Plan Training Session: Sector: Agriculture and Fishery Sector

PLAN TRAINING SESSION
Sector: AGRICULTURE AND FISHERY SECTOR
Qualification Title: Agricultural Crops Production NCII
Unit of Competency: Plant Crops
Module Title: Planting Crops
JEANN INTEGRATED FARM SCHOOL

Brgy. Mac, Sogod, So. leyte
JEANN D. TABASA PLANT CROPS PERFORM DIRECT SEEDING

Plan
Training
Session
Republic of the Philippines
Region VIII
Jeann Integrated Farm School
Brgy. Mac, Sogod, So. Leyte
Name:
Date:
Qualification:
Data Gathering Instrument for Trainee’s Characteristics
Please answer the following instrument according to the

characteristics described below. Encircle the letter of your choice that best
describes you as a learner. Blank spaces are provided for some data that
need your response.
Characteristics of learners
Language, literacy Average grade in: Average grade in:

and numeracy English Math
(LL&N)
a. 95 and above a. 95 and above
b. 90 to 94 b. 90 to 94
c. 85 to 89 c. 85 to 89
d. 80 to 84 d. 80 to 84
a. 75 to 79 e. 75 to 79
Cultural and Ethnicity/culture:

language a. Bisaya
background
b. Cebuano
c. Boholano
d. Muslim
e. Waray
f. Others( please specify)_____________
Education & Highest Educational Attainment:

general knowledge a. High School Level
b. High School Graduate
c. College Level
d. College Graduate
e. with units in Master’s degree
f. Masteral Graduate
g. With units in Doctoral Level
h. Doctoral Graduate
Sex a. Male
b. Female
Age Your age: _____
Physical ability 1. Disabilities (if any) _____________________
2. Existing Health Conditions (Existing illness if
any)
a. None
b. Asthma
c. Heart disease
d. Anemia
e. Hypertension
f. Diabetes
g. Others(please specify) ___________________
Previous Agricultural Crops Production NCII Certificates

experience with a. Agricultural Crops Production NCII certified
the topic b. Agricultural Crops Production NCII graduate
c. Agricultural Crops Production NCII trainer
d. Agricultural Crops Production NCII lead trainer
Number of years as a competency trainer ______
Previous learning List down trainings related to Agricultural Crops

experience Production NC II Graduate
___________________________
___________________________
___________________________
National Certificates acquired and NC level
Training Level
completed ___________________________
___________________________
Special courses Other courses related to Agricultural Crops

Production NC II
a. Units in education
b. Master’s degree units in education
c. Others(please specify) _________________________
Learning styles a. Visual - The visual learner takes mental pictures

of information given, so in order for this kind of
learner to retain information, oral or written,
presentations of new information must contain
diagrams and drawings, preferably in color. The
visual learner can't concentrate with a lot of
activity around him and will focus better and
learn faster in a quiet study environment.
b. Kinesthetic - described as the students in the
classroom, who have problems sitting still and
who often bounce their legs while tapping their
fingers on the desks. They are often referred to

as hyperactive students with concentration
issues.
c. Auditory- a learner who has the ability to
remember speeches and lectures in detail but
has a hard time with written text. Having to read
long texts is pointless and will not be retained
by the auditory learner unless it is read aloud.
d. Activist - Learns by having a go
e. Reflector - Learns most from activities where
they can watch, listen and then review what has
happened.
f. Theorist - Learns most when ideas are linked to
existing theories and concepts.
g. Pragmatist - Learns most from learning activities
that are directly relevant to their situation.
Other needs a. Financially challenged
b. Working student
c. Solo parent
d. Others(please specify)
___________________________
Region VIII
Learning Styles
Take a few minutes to complete the following questionnaire to assess

your preferred learning style. Begin by reading the statements in all the
three columns. Of the three statements, put a tick ‘X’ in the circle beside
the statement that best characterizes you, answering as honestly as
possible. Count the number ‘X’ and write your total at the bottom of each
column.
Name
Date:
Qualification:
1 I enjoy art galleries I love to listen to the I feel complicated to

and window- music dance when the music is
shopping good
2 I am good at spelling I prefer an oral written I tend to answer using ‘

test gut’ feel
3 My confidence is I’m told I have a good I enjoy being touched

boosted when I look speaking voice
good
4 I enjoy photography I find myself humming I like to make things

or singing to the radio with my hands
5 I enjoy watching People tell me I’m easy I tend to touch people

people to talk to when I talk to them
6 I evaluate others I can determine sincerity The way a person shakes
based on their in a person from the hands with me means a
appearance voice lot to me
7 I find myself I am a good listener I feel positive or negative

evaluating others towards people
based on appearance
8 I make a list of things I like to imitate the way I’m usually well co-
I need to do each day people talk ordinated
9 I am good at finding I can resolve problems I exercise because of the

my way using a map when I talk out loud way I feel afterward
10 My house must be I like a house with I like a house that feels

clean and tidy rooms that allow quiet comfortable
moments
Total Visual: Auditory: Kinesthetic:
The column with the highest total represents your primary learning style.
The column with the second-most choices is your secondary leaning style.
Your primary learning style: _____________________________
Your secondary leaning style: ___________________________
Region VIII
AGRICULTURAL CROPS PRODUCTION NCII

Name:
Date:
Institution/School:
FORM 1.1 SELF-ASSESSMENT CHECK
INSTRUCTIONS:
This Self-Check Instrument will give the trainer necessary
data or information which is essential in planning training
sessions. Please check the appropriate box of your answer
to the questions below.
BASIC COMPETENCIES
CAN I…? YE NO
S
1. Participate in workplace communication
Obtain and convey workplace information.
Complete relevant work related documents.
Participate in workplace meeting and discussion.
2. Work in a team environment
Describe and identify team role and responsibility in a
team.
Describe work as a team member.
3. Practice career professionalism
Integrate personal objectives with organizational
goals.
Set and meet work priorities.
Maintain professional growth and development.
4. Practice occupational health and safety
Identify hazards and risks.
Evaluate hazard and risks.
Control hazards and risks.
Maintain occupational health and safety awareness.
COMMON COMPETENCIES
1. Apply safety measures in farm operations
Apply appropriate safety measures while working in
farm.
Safe keep/dispose tools, materials and outfit.
2. Use farm tools and equipment
Prepare and use farm tools.
Prepare and operate farm equipment.
Perform preventive maintenance
procedures/practices.
3. Perform estimation and basic calculation
Perform estimation.
Perform basic workplace calculation.
4. Process farm wastes
Collect farm wastes.
Identify and segregate wastes.
Treat and process farm wastes.
Perform housekeeping.
5. Perform record keeping
Carry out inventory activities.
Maintain production record.
Prepare financial records.
CORE COMPETENCIES
1. Perform nursery operations
Prepare nursery tools, farm implements and simple
equipment
Maintain nursery facilities.
Handle seeds/planting material.
Prepare growing media.
Conduct propagation activities.
2. Plant crops
Prepare land for planting.
Conduct field lay-out.
Dig holes.
Perform direct seeding.
Transplant seedlings.
3. Care and maintain crops
Apply pest control measure.
Apply fertilizer.
Water crops.
Perform pruning.
Perform physical growth-enhancing practices.
4. Carry-out harvest and postharvest operations
Perform pre – harvest operations.
Perform harvesting activity.
Perform postharvest operation.
Monitor storage pest and diseases.
Note: In making the Self-Check for your Qualification, all required competencies
should be specified. It is therefore required of a Trainer to be well- versed
of the CBC or TR of the program qualification he is teaching.
Region VIII
Evidences/Proof of Current Competencies
Form 1.2: Evidence of Current Competencies acquired

related to Job/Occupation
Proof/ Means of
Current competencies
Evidence validating
BASIC COMPETENCIES
1. Participate in workplace Certificat Interview,
communication e of Submitted
Achievem Authenticated
ent copy
2. Work in a team Certificat Interview,
environment e of Submitted
ent copy
3. Practice career Certificat Interview,
professionalism e of Submitted
ent copy
4. Practice occupational Certificat Interview,
health and safety e of Submitted
ent copy
COMMON
COMPETENCIES
1. Apply safety measures in Certificat Submitted
farm operations e of Authenticated
Achievem Copy of
ent Certificate of
Training
2. Use farm tools and Certificat Submitted
equipment e of Authenticated
Achievem Copy of
ent Certificate of
Training
3. Perform estimation and Certificat Submitted
basic calculation e of Authenticated
Achievem Copy of
ent Certificate of
Training
4. Process farm wastes Certificat Submitted
e of Authenticated
Achievem Copy of
ent Certificate of
Training
5. Perform record keeping Certificat Submitted
e of Authenticated
Achievem Copy of
ent Certificate of
Training
CORE COMPETENCIES
1. Perform nursery Certificat Submitted
operations e of Authenticated
Achievem Copy of
ent Certificate of
Training
2. Plant crops
3. Care and maintain crops Certificat Submitted

e of Authenticated
Achievem Copy of
ent Certificate of
Training
4. Carry-out harvest and Certificat Submitted
postharvest operations e of Authenticated
Achievem Copy of
ent Certificate of
Training
Region VIII
Identifying Training Gaps
From the accomplished Self-Assessment Check (Form 1.1)

and the evidences of current competencies (Form 1.2), the Trainer
will be able to identify what the training needs of the prospective
trainee are.
Form 1.3 Summary of Current Competencies Versus

