temperature, the plant will not
grow or will be stunted. Second, the maximum
temperature wherein the plants can still survive.
Third, the moderate temperature which is between
the maximum and the minimum temperature will
make the plants grow fast.
Disclaimer: The pictures are used to put emphasis and to show concrete examples for deeper under understanding of the lesson. Department of Education-Cebu
Province does not claim or own the presented pictures. Links for the sources are found in the reference part of the module

Plants that require cool temperatures like Irish potato, peas, and others should be
planted during the cool season and in mountainous or high places like Baguio and Benguet.
Plants like peanuts, eggplant, tomato, and pepper require a high temperature.

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 Temperature affects some vital processes inside the plant-like photosynthesis,
respiration, absorption of water and minerals, and in the germination of seeds. Enzymes that
speed up these processes are affected by temperature. An example is in seed germination.
The stored food in the endosperm before the seeds develop should be dissolved to be used
as food. If the temperature is low or high for the temperature requirement of the enzyme, they
will not dissolve the stored food.

This is also true in photosynthesis and plant respiration. If it is too hot, the chlorophyll
present in the leaves may be destroyed. That is why you can see burnt portions in leaves
during the hot season. On the other hand, when it is cool, the water in the soil gets a bit
concentrated/ and diluted if the temperature is hot. Water and minerals can readily be
absorbed if the soil solution is diluted.

Water serves as a solvent. Nitrogen, phosphorus, potassium, and the other food
elements named cannot be taken up by the plant unless there is water in the soil, serves as a
solvent for the plant food which in the form of a solution is absorbed by the roots.

Water is present in the soil either as free water, as capillary water, or as hygroscopic
water. Free water is that which flows under the influence of gravity. This water is not used by
the plant; however, it is injurious to certain crops and for their proper growth should be
removed by drainage. Capillary water is water that adheres to soil particles and is found in
the opening between them. This is the water that is of immediate service to plant. Hygroscopic
water exists as a film surrounding and is held firmly by the soil particles and is only given by
soil particles when these are subjected to a very high temperature. This water is an
emergency substitute for capillary water when the latter is not available in case of severe
drought.

Light affects the growth of crop plants mainly through affecting (1) their structural
development (2) their food production and (3) the time required of certain species of varieties
to produce seeds. Light is necessary for photosynthesis and is therefore required by green
plants for the manufacturing of food. Many plants are influenced by the length of the day
especially concerning flowering, fruiting, and production of seeds. This effect of light is known
as photoperiodism. Some plants are known as long-day plants and others as short-day plants.
The long day plants need a comparatively long day for flowering and their vegetative growth
increases when the days are short. Short-day plants such as corn, soybeans, and sorghum
achieve their vegetative growth when the days are long. They flower and produce seeds when
the days are short.
Climate is one of the most important factors which control plant growth and influence
crop yield in any given region from year to year.

Climate and its Relation to Crop Production

 It affects respiration, assimilation, photosynthesis, and other physiological

processes in plants.
 A dry climate favors the growth of vegetative leaf formation.

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  Climate is also important in the growth of seedlings and cuttings because
moisture favors the development of roots and water is essential for cell
growth.

Factors Affecting Climate

1. Latitude - the distance north or south of the equator. As a rule, the farther a region
is located from the equator, the cooler is its climate.
2. Altitude - an elevation above sea level. The higher elevation, the temperature is
lower than at sea level.
3. Mountain ranges – Mountain ranges affects wind and humidity.
4. Ocean currents - affect the temperature of neighboring areas.
5. Vegetation - More forests and vegetation are like clouds in a given locality.

Soil is defined as the loose and friable material of the earth’s surface for plants
to grow. In certain places and under certain conditions, the soil consists of two principal
layers: a more productive top or surface layer known as surface soil and a less
productive under layer known as the sub-soil. The soil is composed of mineral matter
of different sizes of particles known as soil texture with a small proportion of organic
life and mixed with decayed animal and vegetable materials. The soil particles are
arranged from the surface soil to the parent rock. Such an arrangement is called a soil
profile.

