AFA - Horticulture 7-8 Exploratory

DETAILED LESSON PLAN IN AFA – HORTICULTURE EXPLORATORY
EPP/TLE/TVL DETAILED LESSON PLAN
IN
HORTICULTURE
EXPLORATORY
Grades 7-8
1
Sesssion No. 1
School Grade Level 7
Teacher Quarter
Learning Area TLE Duration 60 mins.
I. LEARNING OBJECTIVES
A. Content Standards
The learner demonstrates an understanding on farm tools
(handheld tools)
B. Performance Standards
The learner appropriately identify farm tools according to
requirements/use.
C. Learning Competencies/Code Use Farm Tools and Equipment
D. Objectives
• Knowledge
Identify the different farm tools(handheld tools) used in
horticulture;
• Skills
Draw each tool and indicate its function/s;
• Attitude/Values
Describe the importance of familiarizing farm tools based on
actual use.
II. CONTENT
FARM TOOLS IN HORTICULTURAL OPERATION
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Curriculum Guide for AFA- Horticulture, page 2
2. Learner’s Materials pages K to 12 module in Horticulture, pp. 4-13.
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Internet
C. Supplies, Equipment, Tools, etc. Pictures, actual tools
IV. PROCEDURES
A. Introductory Activity
( 5 minutes) What do you usually used in gardening?
Have you tried using these tools?
2
B. Activity
(10 minutes) The class is divided into five (5) groups, giving one set of tools
per group to identify
C. Analysis
(5 minutes) Ask students:
1. How do you find the activity?
2. Why is there a need to know all these tools?
D. Abstraction Power point presentation on farm tools and their functions.

(20 minutes) Hand tools are usually light and are used without the help of animals
or machines. They are used in performing farm activities that involve
small areas like school garden and home garden.
Examples:
1. Bolo is used for cutting grasses and
weeds, loosening and pulverizing the soil,
digging small holes for planting, post
construction, and breaking the topsoil in
preparing garden plots if no other tools are
available.
2. Crowbar is used for digging big holes

and for digging out big stones and stumps.
3. Pick-mattock is used for digging canals,

breaking hard topsoil, and digging up
stones and tree stumps.
4. Grub-hoe is used for breaking hard

topsoil and pulverizing soil.
5. Spade is used for removing trash or

soil, digging canals or ditches, and mixing
soil media…
E. Application
(15 minutes) Individual Activity
Draw and give the function of at least two (2) farm tools.
Scoring Rubrics:
Points Descriptive Rating Level of Performance
3
6 Very well done Outstanding performance
4-5 Well done Above average performance
2-3 Good enough Average performance
1 Fairly done Below average performance
F. Assessment IDENTIFICATION: Identify the following:

(3 minutes) ___1.
___2.
____3.
_____4.
._____5.
A. Assignment
1. What are farm implements?
2. Give examples of them
4
B. Concluding Activity
“ Knowledge earned is knowledge gained. “
1. REMARKS
2. REFLECTIONS
A. No.oflearnerswho
earned80%onthe formative
assessment
B. No.oflearnerswho
requireadditionalactivities
forremediation.
C. Didtheremediallessons
work? No.oflearnerswho
havecaughtupwiththe lesson.
D. No.oflearnerswho
continuetorequire remediation
E. Whichofmyteaching
strategiesworkedwell?Why
didthesework?
F. Whichofmyteaching
didthesework?
G. WhatdifficultiesdidI
encounterwhichmy
principalorsupervisorcan
helpmesolve?
H. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
5
Session No. 2
School Grade Level 7/8
Teacher Quarter
Learning Area TLE Teaching Dates & Duration 60 mins.
A. Content Standards The learner demonstrates an understanding on farm tools.
B. Performance Standards Farm tool checked for faults and defective tools are reported in
accordance with farm procedures.
C. Learning Competencies/Code Select and use farm tools

D. Objectives
• Knowledge Discuss the hazards associated with exposure to dangerous
parts of farm machineries.
• Skills Enumerate the appropriate PPE used to protect when working

with machines.
• Attitude/Values Appreciate the value of self-preservation.
II. CONTENT USE FARM TOOLS AND EQUIPMENT