Required Competencies
Required Units of Current Training
Competency/Learni Competencies Gaps/Require
ng Outcomes based ments
on CBC
BASIC COMPETENCIES
1. Participate in workplace communication
Obtain and convey Obtaining and
workplace conveying
information. workplace
information.
Complete relevant Completing relevant
work related work related
documents. documents.
Participate in Participating in
workplace meeting workplace meeting
and discussion. and discussion.
2. Work in a team environment
Describe and Describing and
identify team role identifying team
and responsibility role and
in a team. responsibility in a
team.
Describe work as a Describing work as
team member. a team member.
3. Practice career professionalism
Integrate personal Integrating personal
objectives with objectives with
organizational organizational
goals. goals.
Set and meet work Setting and meeting
priorities. work priorities.
Maintain Maintaining
professional growth professional growth
and development. and development.
4. Practice occupational health and safety
Identify hazards Identifying hazard
and risks and risks.
Evaluate hazard Evaluating hazard
and risks and risks.
Control hazards Controlling hazards
and risks and risks
occupational health occupational health
and safety and safety
awareness awareness.
COMMON COMPETENCIES
1. Apply safety measures in farm operations
Apply appropriate Applying
safety measures appropriate safety
while working in measures while
farm working in farm.
Safe keep/dispose Safe
tools, materials and keeping/disposing
outfit. tools, materials and
outfit.
2. Use farm tools and equipment
Prepare and use Preparing and using
farm tools. farm tools.
Prepare and Preparing and
operate farm operating farm
equipment equipment.
Perform preventive Performing
maintenance preventive
procedures/practic maintenance
es procedures/practice
s.
3. Perform estimation and basic calculation
Perform estimation Performing
estimation.
Perform basic Performing basic
workplace workplace
calculation calculation.
4. Process farm wastes
Collect farm wastes Collecting farm
wastes.
Identify and Identifying and
segregate wastes segregating wastes.
Treat and process Treating and
farm wastes processing farm
wastes.
Perform Performing
housekeeping housekeeping.
5. Perform record keeping
Carry out inventory Carrying out
activities inventory activities.
production record production record.
Prepare financial Preparing financial
records records.
CORE COMPETENCIES
1. Perform Nursery Operations
Prepare nursery Preparing nursery
tools, farm tools, farm
implements and implements and
simple equipment simple equipment.
Maintain nursery Maintaining
facilities nursery facilities.
Handle Handling
seeds/planting seeds/planting
material material.
Prepare growing Preparing growing
media media.
Conduct Conducting
propagation propagation
activities activities.
2. Plant Crops
Prepare land for Preparing land for
planting planting.
Conduct field lay- Conducting field
out lay-out.
Dig holes Digging holes.
Perform direct
seeding
Transplant Transplanting
seedlings seedlings.
3. Care and maintain crops
Apply pest control Applying pest
measure control measure.
Apply fertilizer Applying fertilizer.
Water crops Watering crops.
Perform pruning Performing pruning.
Perform physical Performing physical
growth-enhancing growth-enhancing
practices practices.
4. Carry-out harvest and postharvest operations
Perform pre – Performing pre –
harvest operations harvest operations.
Perform harvesting Performing
activity harvesting activity.
Perform Performing
postharvest postharvest
operation operation.
Monitor storage Monitoring storage
pest and diseases pest and diseases.
Region VIII
Using Form No.1.4, convert the Training Gaps into a

Training Needs/ Requirements. Refer to the CBC in
identifying the Module Title or Unit of Competency of the
training needs identified.
Form No. 1.4: Training Needs
Training Needs Module Title/Module

of Instruction
(Learning Outcomes)
1. Prepare nursery tools, Perform nursery
farm implements and operations
simple equipment
2. Maintain nursery
facilities
3. Handle seeds/planting
material
4. Prepare growing media
5. Conduct propagation
activities
1. Prepare land for planting Plant Crops
2. Conduct field lay-out
3. Dig holes
4. Perform direct seeding
5. Transplant seedling
1. Apply pest control Care and maintain
measure crops
2. Apply fertilizer
3. Water Crops
4. Perform pruning
5. Perform physical growth
enhancing practices
1. Perform pre – harvest Carry-out harvest and
operations postharvest operations
2. Perform harvesting
activity
3. Perform postharvest
operation
4. Monitor storage pest and
diseases.
Region VIII
SESSION PLAN
Sector : AGRICULTURE AND FISHERY SECTOR