Soil Sampling and Soil Analysis.

Soil sampling and soil analysis are important to determine the pH level of the
soil and the nutrients present in the soil. The results of the soil analysis will be the basis
of the fertilizer application.

Steps on Proper Soil Sampling

1. Make a map of the farm showing sampling areas (SA). Divide the farm into
sampling areas. Each SA should be more or less uniform in cropping history, past
lime and fertilizer treatments, slope, degree of erosion and soil texture, and color.

2. Collect spot soil samples from each SA. In each SA dig 5 to 10 pits and collect a
sample in each pit. The number of spot soil samples depends on the size of the
Sampling Area. Spot sample is taken in the following manner:
a. Before digging the pit, clear the soil surface of litters and vegetation
b. Using spade or shovel, dig a pit to a depth of 20-30 cm
c. From one vertical side of the pit, take a slice of soil 2-3 cm thick with a single
downward thrust of the spade. Using a knife or a trowel, trim the slice of soil
on both sides to a bar 3-4 cm width.

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 d. Place this bar of soil (representing one spot soil sample) in a pail or any
suitable clean container.
e. If the subsoil sample is needed, take a bar of soil from the succeeding 20
to 30 cm soil depth. The subsoil and surface sample should be placed in
separate containers.
f. Cover the pit and move to another spot.

3. Take a composite soil sample. After collecting all the spot soil samples of a
particular sampling area, pulverize as you mix them thoroughly, remove the
stones and fresh leaves. Then air dries the soil samples. Place the composite
soil sample (about ½ kg) in a clean plastic bag. After that, the composite soil
sample which represents the soil of the sampling areas/, is now ready for
chemical analysis. This may also be sent to a soil testing laboratory with
pertinent labels and information.

B. Prepare The Land For Planting Vegetable Crops

Steps in land preparation:

1. clearing - removing of trash, weeds, stumps, and big stones

2. Plowing- "TILL" or dig up and overturn the soil
3. Harrowing- to break the soil clods into smaller mass and incorporate plat
residue.
4. Leveling the field
Generally, it will take 3-4 weeks to prepare the field before planting.

Importance Of Thorough Land Preparation

Thorough land preparation for planting crops ensures proper growth of crops. A good
harvest will not be attained unless the soil is properly cultivated. The benefits derived from
thorough land preparation are as follows:

 The soil moisture is conserved.

 The growth of weeds is controlled
 The soil is loosened thus allowing free circulation of air.
 The rate of decomposition of animal wastes and plant residues is faster.

Moisture conservation in the soil is important especially in places where the dry
season is longer than the rainy season. To conserve moisture, the soil should be cultivated

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often. Cultivation prevents rapid evaporation of moisture from the soil by channeling the flow
of water downward rather than spreading it on the surface. More water could then be stored.

In many ways, weeds are enemies of plants. They use much of the water and mineral
nutrients available to the plants to support their growth. Tall weeds shade the crops which
prevent the plants from taking in sunlight needed for the manufacturing of food. Pests and
diseases also temporarily reside among the weeds. All of these can be prevented through
proper cultivation of the soil.

Tilling is the operation involved in stirring the soil. Soil that is properly cultivated makes
possible proper utilization of nutrients by the plants. It likewise improves aeration enabling
the roots to develop and branch out rapidly. It stimulates micro-organisms to act on the dead
leaves and animal wastes so it can be used readily by the plants.
Steps in preparing the land thorough land preparation are achieved by following the
steps as follows:

1. Clear the land from heavy trashes like big stones, tall grasses, branches of trees, and
others. This facilitates tilling and to avoid the destruction of farm
tools/implements/equipment.
2. Plow and harrow the field 2 – 3 times. After the first plowing and harrowing, leave the
field for some time to let weed seeds to germinate and after they have germinated
plow and harrow again to eradicate them.
3. At the last harrowing where final pulverizing and leveling of the land, incorporate
organic matter for better growth of the vegetable crops.
4. Make the furrows based on the recommended distance of planting or construct the
beds if it is necessary.