A. References
Curriculum Guide for AFA – Horticulture, page 2
1. Teacher’s Guide pages
K to 12 module in Horticulture, pp. 14-16.
2. Learner’s Materials pages
3. Textbook pages
C. Supplies, Equipment, Tools, etc. Pictures
IV. PROCEDURES
A. Introductory Activity Have you heard of people operating machines and got hurt?
( 8 minutes) What might have caused them to get hurt?
What must one do to keep safe?
B. Activity Group work: Show pictures of different types of machines and let
( 8m inutes) groups explain to the class the following:
1. Identify similar parts and characteristics of farm machines.
2. Identify the points of exposure in each type?
3.
C. Analysis What can you say about the dangers farmers are exposed to?
( 5 minutes)
D. Abstraction Video presentation on main hazards associated with exposure to points
( 25 minutes) like; shear/ cutting points, pinch points, wrap points crush points, pull-
in points and springs
6
E. Application Let the students enumerate the appropriate PPE to protect workers
(8 minutes) against the dangers they are exposed to.
F. Assessment Essay
( 2 minutes) 1. What is the best thing to do to protect you against the dangers
that you will be exposed to when using farm machineries?
C. Assignments Study the guidelines for tools safety

( 2 minutes)
D. Concluding Activity Knowing safety is not enough. Practice it!
( 2 minutes)
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial
lessons work? No. of
learners who have caught up
with the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
7
Session No. 3
Teacher Quarter
A. Content Standards The learner demonstrates an understanding of concepts,
underlying theories and principles in the use of farm tools and
equipment.
B. Performance Standards The learner uses farm tools and equipment in horticultural
production.
D. Objectives
• Knowledge Identify hazards associated with farm machines
• Skills Enumerate farm tools/equipment safety procedures
• Attitude/Values Appreciate the value of self-preservation
II. CONTENT SAFETY PRACTICE DURING OPERATION OF FARM

EQUIPMENT

A. References
Curriculum Guide for AFA – Horticulture , page 2
K to 12 module in Horticulture, pp.14-16
3. Textbook pages
B. Other Learning Resources
C. Supplies, Equipment, Tools, etc. PPE, Pictures
IV. PROCEDURES
A. Introductory Activity Have you heard of people operating machines and got hurt?
( 5 minutes) What might have caused them to get hurt?
What must one do to keep safe?
B. Activity Group work:

( 10 minutes) Show pictures of different types of machines and let each group explain to
class the following:
1. Identify similar parts and characteristics of farm machines.
2. Identify the points of exposures in each type.
C. Analysis 1. What is the importance of knowing the parts of a machine?

( 3 minutes) 2. Why do we have to be aware of the different points of exposures in
machines?
3. How might one be safe in operating machines?
8
D. Abstraction Similar parts and characteristics of farm machineries.
( 15 minutes) Farm Tools/Equipment Safety Procedures
1. Dress appropriately. An untied shoelace, flowing long hair and stray
threads from an old shirt have, in the past, led to horrendous injuries
when operating farm equipment. Dressing appropriately can mean
reducing risk of such injuries.
2. Ensure you’re well rested. Feeling fatigued when operating
machinery can be dangerous. Make sure you’re taking breaks from
work when you need rest.
3. Avoid alcohol. Even one drink can affect your ability to operate
machinery. Keep alcohol out of the picture until you’re done for the
day.
4. Maintain awareness. Stay focused. Be aware of what you are doing
and where you are going.
5. Adjust equipment accordingly. This means keeping all guards,
shields and access doors in place when operating equipment, and
making necessary alterations to equipment to fit operational
conditions.
6. Keep children and animals away from working areas. Farms offer a
world of adventure for curious kids. To avoid any disastrous
accidents, keep your child’s play area separate from your work area.
7. Read up about planter equipment safety. Although operators should
bear in mind similar safety precautions when using planter
equipment, it’s good to read up about the specifics.
E. Application Illustrate verbally the hazards related to farm machine operation.

( 15 minutes)
F. Assessment Answer the following:
( 10 minutes) 1. What are the different points of exposures of farm tools? Describe
each.
2. Give the similarities of parts of farm machines.
3. How can one safely use farm tools and equipment?
E. Assignments Study the guidelines for tools safety.

(1 minutes)
F. Concluding Activity Knowing safety is not enough. Practice it!
(1 minutes)
V. REMARKS
VI. REFLECTIONS
9
assessment
remediation.
C. Did the remedial
with the lesson.
continue to require
remediation
did these work?
F.
G.
10
Session No. 4
Teacher Quarter
Learning Area TLE Teaching Dates & Duration 60 mins
A. Content Standards The learner demonstrates understanding on farm tools
B. Performance Standards The learner safely use appropriate tools and equipment according
to job requirements.