Qualification Title : AGRICULTURAL CROPS PRODUCTION NCII
Unit of Competency : PLANT CROPS
Module Title : PLANTING CROPS
Objectives: At the end of the session you will be able to know how to plant crops.
Learning Outcomes:
1 Prepare land for planting
3. Dig holes
5. Transplant seedlings
A. INTRODUCTION: This session covers the knowledge, skills and attitudes required to conduct activities related to land
preparation and planting of agricultural crops. This unit also includes proper handling of seeds/seedlings/saplings for
planting and transplanting, proper use of tools and equipment, conduct land preparation and field lay-out.
B. LEARNING ACTIVITIES: The trainees will be exposed to multi-learning activities that will provide the quality learning
knowledge and skills required by AGRICULTURAL CROPS PRODUCTION NCII such as theoretical discussion, practical and
actual demonstration, video presentation and several assessment methods.
LO 1: PREPARE LAND FOR PLANTING
Learning Objectives:
 Tools, materials and equipment are prepared for land clearing
 The land is cleared according to prescribed methods of land preparation
 Debris are removed and disposed according to waste management standards.
 Soil samples are collected for analysis based on standard procedure
 Land preparation is conducted according to crop requirement.
 Basal fertilizer is applied based on crop requirement
 Safety procedures for fertilizer application is followed according to OSHS
Learning Content Methods Presentation Practice Feedback Resources Time
Modular Read Information Sheet Answer Self Compare CBLM 1
Proper use of tools 2.1-1 Proper use of tools Check 2.1-1 Answer to hour
and equipment. and equipment Answer Key
2.1-1
Demonstration View Video Clips 2.1-1 The Perform Task Evaluate  Laptop 2 hours
proper use of Tools and Sheets 2.1-1 Performance  Speaker
Equipment using  Projector
Performance  Working
Criteria Area
Checklist  Farm
Tools and
Equipme
nt
2.1-2 Performed Check 2.1-2 Answer to min.
Performed appropriate appropriate land Answer Key
land preparation for preparation for clearing. 2.1-2
clearing.
Lecture/ Listen and participate the Oral Oral Laptop 1 hour
Discussion discussion questioning questioning PowerPoin
and answer and written t
test Presentati
on
Demonstration Observe and participate the Return Evaluate  Working 2.5 hours
demonstration demonstration Performance Area
using  Farm
Practice task
Performance Tools and
sheet 2.1-2
Criteria Equipme
Checklist nt
Modular Read Information Sheet Answer Self Compare CBLM
Unwanted vegetation 2.1-3 Unwanted vegetation Check 2.1-3 Answer to 1
and debris and debris Answer Key hour
2.1-3
Demonstration Observe and participate the Return Evaluate  Working
demonstration demonstration Performance Area 1
using  Farm
Practice task
Performance Tools and hour
sheet 2.1-3
Criteria Equipme
Checklist nt
Modular Read Information Sheet Answer Self Compare CBLM
2.1-4 Conducted proper soil Check 2.1-4 Answer to 1
Conducted proper soil sampling/collection. Answer Key hour
sampling/collection. 2.1-4
Demonstration View Video Clips 2.1-4 The Perform Task Evaluate  Working 3 hours
proper use of Tools and Sheets 2.1-4 Performance Area
Equipment using  Farm
Criteria Equipme
Checklist nt
LO 2: Conduct field lay-out
Learning objectives:
 Tools and materials are prepared for field lay-out.
 Interpret field lay-out plan according to the recommended planting system.
 Field is laid-out according to recommended planting system
Carry-out land 2.2-1 Carry-out land Check 2.2-1 Answer to hour
clearing clearing Answer Key
2.2-1
using  Farm
Practice task
sheet 2.2-1
Criteria Equipme
Checklist nt
Proper use and Discussion discussion questioning questioning PowerPoin
maintenance of and answer and written t
cutting, digging and test Presentati
tillage tools. on
Demonstration View Video Clips 2.2-2 The Perform Task Evaluate  Working 4 hours
Proper use and Sheets 2.2-2 Performance Area
maintenance of cutting, using  Farm
digging and tillage tools. Performance Tools and
Criteria Equipme
Checklist nt
Interpret lay-out ,Laid 2.2-3 Interpret lay-out ,Laid Check 2.2-3 Answer to hour
out site for planting out site for planting Answer Key
2.2-3
Demonstration View Video Clips 2.2-3 Perform Task Evaluate  Working 4 hours
Interpret lay-out ,Laid out Sheets 2.2-3 Performance Area
site for planting using  Farm
Criteria Equipme
Checklist nt
LO 3: Dig Holes
 Diggings of holes are performed based on crop requirement.
 Top soil is separated to be used in covering the hole after planting.
 Basal fertilizer application is performed based on recommended amount.
2.3-1 Dig Holes Check 2.3-1 Answer to hour
Dig holes Answer Key
2.3-1
Lecture/ Listen and participate the Question and Suggested
PowerPoint 3
Discussion discussion answer question
presentatio hours
and answer
nCompute
r
Laptop
speaker
Use of measuring Modular Read Information Sheet Answer Self Compare CBLM 1
device for planting 2.3-2 Use of measuring Check 2.3-2 Answer to hour
device for planting. Answer Key
2.3-2
using  Farm
Practice task
Performance Tools and hours
sheet 2.3-2
Criteria Equipme
Checklist nt
Handling of fertilizers. Lecture/ Listen and participate the Question Suggested PowerPoint 2
Discussion discussion and answer question presentatio hours
and answer nCompute
r
Laptop
speaker
Proper Fertilizer Demonstration Observe and participate the Return Evaluate  Working
application. demonstration demonstration Performance Area 3
using  Farm
Practice task
sheet 2.3-4 Performance Tools and hour
Criteria Equipme
Checklist nt
LO 4: Perform Direct Seeding
 Seeds are planted according to recommended rate, distance and depth.
 Replanting are timely done according to recommended practices for a particular crop.
 Safety procedures are followed according to Occupational Safety and Health Standards (OSHS) and Good
Agricultural Practices (GAP).
Modular self- Read Information Sheet Answer Self Check the CBLM 5
Laid out site for paced 2.4-1 Laid out site for Check 2.4-1 answers w/ hours
planting instruction planting. provided
Answer Key
2.4-1
Modular Read Information Sheet Answer Self Check the CBLM 1 hour
Systems of planting self-paced 2.4-2 Systems of Planting. Check 2.4-2 answers w/ Laptop
instruction provided PowerPoin
Answer Key t
2.4-2 Presentati
on
using  Farm
Practice task hour
sheet 2.4-2
Criteria Equipme
Checklist nt
Modular Read Information Sheet Answer Self Check the Laptop 1 hour
Techniques of self-paced 2.4-3 Techniques of Planted Check 2.4-3 answers w/ PowerPoin
Planted and instruction and transplanted seedlings. provided t
transplanted Answer Key Presentati
seedlings. 2.4-3 on
demonstration. demonstration Performance Area 3
using  Farm
Practice task
sheet 2.4-3
Criteria Equipme
Checklist nt
LO 5: Transplant seedlings
 Handling of seedlings from nursery is performed based on prescribed practices
 Transplanting of seedlings is done based on crop practices
 Re-bagging is done for a particular crop requirement
 Replanting is timely done based on planting protocol
 Safety procedures are followed according to Occupational Safety and Health Standards (OSHS) and Good Agricultural
Practices (GAP)
Sown seeds Modular Read Information Sheet Answer Self Compare CBLM 2
2.5-1 Sown seeds. Check 2.5-1 Answer to hours
Answer Key
2.5-1
Good Agriculture Modular Read Information Sheet Answer Self Compare CBLM 3
Practice Standards by 2.5-2 Sown seeds. Check 2.5-2 Answer to hour
BAFPS. Answer Key
2.5-2
Occupational Health Lecture/ Listen and participate the Oral Oral Laptop 2 hour
and Safety Standards. Discussion discussion questioning questioning PowerPoin
and answer and written t
Self Check 2.5- test Presentati
3 on
Waste management Discussion discussion questioning questioning
PowerPoin
standards. and answer and written
t
test Presentati
on
Demonstration View Video Clips 2.5-5 The Perform Task Evaluate  Laptop 3 hours
proper use of Tools and Sheets 2.5-5 Performance  Speaker
Equipment using  Projector
Performance  Working
Criteria Area
Checklist  Farm
Tools and
Equipme
nt
C. ASSESSMENT PLAN
 Written Test
 Oral Questioning
 Demonstration/ Observation
D. TRAINER’S SELF-REFLECTION OF THE SESSION

If the required performance criteria of all activity and written tests are satisfactory meet, trainees are now
ready to move to the next unit of competency.
PARTS OF A COMPETENCY-BASED LEARNING MATERIAL
References/Further Reading
Performance Criteria Checklist

Operation/Task/Job Sheet
Self Check Answer Key
Self Check
Information Sheet
Learning Experiences
Learning Outcome Summary
Module
Module Content
Content
Module
List of Competencies
Content
Module Content
Module Content
Front Page
In our efforts to standardize CBLM,
the above parts are recommended for
use in Competency Based Training
(CBT) in Technical Education and
Skills Development Authority (TESDA)
Technology Institutions. The next
sections will show you the
components and features of each part.

COMPETENCY-BASED LEARNING MATERIALS
Sector: AGRICULTURE AND FISHERY SECTOR
Qualification Title: Agricultural Crops Production NCII
Unit of Competency: Plant Crops
Module Title: Planting Crops
JEANN INTEGRATED FARM SCHOOL

Brgy. Mac, Sogod, So. leyte

Region VIII
HOW TO USE THIS COMPETENCY BASED

LEARNING MATERIALS
Welcome!
The unit of competency, "PLANT CROPS", is one of the

competencies o f AGRICULTURAL CROPS PRODUCTION NC
II, a course which comprises the knowledge, skills and
attitudes required for a TVET trainer to possess.
The module, PERFORM DIRECT SEEDING, contains

training materials and activities related to identifying
learner’s requirements, preparing session plan, preparing
basic instructional materials and organizing learning and
teaching activities for you to complete.
In this module, you are required to go through a series

of learning activities in order to complete each learning
outcome. In each learning outcome are Information
Sheets, Self-Checks, Task Sheets and Job Sheets. Follow
and perform the activities on your own. If you have
questions, do not hesitate to ask for assistance from your
facilitator.
Remember to:
 Read information sheets and complete the self-
checks. Suggested references are included to
supplement the materials provided in this module.
 P e r f o r m the Task Sheets and Job Sheets until
you are confident that your outputs conform to
the Performance C r it e r i a Checklist that follows
the sheets.
 S u b m i t outputs of the Task Sheets and Job
Sheets to your facilitator for evaluation and
recording in the Accomplishment Chart.
Outputs shall serve as your portfolio during the
Institutional Competency Evaluation. When you
feel confident that you have had sufficient
practice, ask your trainer to evaluate you. The
results of your assessment will be recorded in
your Progress Chart and Accomplishment
Chart.
You must pass the Institutional Competency
Evaluation for this competency before moving to another
competency. A Certificate of Achievement will be awarded
to you after passing the evaluation.
You need to complete this module before you can
perform the module on AGRICULTURAL CROPS
PRODUCTION NC II.
Region VIII
AGRICULTURAL CROPS PRODUCTION NCII

COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competency Module Title Code

BASIC COMPETENCIES
Participate in workplace Participating in workplace 500311105

1.
communication. communication.
Work in a team Working in a team 500311106

2.
environment. environment.
Practice career Practicing career 500311107

3.
professionalism. professionalism.
Practice occupational
Practicing occupational health 500311108
4. health and safety
and safety procedures.
procedures.
COMMON COMPETENCIES
Apply safety measures in Applying safety measures in AFF 321201

1.
farm operations. farm operations.
Use farm tools and Using farm tools and AFF 321202
2.
equipment. equipment.
Perform estimation and Performing estimation and AFF 321203

3.
basic calculation. basic calculation.
4. Process farm waste. Processing farm waste. AFF 321206
5. Perform record keeping. Performing record keeping. SOC 413206
CORE COMPETENCIES
Perform nursery Performing nursery AFF 610301

1.
operations. operations.
2. Plant crops. Planting crops. AFF 610302
3. Care and maintain crops. Caring and maintaining crops. AFF 610303
Carry-out harvest and Carrying-out harvest and AFF610304