WHAT’S MORE

Direction :
Conduct an ocular inspection in your place and select a site for vegetable production based
on what you have learned in selecting the site for producing vegetable crops. Accomplish
the table which you are going to use by putting a checkmark on the space if the factors in
site selection for vegetable crops are met.

Factors to be considered in the selection Excellent Good Poor None

1. Topography of the land
2. Nearness to road and transportation facilities
3. Availability of water supply.
4. Climatic requirements.
5. Conditions of neighborhood.
Total

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 WHAT I HAVE LEARNED

1. Read and understand the situation.

Then answer the question asked. Write your answer in your notebook.
Situation:
Somebody gave you a piece of land to till where you can earn money for your
family.
What you are going to do to be productive?

2. Directions: Write the steps in preparing the land.

WHAT I CAN DO

1. Perform soil sampling in the selected site for producing vegetable crops by
arranging the steps on proper soil sampling. Number them 1 -6. Copy the steps and
answer in another sheet of paper.
____ Using spade or shovel, dig a pit to a depth of 20-30cm

____ Cover the pit and move to another spot.

_____ from one vertical side of the pit, take a slice of soil 2-3cm thick with a single
downward thrust of the spade. Using a knife or a trowel, trim the slice of soil
on both sides to a bar 3-4cm width.

_____ if the subsoil sample is needed, take a bar of soil from the succeeding 20 to
30cm soil depth. The subsoil and surface sample should be placed in
separate containers.

_____ before digging the pit, clear the soil surface of litters and vegetation.

_____ Place this bar of soil (representing one spot soil sample) in a pail or any
suitable clean containers.

2. Prepare a 1 X 10 sq. m. garden following the steps in thorough land preparation.

Observe safety measures in the use of tools. PPE is a MUST before working on the
farm.

Directions:

A. Make a timeline of your daily activity:

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 B. Describe your task accomplished every day for one week.
C. Follow the proper steps in land preparation.
D. Take a picture while working and the task accomplished.
E. Copy the table and write your daily accomplished task in separate paper.
1st day 2nd day 3rd day 4th day 5th day 6th day 7th day

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Guide of the performance rating. (Gardening at Home.)
Rating Outstanding Good Satisfactory Fair
: 100-90 81-90 75-80 70-74
Heavy trashes Heavy trashes Heavy trashes Heavy trashes
like big stones, like big stones, like big stones, like big stones,
tall grasses, tall grasses, tall grasses, tall grasses,
branches of trees, branches of trees, branches of trees, branches of trees,
and others. This and others. This and others. This and others. This
1.cleari facilitates tilling facilitates tilling facilitates tilling facilitates tilling
ng and to avoid the and to avoid the and to avoid the and to avoid the
destruction of destruction of destruction of destruction of
farm farm farm farm
tools/implements/ tools/implements/ tools/implements/ tools/implements/
equipment 100 % equipment 90% equipment 50% equipment 30%
removed removed removed removed
2.Plowi The field planted
ng and .The field Plowed The field flowed The field plowed without
harrowi and harrowed and harrowed and harrowed undergoing
ng properly 3 times only 2 times only once plowing and
harrowing
.At the last .At the last .At the last
harrowing where harrowing where harrowing where .At the last
final pulverizing final pulverizing final pulverizing harrowing where
and leveling of and leveling of and leveling of final pulverizing
the land, the land, the land, and leveling of
3. Final
incorporate incorporate incorporate the land,
pulveriz
organic matter for organic matter for organic matter for incorporate
ing and
better growth of better growth of better growth of organic matter for
leveling
the vegetable the vegetable the vegetable better growth of
crops. 100 % crops. 90 % crops. 80 % the vegetable
accomplishment accomplishment accomplishment crops. 70%
accomplishment