D. Objectives
• Knowledge Discuss the causes of most farm accidents.
• Skills Enumerate the guidelines for tools safety.
• Attitude/Values Develop awareness on safe handling rules on tools.
II. CONTENT General farm tool safety
LEARNING RESOURCES
A. References A. References
B. Teacher’s Guide pages B. Teacher’s Guide pages
C. Learner’s Materials pages C. Learner’s Materials pages
1. Textbook pages 2. Textbook pages

4. Additional Materials from Learning Resource (LR) portal
D. Other Learning Resources E. Other Learning Resources
F. Supplies, Equipment, Tools, etc. G. Supplies, Equipment, Tools, etc.
III. PROCEDURES
A. Introductory Activity What do you think are the common accidents that happen in the farm?
(7 minutes)
Why do they happen?
B. Activity Let the students explain this safety formula:

( 7 minutes)
Safety = Good Working Tools + Able and Aware Worker
C. Analysis Who do you think will be benefited by the safety formula?

( 5 minutes)
D. Abstraction Guidelines for tools safety
( 16 minutes)
Read and comply with the operator’s safety manual for each piece of farm
tool.
11
Prepare for safety by wearing appropriate clothing, having enough rest, not
drinking alcohol, and ensuring that all workers have been trained and are
capable of safely using the farm tool.
Keep all guards, shields, and access doors in place when the tool is in used.
Be aware of what you are doing and where you are going.
Adjust tool to fit working conditions.
Keep children and other people away from the working area.
Take breaks from work, as necessary
E. Application Group Activity

(15 minutes)
Role play common causes of farm accidents:
Group 1 - Tired Group 3 - Distracted
Group 2 - Stressed Group 4 – incompetent worker
F. Assessment Explain the following:

( 8 minutes)
Be aware of what you are doing and where you are going.
Take breaks from work, as necessary.
G. Assignments Study the procedure on using a shovel

( 1minutes)
H. Concluding Activity In whatever you do, make it a habit to always observe safety first.
(1 minutes)
IV. REMARKS
V. REFLECTIONS

assessment
remediation.
C. Did the remedial
with the lesson.
continue to require
remediation
12
did these work?
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
13
Session No. 5
Teacher Quarter
A. Content Standards The learner demonstrates understanding on farm tools.
B. Performance Standards The learner demonstrates using the shovel properly.
D. Objectives
• Knowledge Explain the procedure in the proper use of the shovel.
• Skills Execute the proper use of the shovel.
• Attitude/Values Show interest in performing the procedure.
II. CONTENT Demonstrating the use of farm tools

A. References
1. Teacher’s Guide pages Curriculum guide in Horticulture, page 2
2. Learner’s Materials pages K to 12 module in Horticulture, pp. 20-22.
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
C. Supplies, Equipment, Tools, etc. Shovel, PPE, Chart
IV. PROCEDURES
A. Introductory Activity How do you feel about spending too long on performing a task?
( 5 minutes)
14
B. Activity Let the students perform a task by providing the procedure and the materials
( 8 minutes) needed.
15
C. Analysis How do you find the task given to you?
( 5 minutes)
D. Abstraction Power Point Presentation on the proper use of the shovel.
( 15 minutes) Procedure:
E. Application The class is grouped into 5. Each member of the group should demonstrate
(20 minutes) how to properly use the shovel. They will be graded using scoring rubric
below.
Score
Criteria 20 15 10 5
Proper distance of your feet from each other
The weight should be on front foot
The load should be close to your body
Direction of your feet when throwing load
Practice good housekeeping
Interpretation of Scores:
16-20 - Excellent output
11-15 - Very good
6-10 - Fair output
5 and below - Poor output
F. Assessment Enumeration
(5 minutes) Give the PPE and Tools needed when using a shovel.
16
I. Assignments What is an equipment?
( 1 minute)
J. Concluding Activity Knowledge earned is knowledge gained.
(1 minute)
V. REMARKS
VI. REFLECTIONS
assessment
remediation.
C. Did the remedial
with the lesson.
continue to require
remediation
did these work?
solve?
17
Session No. 6
Teacher Quarter
equipment.
production.
C. Learning Competencies/Code Select and operate farm equipment
D. Objectives
• Knowledge Interpret the function of the different horticultural farm equipment
• Skills Distinguish the equipment according to its functions
• Attitude/Values Display the proper use of appropriate equipment for the job
requirement
II. CONTENT Common Farm Equipment