4.
postharvest operations. postharvest operations.
Region VIII
MODULE CONTENT
UNIT OF COMPETENCY: Plant Crops
MODULE TITLE: Planting Crops
MODULE DESCRIPTOR:
This unit covers the knowledge, skills and attitudes required to

conduct activities related to land preparation and planting of agricultural
crops. This unit also includes proper handling of seeds/seedlings/saplings
for planting and transplanting, proper use of tools and equipment, conduct
land preparation and field lay-out.
NOMINAL DURATION: 65 hours
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
1. Prepare land for planting
3. Dig holes
5. Transplant seedlings
ASSESSMENT CRITERIA:
1. Tools, materials and equipment are prepared for land clearing
2. The land is cleared according to prescribed methods of land
preparation
3. Debris are removed and disposed according to waste management
standards.
4. Soil samples are collected for analysis based on standard procedure
5. Land preparation is conducted according to crop requirement.
6. Basal fertilizer is applied based on crop requirement
7. Safety procedures for fertilizer application is followed according to
OSHS
8. Tools and materials are prepared for field lay-out.
9. Interpret field lay-out plan according to the recommended planting
system.
10. Field is laid-out according to recommended planting system
11. Digging of holes are performed based on crop requirement.
12. Top soil is separated to be used in covering the hole after planting.
13. Basal fertilizer application is performed based on recommended
amount.
14. Seeds are planted according to recommended rate, distance and
depth
15. Replanting are timely done according to recommended practices
for a particular crop
16. Safety procedures are followed according to Occupational Safety
and Health Standards (OSHS) and Good Agricultural Practices
(GAP)
17. Handling of seedlings from nursery is performed based on prescribed
practices.
18. Transplanting of seedlings is done based on crop practices
19. Re-bagging is done for a particular crop requirement
20. Replanting is timely done based on planting protocol.
21. Safety procedures are followed according to Occupational Safety and
Health Standards (OSHS) and Good Agricultural Practices (GAP)
LEARNING OUTCOME NO. 4 Perform Direct Seeding
Contents:
1. Laid out site for planting.

2. Systems of planting
3. Techniques of Planted and transplanted seedlings
Assessment Criteria
1. Seeds are planted according to recommended rate, distance and

depth
2. Replanting are timely done according to recommended practices for a
particular crop
3. Safety procedures are followed according to Occupational Safety and
Health Standards (OSHS) and Good Agricultural Practices (GAP)
Conditions
The participants will have access to:
1. WORKPLACE LOCATION: FARM

2. EQUIPMENT:
 Laptop
 LCD Projector
 Audio Speaker
 Hand tractors and attachments
3. TOOLS, ACCESSORIES AND SUPPLIES:
 Bolo
 Scythe
 Spade or shovel
 Garden hoe
 Rake Grass cutter
 Compost
 Seedlings
 Personal Protective Equipment
4. TRAINING MATERIALS:
 White board marker
 Ballpen
 Magazines
Assessment Method:
1. Direct Observation
2. Demonstration
3. Oral interview and/or written test
4. Third party report
Region VIII
Learning Experiences
Learning Outcome 4: Perform Direct Seeding
Learning Activities Special Instructions

Read Information Sheet 2.4-1 Laid out site for Read information sheets and
planting. complete self-check.
Suggested reference are
Answer Self-Check 2.4-1
including to supplement the
Check the answers w/ provided Answer Key 2.4- materials provided in this
1 module.
View Video Clips 2.4-1 Laid out site for planting. Compare your answer to
Perform Task Sheets 2.4-1 answers key, in case your
result is below 80% you are
Evaluate Performance using Performance Criteria required to reread the
Checklist. information.
Read Information Sheet 2.4-2 Systems of Perform the Task Sheets, Job
Planting. Sheets until you are
Answer Self-Check 2.4-2 confident that your output
conforms to the Performance
Check the answers w/ provided Answer Key 2.4- Criteria Checklist that
2. follows the Sheets.
Observe and participate the demonstration. Submit your Task Sheet and
Return demonstration. Job Sheets to your facilitator
for evaluation and recording
Practice task sheet 2.4-2 in the Accomplishment
Evaluate Performance Using Performance Criteria Chart.
Checklist. Output shall serve as your
Read Information Sheet 2.4-3 Techniques of portfolio during the
Planted and transplanted seedlings. Institutional Competency
Evaluation. When you feel
Answer Self-Check 2.4-3 confident that you have had
Check the answers w/ provided Answer Key 2.4- sufficient practice, as your
3. assessment will be recorded
in your Progress Chart and
Observe and participate the demonstration. Accomplishment Chart.
Return demonstration.
Practice task sheet 2.4-3
Evaluate Performance Using Performance Criteria After this Learning Outcome
Checklist. (LO), you may now proceed
to the next Learning
Outcome.
Region VIII
Information Sheet 2.4-1

Laid out site for planting
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Identify and apply the layout procedures for different planting system.
2 Analyze features to consider before conducting a field layout.
LAYOUTING
Layout of an orchard is very important. Layout means fixing the
position of trees, roads, buildings, etc. in an orchard being planned.
Features to Consider Before Conducting a Field Layout
Planting involves careful planning. This involves deciding the whole

structure of the planting area. Before you can easily decide the whole
concept of what your planting area would look like, take the following
considerations first:
1. Efficient Space Utilization
As you see the full area of the land, you can eventually estimate
the number of crops to be planted and the buildings to be establish. A
good farm layout must be able to use the whole space of the land
productively without wasting any part of it.
2. Flexibility
This refers to the equipment, techniques, and processes

involved in the production. The whole features of the production must
be able to go along with the changes that might occur.
3. Accessibility
Arrangement of the buildings, equipment and facilities must be

readily and easily accessible since this operation involves bigger
production and maintenance. The distance between buildings and
roads and the spacing of machines and materials must be taken into
consideration for easy operations.
4. The Economy in Handling

The use of the equipment and other facilities should be handled
economically. The layout should contain features that could help in
lessening the use of such heavy equipment and facilities.
5. Minimum Movement
The design of the layout should help in minimizing a lot of

movements between men and machines when doing the regular
operations on the farm. As possible, make a layout pattern that avoids
costly day-to-day operations.
6. Ensuring Coordination
The farm consists of different operations and that includes the

farm operator, equipment, department (if any), etc. In making the
layout, take into consideration the connectivity of each operation.
They must be well-coordinated for smooth conduct of the day-to-day
activities.
7. Visibility
The arrangement of the materials, equipment, goods, and

storage are well organized that can be easily found and accessed. This
would help in consuming a lot of time and can easily track lost items
and rotten goods.
8. Reduced Discomfort
The workers should feel less discomfort while working. The

working area should be well lighted, have good ventilation, away from
bad odors, etc.
9. Adherence to Statutory Regulations
Planning farm layout should follow the proper protocols and

procedures mandated in the law such as considering the health,
safety and welfare of the workers. This would help in lessening
accidents and unproductivity in the workplace.
10. Preservation of Materials
This would refer to overall safeness. The flammable materials

should be placed in secured storage. There should be in the right place
for each equipment and materials to avoid theft, damage, fire and other
accidents.
Procedure for layout

In the layout procedures for different planting system, a few common steps
can be identified:
1. Measure the land.
2. Decide the types of trees to be planted, planting distance and the system
of plating.
3. Prepare a plan on the paper marking all details.
Preparing a plan on paper is tedious and time consuming but the actual
layout becomes easier.
Region VIII
SELF-CHECK 2.4-1
Direction: Identify if the following statements are TRUE or FALSE.
1. A good farm layout should be able to use the whole area productively.
2. The features of the orchard should help increase the use of different
facilities and heavy equipment every day in order to utilize the
materials very well.
3. The whole features of the farm and the production of the goods should
be able to go along with the changes that might occur.
4. One thing to consider before establishing an orchard is accessibility of

all needed materials and the placement of each infrastructure for this
will determine the smooth flow of everyday activities.
5. In establishing an orchard, it should follow the policies mandated by

the law such as the health of the involved individuals, safety of the
surroundings, and most importantly the welfare of the workers.
Region VIII
Answer Key:
1. TRUE
2. FALSE
3. TRUE
4. TRUE
5. TRUE
Region VIII

Systems of Planting
Topic 1: Seeding Methods
In planting crops, it is essential to know what are the methods to use,

the types of planting systems to establish, and what are the exact numbers
of crops that should be planted. Planting needs to be planned to avoid
wastage and failures in producing crops. Be familiar with the different
methods of planting and how to compute the number of plants per hectare.
1. Hill method
Plants are planted in a mounded soil that looks like a miniature

hill. It warms up the soil quickly which improves germination and
growth. This is usually used in vine fruits or vegetable seeds.
There are plenty of crops that can be planted using Hill