Make the furrows Make furrows

Planting without
based on the based but miss to
furrows but No furrows and
4.Make recommended follow the
following the distance followed
furrows distance of recommended
recommended in planting.
planting distance of
distance
excellently panting
Make use of Make use of
Make use the
5.Use proper tools and proper tool but NO tools and
proper tools and
tools using PPE not all not wearing PPE in the
and PPE PPE every time in
times in the proper PPE in the working area
the working area
working area working area
There are
materials tools
6.Perfor 100 % performed 90 % performed and equipment No housekeeping
m
houseke
housekeeping housekeeping not in proper performed in the
eping every after work. every after work order and dirt area
observed in the
working place

15
 ASSESSMENT

I. MULTIPLE CHOICE

Directions: Read and understand the questions below, encircle the letter of the correct
answer.

1. What topography or terrain of the land is best suited for vegetable production?
a. Water logged b. Level or plain c. slightly sloping d. Hilly/mountainous

2. The stirring of the soil to facilitate the growth of plants refers to _____.
a. Tilling b. Digging c. Cultivating d. Plowing and harrowing

3. In the following choices, there are three factors governing climate. Which one is NOT?
a. Water b. Sunlight c. Temperature d. Presence of clouds

4. Which of the following is NOT a factor in selecting the site for vegetable production?
a. Climatic requirements b. Topography of the land
c. Thorough land preparation d. Availability of water supply

5. The soil is made up of different sizes of particles of sand, silt and clay. The relative
amount of each of these soil components is_______.
a. soil profile b. soil texture c. soil formation d. soil composition

6. The arrangement of soil particles from the surface soil to the hard parent rock is called
________.
a. soil profile b. soil texture c. soil formation d. soil composition

7. The best time to prepare the land is:

a. when it is too dry to avoid puddling.
b. when it is too wet so that tilling would be easy.
c. when it is NOT too wet as to cause puddling nor too dry as to make pulverization of
the soil difficult.
d. All of the above.

8. In general, good soil for vegetable growing is one that has the following characteristics
EXCEPT one:
a. It contains plenty of minerals.
b. It has a high water holding capacity.
c. It contains a large amount of clay making the soil compact.
d. It has good aeration which allows the free movement of air for respiration and
development of roots.

9. Which of the following factor is NOT true about climate and its relation to plant
production?
a. Crops and crop production are affected.

16
 b. Topography and area of the land are affected.
c. Respiration, assimilation, photosynthesis, and other physiological processes in plants
are affected.
d. Variation in plant and animal life are directly and indirectly affected.

10. Which is NOT true about soil testing?

a. It determines how fertilizers are to be applied.
b. Soil testing determines the pH level of the soil.
c. Soil testing determines the type and amount of nutrients present in the soil.
d. The result of soil testing is the basis of making fertilizer recommendations.

11. The following records are needed to analyze the soil samples EXCEPT:
a. Cropping history b. Nearness to water supply
c. Past lime and fertilizer treatments d. Slope, degree of erosion, soil texture, and color

12. The following are characteristics of thoroughly prepared land EXCEPT:

a. The land has big clods.
b. The land is free from stubbles.
c. The land is free from growing weeds.
d. The land is thoroughly pulverized and leveled.

13. Which of the following is NOT an objective of thorough land preparation?

a. Thorough land preparation makes possible proper utilization of nutrients by the
plants.
b. It improves aeration enabling the roots to develop and branch out rapidly.
c. It stimulates micro-organisms to act on plant residues and animal wastes to be used
by the plants.
d. Water holding capacity of the soil is lessened.