A. References
5. Teacher’s Guide pages Curriculum Guide in Horticulture, page 2
6. Learner’s Materials pages K to 12 module in Horticulture, page 24
7. Textbook pages
C. Supplies, Equipment, Tools, etc. Pictures of different Farm Equipment
IV. PROCEDURES
A. Introductory Activity Show some pictures of machines through Power Point presentation
( 5 minutes) C:\Users\User\Desktop\FARM MACHINES.pptx
Ask:
1. Do you know these machines?
2. Name particular machine used in the farm.
3. In land cultivation, how do we cultivate vast areas of land?
4. In harvesting, how do we make our work faster?
B. Activity PreTest
(10 minutes) 1. What is equipment? (4 points)
2. Give the specific use and function of the following equipment
A. Hand tractor (3points)
B. Four wheel tractor (3 points)
C. Water pump (3 points)
C. Analysis Why do machines are important to farming?

( 3 minutes)
D. Abstraction Discussion through Power Point presentation
(15 minutes) • FARM MACHINES
• Equipment which facilitate in transporting of farm input or output in
crop production
o COMMON FARM EQUIPMENT
18
• These are machineries used in crop production. They are used in
land preparation and in transporting farm inputs and products.
These equipment need a highly skilled operator to use.
• Hand tractor – is used to pull a plow and harrow in preparing a large
area of land.
• Four wheel tractor – is used to pull a disc plow and disc harrow in
preparing much bigger area of land.
• Water pumps – are used to draw irrigation water from a source.
• Rice seeder – a machine or an implement used for planting seeds.

A machine or implement used to remove the seeds from fruit. One
that seeds clouds.
• Miller – a machine use to remove the husk and the bran layers, and
produce an edible, white rice kernel that is sufficiently milled and
free of impurities.
• Grass cutter – a machine or device for cutting grass (as a lawn

mower or a scythe)
• Thresher – one which beats out grain from husk; threshing machine.
• Corn dehusker – is a kind of multifunctional machine. It can peel the

skin and remove the corn from the cob or husks corn.
• Rice harvester- makes the harvesting process easier by combining

six operations such as gathering, transporting, reaping, threshing,
cleaning and bagging into one machine. It is the modern and
efficient way of harvesting rice.
Pictures
19
E. Application Interpret the functions of the Equipment
(15 minutes)
F. Assessment Post Test
( 10 minutes) 1. What is equipment? (4points)
2. Give the specific uses and function of the following equipment:
a. Hand tractor (3points)
b. Four wheel tractor (3points)
c. Water pump (3points)
K. Assignments Prepare a scrapbook of the different farm equipment stating its

( 1 minutes) function.
L. Concluding Activity Machines are of great help to humanity.

(1 minutes)
V. REMARKS
VI. REFLECTIONS
assessment
remediation.
C. Did the remedial
with the lesson.
continue to require
remediation
did these work?
solve?
20
Session No. 7
Teacher Quarter
A. Content Standards The learner demonstrates understanding on parts and
functions of equipment.
B. Performance Standards The learner appropriately identify farm equipment and

facilities.
C. Learning Competencies/Code Select and Operate Farm Equipment
D. Objectives
• Knowledge Identify parts of the farm equipment and their functions.
• Skills Draw parts of the farm equipment and indicate its

function.
• Attitude/Values Describe the importance on familiarizing parts of an

equipment.
II. CONTENT Farm Equipment Parts and Functions
LEARNING RESOURCES
References
Teacher’s Guide pages Curriculum guide in Horticulture, page 2.
Learner’s Materials pages K to 12 module in Horticulture, pp. 26 – 28.
Textbook pages
Additional Materials from Learning

Other Learning Resources Internet
Supplies, Equipment, Tools, etc. Pictures, drawing tools and supplies
PROCEDURES
A. Introductory Activity What is the primary piece of equipment that is used on the farm?
(5 minutes)
What is its primary function?
21
B. Activity Show pictures of different types of tractors.
(5 minutes)
What are the different types of tractors?
C. Analysis What can you say about the parts of the different types of tractors?
(5 minutes) Are their parts the same?
D. Abstraction Power Point Presentation on Parts of a Tractor and its Functions.