Method. Like; Melon, squash, Cucumber, Sweetcorn, Okra, Peanut
etc.
Solving for Hill Planting Method
Calculate the Number of Plants per hectare Using Hill Method, use
this formula:
Plants per Hectare= 10,000 sq. m/ha x Number of plants per hill
(rows in m) x (hills in m)
Example:
Corn plants are spaced at 75 cm between rows and 50 cm
between hills and maintained at 2 plants per hill. How many plants
can be planted per hectare using the Hill method?
Given:
Between Rows= 75 cm
Between Hills= 50 cm
Plants per Hill= 2
Step 1: Convert 75 cm and 50 cm to meter
=75 cm x 1 meter =50 cm x 1 meter

100 100
=75 =50
100 100
=0.75 meter =0.5 meter
Step 2: Substitute the formula with the given value

Plants per Hectare= 10,000 sq. m/ha x Number of plants per hill
(rows in m) x (hills in m)
Plants per Hectare= 10,000 sq. m/ha x 2

(0.75 m) x (0.5 m)
Step 3: Solve the equation

(0.75 m) x (0.5 m)
Plants/ha= 10,000 sq. m/ha x 2
0.375 m
Plants/ha= 20,000 sq. m/ha
0.375 m
Plants/ha= 53,333
2. Drill Method
Seeds are planted in an equidistant row in a furrow while

moving forward in a continuous manner. This can be done manually
or with the use of drilling equipment or machine. In this method,
fertilizers can be easily incorporated when planting.
There are plenty of crops that can be planted using drill

method, like; Peanut, Rice and mung bean.
Solving for Drill Planting Method
Calculate the Number of Plants per hectare Using Drill Method, use
this formula:
Plants per Hectare= 10,000 sq. m/ha x Number of plants per

(1 m) x (rows in m) Linear Meter
Example:
Mung beans are drilled at 30 seeds per linear meter in a row
with 50 cm between spaces. How many seeds can be sowed per
hectare using the Drill method?
Given:
Seeds per Linear= 30 seeds
Rows (space)= 50 cm
Step 1: Convert 50 cm to meter
=50 cm x 1 meter
100
=50
100
=0.5 meter
Step 2: Substitute the formula with the given value

Plants per Hectare= 10,000 sq. m/ha x Number of plants per
(1 m) x (rows in m) Linear Meter

(1 m) x (0.5 m)
Step 3: Solve the equation

(1 m) x (0.5 m)
Plants/ha= 10,000 sq. m/ha x 30
0.5 m
Plants/ha= 300,000 sq. m/ha
0.5 m
Plants/ha= 600,000
3. Broadcast method
Also known as Sabog Tanim. Seeds are thrown scattered by

hand in the planting area.
There are plenty of crops that can be planted using Broadcast
Planting Method, Like; Rice seeds and corn.
Topic 2: Orchard Planting Systems
While deciding the whole structure of the farm, it is also important to

make a Planting System. A Planting system is a layout or a plan for the
arrangement of your plants. It must be suitable for its kind and the area
that you have.
An Orchard is an area of land established for planting and

maintaining fruit trees and other crops for production. The spacing of trees
or plants from each other plays a vital role in their growth. You must take
into consideration the climate, soil, varieties, growth habit, rootstocks,
nature of irrigation, and pruning of the crops.
Orchard Planting Systems
1. Square Planting System
This is the simplest and easiest system of plantation. The land is

divided into squares and the four corner of each square are planted with a
tree in a straight equidistant row.
Advantages
 Irrigation channels and paths can be made straight
 Operations like plowing, harrowing, cultivation, spraying, and

harvesting becomes easy.
 Better supervision of the orchard is possible as one gets a view of the

orchard from one end to the other.
Disadvantages
 Comparatively less number of trees is accommodated in given area.
 The whole land is not well utilize. Distance between plant to plant and
row to row remains the same and, hence, certain amount of space in
the middle of four trees is wasted.
Compute for the Number of Trees for Square Planting System
To get the number of plants to be planted in a square planting system, we

will use this formula:
Number of plants= Area

Planting distance²
Np = A
S²
Where:
Np= stands for the number of plants;
A= for the Area;
S²= the square of planting system
Example Problem:
Suppose an Abaca is planted 2m apart in a 100 m2 area that is 10 m
long and 10 m wide, how many suckers should be planted in a square
system.?
First, substitute the formula with the given values.

Np = A
S²
The equation will be, Number of plants is equal to 100 m squared over 2
meters times 2 meters:
Number of plants= 100m²
2m x 2m
Let’s calculate the given equation:

Multiply 2 meters by 2 meters. The answer is 4 square meters.

4m
Divide 100 square meters by 4 square meters. The answer is 25.
Number of plants = 25
Now, you may plant 25 abacas in a 100 square meter area using a Square
Planting System
Laying Out Square Planting System
In laying out Square Planting system, you will need the following: Stakes,
Mallet, Hat, Boots, Gloves and Surveyor’s tape.
For Laying out square planting system, follow the steps below:
1. Identify and measure first the whole size of the area to establish a
boundary.
2. Start making a base line parallel to the road, fence or adjacent

orchard, at a distance equal to half the spacing given between the
trees.
3. From one of the established stakes, form a square on its side using
the other stakes. The stakes are used as a measuring device for the
distance of the tree from the established boundary.
4. Place a stake on the diagonal opposite side of the established stake.

Make it as a basis for the alignment of the other stakes.
5. Then, place the other stakes horizontally or vertically following the

first stake. Follow the 2-meter distance between each stake until you
reach the boundary.
6. Do the same on the next line until you fill the whole plot. Follow the
right distance between each stake and make sure all stakes are
aligned.
2. Hexagonal Planting System

Also called as “Triangular Planting System”.
The layout is patterned like an equilateral triangle wherein trees are
planted alternately to save up more space for more trees.
Advantages
 Compared to square system 15% more trees can be planted.
 It is an ideal system for the fertile and well irrigated land.
 Plant to plant distance can be maintained the same.
 More income can be obtained.
Disadvantages
 Difficult to conduct intercultural operations.
 Skill is required to layout the orchard.
 A complex layout.
Compute for the Number of Trees in Hexagonal Planting System
To get the number of plants to be planted in a square planting system, we

will use this formula:
Np = A
S² x 0.866
Where:
A= for the Area;
S²= the square of planting system
Example Problem:
Suppose an Abaca is planted 2m apart in a 100 m² area that is 10m
long and 10m wide, how many suckers should be planted in a hexagonal
planting system?

Np = A
S² x 0.866
The equation will be, Number of plants is equal to 100 m squared over 2
squared times zero point eight hundred sixty six:
2² x 0.866
Multiply 2 squared or 4 by 0.866. The answer will be 3.646.

3.646
Divide 100 square meters by 3.646. The answer is 27.
Now, you may plant 27 abacas in a 100 square meter area using a
Hexagonal Planting System.
Laying Out Hexagonal Planting System
If you have identified the number of plants to be planted in hexagonal

planting system, you may start making a layout.
Observe the proper way of laying out hexagonal planting system.
In making the layout, you will need the following: Stakes, Mallet, Hat, Boots,
Gloves and Surveyors tape.
In laying out hexagonal planting system, follow the procedure below:
boundary.
2. Make a base line parallel to the road, fence or adjacent orchard, at a

distance equal to half the spacing given between the trees.
3. From one of the established stakes, form a square on its side by using
distance of the tree from the boundary.

Make it as a basis for the alignment of the rest of the stakes.

reach the other end of the boundary.
6. Make a triangle using the two stakes in the first line and a stake in
the second line. The stake in the second line should be placed
between the two stakes in the first line.
7. Continue making a triangle until you fill the whole plot. Make sure to
check the alignment of each stake.
8. Check the placing of the stake using the surveyor’s tape to make sure
you are following the hexagonal planting system.
3. Quincunx Planting System
Also called as “Diamond Pattern”.

Basically, quincunx or diagonal system is the same as the square
system except for the addition of a tree in the center of each square.
In this system, the number of trees planted in the same area is almost
double. But the distance between the trees is much reduced. For this
reason, trees with shorter life space are chosen for the center. By the time
the main trees grow into full size, the central trees will have finished their
life cycle. The central trees are known as filler crop and the others as main
crop. If the filler crop hinders seriously the growth of main trees, it should
be removed Papaya, Guava, Lime, plum and peaches are a few examples of
filler crops in orchards with trees like mango jack and tamarind.
Advantages
 Additional income can be earned from the filler crop till the main crop
comes into bearing.
 Compared to square to square and rectangular systems, almost
double the number of trees can be planted initially.
 Maximum utilization of the land is possible.
Disadvantages
 Skill is required to layout the orchard.