14. Which of the following tools and implements are NOT used in preparing the land?
a. plow and harrow b. grass cutter, scythe, axe
c. pair of scissors and knives d. garden hoe, shovel, pick mattock
15. Of the following, which one is not a good reason for using appropriate tools in farming?
a. To accomplish the task well b. To avoid the destruction of tools
c. To make the work easier and faster d. None of the above

ADDITIONAL ACTIVITIES
Illustrate your garden plan.You can use coloring materials.
a. Sketch the area of your garden from school to your home.
b. Write a short background of your place as to the location.
c. Write in a short bond paper

17
 18
 WHAT I HAVE LEARNED
 ASSESSMENT Possible answer (answer will vary)
 Effective Weeding Operations
1. C 8. C  Proper land preparation
2. C 9. D  Planting healthy seedlings
3. D 10. A  Using Resistant Varieties of plants
4. C 11. B
5. B  Inter-Cropping with Legumes
12. A
6. A B. Steps in preparing the land.
13. D
7. C 14. C a. Clearing the land from trashes and big
15. D stones
b. Plow and harrow the field 2-3 times
c. Final pulverization
d. Making of furrows  WHAT’S IN
 WHAT’S MORE
Possible answers ( answers will vary ) I.
1. Physical
Factors to be considered
Excellent Good Poor None 2. Chemical
in the selection
1. Topography of the land  3. Biological
2. Nearness to road and
 4. Psychosocial
transportation facilities
3. Availability of water 5.

supply. Mechanical/Electric
4. Climatic requirements. 
5. Conditions of al

neighborhood. II.
 WHAT I CAN DO 1. D
Perform soil sampling in the selected site for 2. C
producing vegetable crops by arranging the steps 3. A
on proper soil sampling. Number them 1 -6. Copy
4. B
the steps and answer in another sheet of paper.
__2__ Using spade or shovel, dig a pit to a depth  WHAT I
KNOW
of 20-30cm
__6__ Cover the pit and move to another spot. 1. C
 WHAT IS NEW 2. C
__3___ from one vertical side of the pit, take a
slice of soil 2-3cm thick with a single 3. D
downward thrust of the spade. Using a knife 1. Land preparation
4. B
or a trowel, trim the slice of soil on both sides 2. Crop rotation
to a bar 3-4cm width. 5. D
3. Irrigation
6. A
___5_ if the subsoil sample is needed, take a bar 4. Weeding
7. C
of soil from the succeeding 20 to 30cm soil 5. Soil sampling
depth. The subsoil and surface sample 8. A
6. pollination
should be placed in separate containers. 9. B
7. Soil Profiling
___1_ before digging the pit, clear the soil 10. A
8. Seedling
surface of litters and vegetation. 11. A
9. Pruning
___4__ Place this bar of soil (representing one 12. D
10. Harvesting
spot soil sample) in a pail or any suitable 13. C
clean containers.
14. C
Answer Key
REFERENCES
Printed Materials

Asuncion, Jr. Ramon G.; Elementary Agriculture: Saint Mary’s Publishing: 1983.

Asuncion, Jr. Ramon G.; Introduction to Tropical Crop Production: First Edition Saint Mary’s
Publishing. 1976.

Asuncion, Jr. Ramon G. and Castro, U. D.; Producing Quality Seeds the Easy Way: Saint
Mary’s Publishing: Sta Cruz, Manila. 1977.

Asuncion, Jr. Ramon. D. et.al.; Technology and Home Economics 1 Agricultural Arts: Abiva
Publishing House, Inc.: Quezon City. 1991

Asuncion, Jr. Ramon D. at.al.: Technology and Home Economics 2 Agricultural Arts: Abiva
Publishing House, Inc: Quezon City. 1991

Cheah Kok Kheong, et.al.; Modern Agriculture for Tropical Schools: Oxford University Press:
1979 Mendiola, N. B.; Principles of Crop Production. United Circulation, Inc.: Malabon, Rizal.
1959

Resource Manual on Integrated Production and Pest Management (IPPM) in Vegetables:

World Education (INGO) Philippines, Inc.; Laguna, Philippines: March 2005

Reyes, P. L.; “Lecture Notes on Field Crop Production” GAUF., Victoneta

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20
For inquiries or feedback, please write or call:
Department of Education - Region VII - Division of Cebu Province
IPHO Bldg., Sudlon, Lahug, Cebu City

Telefax : (032) 520-322016-520-3217, SDS Office: (032) 255-6405;

ASDS: (032) 236-4628

E-mail Address : cebu.province@deped.gov.ph