 Inter/filler crop can interfere with the growth of the main crop.
 Intercultural operations become difficult.
 Spacing of the main crop is reduced if the filler crop is allowed to
continue after the growth of the main crop. (The main Crop has a
small area).
Compute for the Number of Trees in Quincunx Planting System
To get the number of plants to be planted in a Quincunx planting system,

we will use this formula:
Np = A + ( L – 1 ) ( W – 1 )
S² S S
Where:
A= for the Area;
S²= the square of planting distance
L= is for length; and
W= is for the width
Example Problem:
Suppose an Abaca is planted 2m apart in a 100m² area that is 10m
long and 10m wide, how many suckers should be planted in a Quincunx
planting system?

Np = A + ( L – 1 ) ( W – 1 )
S² S S
The equation will be;

Np = 100m² + ( 10 – 1 ) ( 10 – 1 )
2² 2 2

Np = 100m² + ( 5 – 1 ) ( 5 – 1 )
2²
Np = 100m² + ( 4 ) ( 4 )
2²
Np = 100m² + 16
4
Np = 25 + 16
Now, you may plant 41 abacas in a 100 square meter area using a
Quincunx Planting System.
Laying Out Quincunx Planting System
In making the layout, you will need the following: Stakes, Mallet, Hat, Boots,
Gloves and Surveyors tape.
In laying out quincunx planting system, follow the procedure below:
boundary.
2. Make a base line parallel to the road, fence or adjacent orchard, at a

distance equal to half the spacing given between the trees.
3. From one of the established stakes, form a square on its side by using
distance of the tree from the boundary.

Make it as a basis for the alignment of the rest of the stakes.

reach the other end of the boundary.
6. Do the same on the next line until you fill the whole plot. Follow the
right distance between each stake and make sure all are aligned.
7. Then, make an imaginary intersection in the center of the four stakes

using the surveyor’s tape then place a stake in the intersected point
8. Continue placing stakes in the center of each square until you finish
filling all the square with a stake in the middle.
4. Contour Planting System
This planting method is usually used if the area is on rolling slopes or

hillsides. It helps lessen soil erosion. The hill is made into a stair- like
planting area wherein crops are planted in an imaginary straight line at the
same height.
Advantages
 Well adopted in hilly regions.
 Control soil erosion.
 Conserves water.
 Good in preserving plant nutrients.
Disadvantages
 Laying-out is complex and time consuming.
 Requires special instruments.
 Distances between plants may not be equal.
 Row are broken into bits and pieces.
Making an A-Frame for Contour Planting System
Video
Laying Out Contour Planting System
For laying out contour planting system, follow the steps below:
To make contour lines, prepare the following; Stakes, Hat, Gardening Gloves
and A-Frame.
1. Clear the land. Remove grasses and unwanted objects.
2. Start at the top of the slope. Place the other foot of the A-frame on the
side of the established stake.
3. Level the right foot of the A-frame with its left foot. Pivot the A-frame
to make adjustments until the string stays in the middle. When you
find the level area, place another stake beside the left foot.
4. Then, transfer the A-frame to the next area or turn the A-frame 180
degrees going to the side using the leg as its pivot point. Make sure
that the string is in the middle. Once the level position is found, mark
the position of the other leg using another stake.
5. Continue doing the previous step going to the side until you reach the
end of the plot.
6. Perform the same in the next line until you have reached the lower
part of the plot.
Computing the Slope for Contour Planting System
Solving the slope for Contour Planting System.
In a contour planting system, you should look for the percent of slopes to be
made in a hilly area. The value is based on the measurement done using the
A-Frame.
Number of slopes equals distance to the ground divided by the distance

between the legs.
To solve the slope for the contour planting system, we will use this formula:
% Slope = distance to the ground

distance between legs
In a contour planting system, you should look for the percent of slopes to be
made in a hilly area. The value is based on the measurement done using the
A-Frame.
Example Problem:
Suppose you have measured the distance between the legs of the A-Frame
and its distance to the ground. Then, you have recorded this value: The
distance between the legs is 1 meter while the distance to the ground is
10mm. What is the percent slope for this contour planting system?
Let’s solve it:

First, convert 1 meter to mm in the conversion unit. 1 meter is equal to
1,000mm. We will use the 1000 mm as the distance between the legs.
1m=1000mm
% Slope = 10mm
1000mm
Substitute the formula with the given values.

Divide 10mm to 1000mm and the answer is 0.01.
%Slope= 0.01 or 1%
You will use this 1% when making the height for your contour.
Topic 3: Vegetables and Field Crops Planting System
Field crops and vegetable crops follow different planting systems.

These types of crops are suited for different ways of planting systems. There
are three common planting systems for field and vegetable crops.
Types of Planting System for Field Crops and Vegetable Crops
a) Ridge Planting System
b) Raised Bed Planting System
c) Permaculture
A. Ridge Planting System
The most common planting system. The soil is formed with ridges and
furrows. The ridges are elevated part while furrows are the trenches
between the ridges. This helps garden or field with poor soil drainage.
This can be made manually through the use of digging tools like pick
mattock, shovel, and more. For a wider field and an easier and faster
building of ridges, a tractor with an attached implement is sometimes
used.
Making a Ridge Planting System
In making a ridge planting system, you will need the following; Nylon String
or any tie, Hoe, Stakes, Mallet, Surveyor’s tape and a Gardening Gloves.
Follow the steps below:
1. Prepare the plot. Loosen the compacted soil.
2. Place a stake first in the side area of the plot to establish a guide for
the first ridge.
3. Measure the length of the first ridge by extending the measuring tape
from the first stake up to the end.
4. Place another stake in the other end when you get the desired length.
Make sure that the first and 2nd stake are aligned.
5. Tie the string tightly in both stakes to form a straight line.
6. Dig a shallow trench or bring the soil in an inward direction to form

the ridge.
7. Make sure to align the ridge to the straight string. The height and
spacing of the ridges will depend on the crop to be planted.
8. Continue making ridges and furrows until you fill the whole plot.
9. Remove the stake and the string after you form the ridges.
10. Plant your crops on the ridges and water your crops through the
furrows.
B. Raised Bed Planting System
A portion of the soil plot is elevated in a wide width by adding more

soil and other growing media thus making it raised bed. Then, plants are
planted in beds built above the actual soil. This system focused on proper
drainage and irrigation. This is commonly used when the soil is poor in
nutrients. Some raised beds are supported with frames made of wood,
rocks, steel, and other materials. This holds the soil in its place.
Building a Raised Bed
To build the raised bed, you need the following; Shovel, Pick mattock,
Vermicompost, Tie, Gloves, Scissors, Pail, Stakes and Hand trowel.
In making a raised bed, follow the steps below:
1. Identify first the area where you will put your raised bed. Clear the
area. The standard size for a raised bed is 1 meter in width and 10
meters in length.
2. Establish the width of the furrow then mark it with a stake.
3. Then, measure the width for the raised bed and place the stakes to
established markings.
4. Measure the length for the raised bed then place stakes on the other
end. Make sure that the stakes are aligned.
5. Tie strings on the stakes from end to end. This will serve as a guide to
maintain the alignment of the width for the raised bed.
6. Dig or scrape a shallow furrow in the side of the measured raised bed
using a shovel or pick mattock and place the soil on the top of the
raised bed. This is done in order to move the soil in the middle and to
elevate the bed. The furrow also serves as drainage in facilitating
excess water during heavy rainfall.
7. Fill the raised bed with soil following the ideal height for the crops to
be planted. The ideal height for the raised bed in summer is 6 inches
while for the rainy season it is 8 inches.
8. Then add up vermicompost or any nutrient-rich compost mix within

the top of the raised bed.
9. Mix the vermicompost and the soil.

10. Lastly, remove the stakes.
If you want to have frames for your raised bed, you can use any
available and cheap materials like bamboos, hollow blocks, galvanized iron
sheets, big rocks or other cheap woods. The frame helps hold the soil in its
place.
C. Permaculture
“Permanent” and “Agriculture”. A planting system that follows the

green gardening practices which are low-carbon and self-sustaining. It
resembles the natural ecosystem where each component benefits from
the other. The concept is to work with nature. This includes using the
compost of mulch to increase soil fertility. Also, it is no-dig planting
system that helps conserve the soil’s natural structure and avoid
damaging other plants. This can be used in a variety of garden settings.
Region VIII
SELF-CHECK 2.4-2
Direction: Answer the following.
1. 25 seeds of mung beans are drilled per linear meter and spaced at 0.5 m
rows. Compute the number of seeds that can be planted in a hectare
using the drill method.
a. 500,000 b. 50,000 c. 5,000
2. Peanuts are spaced at 50 cm between rows and 20 cm between hills

while maintaining 2 plants per hill. Compute the number of peanuts
that can be planted per hectare using the hill method.
a. 200,000 b. 20,000 c. 2,000
3. Multiple banana plant is said to be planted in a 100 sq. m land at a 2m

spacing. How many banana plant can be planted in that area using the
square planting system?
a. 100 b. 50 c. 25
4. John plan to plant his mango trees in a 100sq m land using hexagonal
planting system. How many mango trees can John plant if it is placed at
a 2m distance from each other?
a. 29 b. 30 c. 50
5. A farmer decided to use his 100sq m land which is 50 m wide and 50 m

length to plant his Mangosten at a 2 m distance apart. How many
Mangosten can be planted using the quincunx planting system?
a. 601 b. 500 c. 626
6. Upon measuring the distance of the A-Frame and its distance to the
ground, you have seen that the distance between the legs is 1.5 meters
while the distance to the ground is 20mm. Find the percent slope for
this contour planting system.
a. 2% b. 1% d.3%
Region VIII
Answer Key
1. A
2. A
3. C
4. A
5. A
Region VIII

Techniques of Planted and Transplanted Seedlings
Lesson 1: Sowing
Sowing is the process of putting the seeds into the soil to grow into a
new plant to produce fruits or vegetables for consumption and livelihood.
There are different methods of sowing a seed depending on its variety. A
seed can be directly sown while some would undergo treatment to easily
grow into a young plant. Aside from the seed, the planting area should also
undergo treatment to eliminate pests present in the soil.
In this lesson, you will be taught on the basic way of sowing seeds,
mechanically or manually. Also, let us recall the different treatment methods
done before sowing a seed.
Topic 1: Treating Seeds and Soil Before Sow
Treating the seeds can help them easily sprout. This is mostly done to
dormant seeds. If seeds have undergone treatment, they would eventually be
planted into the soil. The soil to be planted should also undergo treatment.
This is to ensure that the seeds or plants are protected from any harmful
pest or bacteria present in the soil. Let’s look at again the different
treatment methods that can be done to the soil and seeds.
Seed Treatment
There are many ways of treating seeds. This could be soaking them in
a mixture of plain water or scratching them slightly. These processes help
the seeds grow easily. However, there is a known and proper way of treating
them. It will also depend on the type of seed. It is best to read more
information about the seeds before conducting any treatment method.
The following are the two common ways of treating the seed:
1. Seed Scarification
 Nicking
 Freezing
 Acid Treatment
2. Seed Stratification
 Refrigeration
 Mix with Growing Media
 Outdoor Cold Stratification
3. Adding Seed Protectant
Another way of treating seeds is by applying seed protectants.

Seeds are soaked in the water together with the chemical. Then, for
several minutes, seeds are sown directly. This chemical protects the
seeds from infection and infestation that might be present in the
planting area.
The seeds maybe treated with fungicides or insecticides or a

combination of both chemicals. There are plenty of seed protectant
that that can be bought in the market.
Soil Treatment
Like the soil in the nursery, the field also needs to be treated. There
are different ways of treating the soil. Each treatment may differ with
its process and purpose.
1. Soil Solarisation
One way of treating the soil is through soil solarisation. This is

performed in a field directly exposed to the sun. The planter should
wait for the right weather to perform it. This is a helpful way of
eliminating the pest present in the soil.
2. Pesticide and Insecticide Application
Although there are multiple methods of treating the soil, the

most common is applying pesticides or insecticides. This treatment
eliminates pests easily but this could be harmful when misused.
There are some disadvantages when using this treatment like too
much application can affect the nutrients present in the soil. The
chemicals may be absorbed by the roots and even go through into
the fruits and may contaminate the water. You have observed the
proper guidelines in applying it by checking the directions in the
labels or manuals or consult and let the experts work with this.
Topic 2: Procedures for Sowing
After the seeds and soil have undergone treatment, it will be ready for
the next step which is Sowing. There are steps to follow in sowing seeds.
Sowing seeds can be done manually or mechanically. Following the right
steps can help you ensure that they would grow healthy and can produce
fruits.
Mechanized Sowing
Mechanized sowing uses machinery or implements to sow seeds.

Using these machines has somehow help farmworkers to work faster and
easier.
Multiple seed planters have been invented to increase time in planting

seeds in a wide field. Some machines are upgraded to do multiple tasks. Its
usefulness varies depending on the manufacturer and their purpose like the
5 in 1 corn planter. It can sow corn seed, add fertilizer, and can even do
furrowing at the same time. Some of this implements or machines can be
attached to a tractor. It is less laborious for It only needs two people in order
to be operated.
Manual Sowing
Sowing Corn Seeds Using a Fermalight
Prepare the following; A fermalight, gardening gloves, corn seeds, a hat,

water and boots.
To sow seeds manually, follow the procedure below:
1. Prepare the plot.
2. To plant the corn manually, drop 2 to 3 seeds directly into the soil and
cover it using your foot. This will make sowing corn seeds in the field
easier and faster.
3. Continue doing the same step following a straight pattern until you
sow all the seeds in the plot. Observe proper planting distance while
sowing the seed.
4. Or, you may also use a fermalight to sow the corn seed.
5. First, insert the tip of the fermalight into the soil.
6. Pull the trigger to open its mouth.
7. Then, drop 2 to 3 corn seeds into the opening of the fermalight.
8. Position the fermalight again into the next spot then drop 2 to 3 seeds
and pull the trigger. Follow a straight planting pattern and observe
proper planting distance.
9. Continue doing the same procedure until you sow the seeds in the
whole plot.
Lesson 2. Transplanting Seedlings
Transplanting is the process of transferring the seedlings from its

temporary container into a permanent growing soil. This is done in order for
the seedling to have more space to grow, nutrients to absorb and prevent
diseases that may affect their growth. There are processes to be followed in
transplanting a seedling to ensure right growth and nutrients.
In the previous module, you have been initially introduced to the

different ways of sowing seeds in the nursery. Now, you will be equipped
with the basic way of handling seedlings before transferring them to the field
and how to transplant them based on the types of crop.
Topic 1: Handling Seedlings from Nursery
Transplanting
Transplanting is done when the seeds become seedlings. One

indication that the seedlings are ready for transplanting is when its true
leaves emerge. This may not be applicable in all types of seedlings. Some
seedlings may need to grow a little bigger before transplanting. There are
different indicators as to when to transplant seedlings. Also, there are
multiple ways to ensure proper transplanting. Below are requirements for
successful transplanting activity.
In seedling trays and/ or seed boxes, the size of the hole or of the box
can accommodate the size of the seedlings when fully germinated.
Seedling trays or seed boxes should be located in a semi-shaded area

which will be able to receive 18-21 degrees Celsius of temperature. In
seedbed, temporary shade should be provided.
Mist watering should be observed to avoid washing out of the

seedlings and the soil as well. Very small seeds should never be water from
the top because they may be washed too deeply into the soil.
Transplanting should be done early in the morning or late in the

afternoon to lessen possible stress when transferred in the field.
Age and size of seedlings at the time of transplanting is important.
a. The smaller the seedlings, the easier it is to transplant and quicker

for the seedling to recover from any form of stress related to
transplanting.
b. Early transplanting of seedlings may expose them to damping off

attack in field.
c. Transplanting beyond the ideal period makes it more difficult for
the seedling to recover from the stress caused by transplanting.
Topic 2: Transplanting Seedlings
There are two ways of transplanting seedlings, Manual and

Mechanical. Either way, both can be done depending on what is ideal for
the crops you are planting. Mostly, manual transplanting is usually used in
vegetables and for crops in a wide field, using a machine is much preferred.
Let us see how transplanting seedling is done.
A. Manual Transplanting
Transplanting seedlings manually, Prepare the following; Hand trowel,

Seedling, Stick, Water in a sprinkler, Gardening Gloves, and
Vermicompost.
To perform manual transplanting, follow the steps below:
1. Prepare the area for transplanting.

2. Apply compost mix in the spot where the seedings will be
transplanted.
3. Then, mix the compost with the soil.
4. Push slightly the bottom part of the seedling tray and gently remove
the seedling. Hold the stem and support the base of the seedling to
avoid damaging any part.
5. Then, make a hole using a stick or a hand trowel.
6. Place the seedling into the hole and cover the roots with soil.
7. Water the newly transplanted seedling gently using a sprinkler to
avoid washing it out.
B. Mechanized Transplanting
Mechanized transplanting has been practiced by the farmers

nowadays to ease the burden in planting seedlings manually,
especially when implanting rice.
Let’s see how mechanized transplanting work. To start, please prepare

the following; Gardening Gloves, Hat, Boots and Rice seedling.
In transplanting rice seedlings mechanically, follow the steps below:
1. Prepare and secure the field. Also, Check first the trans planter for
any damage or loose parts.
2. Wear a complete PPE. Avoid wearing loose clothes or placing your

towel around your head, neck and waist.
3. Place the seedling mat first into the seedling rack. Make sure that the
seedling mat is not too wet that it will become loose which may cause
the seedling to float or, too dry that may cause slipping problems
which may result in vacancy in the seedling line. You may adjust the
distance of the seedling.
4. Pull the thread to start the engine turning the leveler up to elevate the
trans planter.
5. Then move the trans planter into the starting spot.
6. Position the trans planter to the right area then start moving in a
straight line. When turning, lift the trans planter and position it to the
next line.
7. Continue pushing the machine until you fill the whole land. Stop
when you need to reload the seedling mat into the seedling rack then
resume driving the machine.
Things to Consider When Transplanting Different Crops:
Each crop can be transplanted differently. One method may not work
for the other. Everyone contains different characteristics so each one should
be addressed differently.
The following are points you should consider when transplanting different
crops:
Fruit Tress
 Water the fruit tree first before transplanting.

 Remove one-third of the leaves to make up for the loss roots.
 For plants who have already root balls, secure the root ball during
transplanting.
 Prepare the hole before transplanting.
Vegetables
 Harden off seedlings.

 The ideal weather when transplanting is drizzly or overcast.
 Plant in the morning when there is not much sunlight.
 Water and apply liquid fertilizer before transplanting to avoid
transplant shock.
 Some vegetables need their stem and the first set of leaves to be
buried in the soil like tomatoes, pepper, eggplant, etc.
 Other plants like beets, lettuce, and artichoke, their roots should be
covered well with soil up to the first leaves.
 Mostly, one indication that a vegetable seedling is ready to be
transplanted is when it has at least 3-4 true leaves. This may also
vary depending on the crop.
Cereals or Grains
Examples: rice, barley, corn, millet, sorghum, etc.
Rice
 Seedlings from the nursery are transplanted 15-30 days after the
seeding.
 Manual transplanting requires up to 30 people per day in 1 hectare.
 2-3 seedlings are transplanted per hill in a shallow depth with spacing
at least 20 cm x 20 cm or 22.5 cm x 22.5 cm.
 Transplanting manually may result in indefinite spacing between
seedlings.
 Ensure to plant in straight rows using marking materials like twine,
wire or wood.
 In mechanical transplanting, most transplanters would plant the
seedling 30 cm apart in rows.
Region VIII
SELF-CHECK 2.4-3
Direction: Identify the right answer.

1. The following are ways of treating the seeds, except
a. Acid Treatment
b. Seed Solarisation
c. Refrigeration
d. Outdoor Cold Stratification
2. The following are ways of treating the soils, except

a. Fungicide and insecticide application
b. Soil Solarisation
c. Soil Burning
d. Soil Heating
3. The following are example of equipment or machine for seed sowing,
except
a. Corn Planter
b. Fermalight
c. Seed Pouch
d. Corn Seder
4. After sowing the seeds, the soil should undergo water flooding.
a. False b. True
Direction: Identify if the statements are True or False.
1. Transplanting should be done early in the morning or in a mid-

afternoon to avoid plant shock.
2. Early transplanting of seedlings in the field may cause damping off
attacks.
3. Practice mist watering the transplanted plant to avoid washing it out.
4. In transplanting seedlings, the size of the hole should be 2 times the
size of the original container.
5. Place the plant under the heat of the sun after transplanting.
Region VIII
Answer Key
1. B
2. C
3. C
4. A
1. False
2. True
3. True
4. True
5. False
TASK SHEET _____
Title:
Performance Objective: Given (condition), ,you should be able to

(performance) following (standard).
Supplies/Materials :
Equipment :
Steps/Procedure:
1.
2.
3.
4.
Assessment Method:
Performance Criteria Checklist ______
CRITERIA
YES NO
Did you….
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
JOB SHEET _____
Title:
Performance Objective: Given (condition), ,you should be able to

(performance) following (standard).
Supplies/Materials :
Equipment :
Steps/Procedure:
5.
6.
7.
8.
Assessment Method:
Performance Criteria Checklist ______
CRITERIA
YES NO
Did you….
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Evidence Plan
Competency
standard:
Unit of
competency:
Ways in which evidence will be collected:
[tick the column]
Third party Report

Demonstration &
Observation &
Portfolio
Written
The evidence must show that the trainee…













NOTE: *Critical aspects of competency
TABLE OF SPECIFICATION
# of
Objectives/Content
Knowledge Comprehension Application items/
area/Topics
% of test
TOTAL
Performance Test
Specific Instruction for the Candidate
Qualification
Unit of Competency
General Instruction:
Specific Instruction:
QUESTIONING TOOL
Satisfactory
Questions to probe the candidate’s underpinning knowledge
response
Extension/Reflection Questions Yes No
1.  
2.  
3.  
4.  
Safety Questions
5.  
6.  
7.  
8.  
Contingency Questions
9.  
10.  
11.  
12.  
Job Role/Environment Questions  
13.  
14.  
15.  
16.  
Rules and Regulations  
17.  
18.  
19.  
20.  
The candidate’s underpinning  Satisfactory  Not
knowledge was: Satisfactory
Templates for Inventory of Training Resources
Resources for presenting instruction
 Print Resources As per TR As per Remarks
Inventory
 Non Print Resources As per TR As per Remarks

Inventory
Resources for Skills practice of Competency #1

______________________________
 Supplies and Materials As per TR As per Remarks
Inventory
 Tools As per TR As per Remarks

Inventory
 Equipment As per TR As per Remarks

Inventory
Note: In the remarks section, remarks may include for repair, for
replenishment, for reproduction, for maintenance etc.

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PLAN TRAINING SESSION

Sector: AGRICULTURE AND FISHERY SECTOR

Qualification Title: Agricultural Crops Production NCII

Unit of Competency: Plant Crops

Module Title: Planting Crops

JEANN INTEGRATED FARM SCHOOL

JEANN D. TABASA PLANT CROPS PERFORM DIRECT SEEDING

Data Gathering Instrument for Trainee’s Characteristics

Please answer the following instrument according to the

Language, literacy Average grade in: Average grade in:

Cultural and Ethnicity/culture:

Education & Highest Educational Attainment:

Previous Agricultural Crops Production NCII Certificates

Previous learning List down trainings related to Agricultural Crops

Special courses Other courses related to Agricultural Crops

Learning styles a. Visual - The visual learner takes mental pictures

fingers on the desks. They are often referred to

Take a few minutes to complete the following questionnaire to assess

1 I enjoy art galleries I love to listen to the I feel complicated to

2 I am good at spelling I prefer an oral written I tend to answer using ‘

3 My confidence is I’m told I have a good I enjoy being touched

4 I enjoy photography I find myself humming I like to make things

5 I enjoy watching People tell me I’m easy I tend to touch people

7 I find myself I am a good listener I feel positive or negative

9 I am good at finding I can resolve problems I exercise because of the

10 My house must be I like a house with I like a house that feels

Total Visual: Auditory: Kinesthetic:

AGRICULTURAL CROPS PRODUCTION NCII

FORM 1.1 SELF-ASSESSMENT CHECK

Evidences/Proof of Current Competencies

Form 1.2: Evidence of Current Competencies acquired

3. Care and maintain crops Certificat Submitted

Identifying Training Gaps

From the accomplished Self-Assessment Check (Form 1.1)

Form 1.3 Summary of Current Competencies Versus

Using Form No.1.4, convert the Training Gaps into a

Training Needs Module Title/Module

Sector : AGRICULTURE AND FISHERY SECTOR

D. TRAINER’S SELF-REFLECTION OF THE SESSION

Performance Criteria Checklist

Self Check Answer Key

Learning Outcome Summary

JEANN D. TABASA PLANT CROPS PERFORM DIRECT SEEDING

Sector: AGRICULTURE AND FISHERY SECTOR

Qualification Title: Agricultural Crops Production NCII

Unit of Competency: Plant Crops

Module Title: Planting Crops

JEANN INTEGRATED FARM SCHOOL

JEANN D. TABASA PLANT CROPS PERFORM DIRECT SEEDING

HOW TO USE THIS COMPETENCY BASED

The unit of competency, "PLANT CROPS", is one of the

The module, PERFORM DIRECT SEEDING, contains

In this module, you are required to go through a series

AGRICULTURAL CROPS PRODUCTION NCII

No. Unit of Competency Module Title Code

Participate in workplace Participating in workplace 500311105

Work in a team Working in a team 500311106

Practice career Practicing career 500311107