( 20 minutes)
Understanding the Various Controls on the Tractor
Starting the Tractor
The Kubota and most small farm tractors are started by turning the
key to the right one click until the light for the glow plugs comes on
and then goes off again.
You may then depress the clutch and turn the key all the way to the
right until the engine turns over…
Throttle Control
Can be located sticking out of right side of the dash. It is an orange

handled lever equipped with a turtle and rabbit symbol…
Clutch Pedal
Found on the left side of your foot controls. It is a single pedal.
Forward and Reverse Pedal
This “rocker” pedal makes the tractor go forwards and backwards

and can be found on the right side of your foot controls. It sits on the
floor of the tractor.
Brake Pedals
These pedals sit above the “rocker” pedal and can be operated a one
pedal or split to brake the individual rear wheels.
22
E. Application Let the students draw a part of a tractor and indicate its function.
(15 minutes)
F. Assessment Why do we have to study the different parts of a farm equipment
( 8 minutes) and its functions?
M. Assignments Research on how to operate a tractor.

( 1 minute)
N. Concluding Activity Knowing parts and functions of a farm equipment is important
(1 minute) because this is the primary piece of equipment used on the farm.
III. REMARKS
IV. REFLECTIONS

assessment
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D.No. of learners who continue
to require remediation
did these work?
23
solve?
G.What innovation or localized
which I wish to share with
other teachers?
24
Session No. 8
Teacher Quarter
I. LEARNING OBJECTIVESa
A. Content Standards The learner demonstrates understanding of safety practices during
operations of farm equipment.
B. Performance Standards The learner carefully reads instructional manual of farm equipment
prior to operation.
C. Learning Competencies/Code Select and operate farm equipment
D. Objectives
• Knowledge Explain how to operate a farm tractor.
• Skills Give some tips operating a tractor.
• Attitude/Values Appreciate the value of knowing how to operate a tractor
II. CONTENT How to Operate a Farm Tractor

A. References
2. Learner’s Materials pages K to 12 module in Horticulture, page 29
3. Textbook pages
C. Supplies, Equipment, Tools, etc. Hand trowel, bolo
IV. PROCEDURES
A. Introductory Activity Who among you here have gardens at home?
( 5 minutes) What can make cleaning of your garden easier and faster?
B. Activity Group Activity
( 8 minutes) Bring the students outside the room and let two groups pull out weeds using
their hands while the other groups using hand trowel or bolo.
C. Analysis 1. How do you find your activity?
( 5minutes) 2. What’s the difference between using your hands and using an
appropriate tool to perform something?
D. Abstraction Video presentation on how to operate a tractor and its importance to
( 20 minutes) farm works.
Knowing how to drive farm tractor properly can help avoid accidents.
Using the tractor in the farm reduces the tedious work and eventually offers
more time enjoying other activities. In these sense , you should know the
safety precautions whe using the farm tractor.
Improper use of far tractor is one of the major causes of deaths related to
farm works. According to study, almost 800 people died every year because
of tractor accidents and others are injured. There are several ways of tractor
accident such as falls of both the operators as well as extra riders. That is
why if you are using the farm tractor during the cropping months make sure
that you have the proper knowledge in operating the equipment.
25
https://d2j31icv6dlhz6.cloudfront.net/L/CX74rpXRp1BJMvAoXaX0/kubota-
tractor-l4100-jpg.jpg
https://www.youtube.com/watch?v=TX5J5suE-Gs
E. Application What tips did you get from watching the video?
( 12 minutes)
F. Assessment Why is it important that you have the proper knowledge in operating an
( 8 minutes) equipment?
G. Assignments “Knowledge earned is knowledge gained.”
( 1 minute)
H. Concluding Activity
( 1 minute)
V. REMARKS
VI. REFLECTIONS
80% on the formative assessment
remediation.
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
materials did I use/discover which
I wish to share with other
teachers?
26
Session No. 9
Teacher Quarter
equipment.
production.
C. Learning Competencies/Code Perform Preventive Maintenance
D. Objectives
• Knowledge Discuss how farm equipment be checked and maintained.
• Skills Perform routine check-up and maintenance.
• Attitude/Values Follow procedures in the pre-operation check-up in line with the
manufacturer’s manual.
II. CONTENT Pre-operation check-up
A. References
2. Learner’s Materials pages K to 12 module in Horticulture, p. 30
3. Textbook pages
C. Supplies, Equipment, Tools, etc. Tools, oil, rag
IV. PROCEDURES..
A. Introductory Activity Pre Test
( 5 minutes) True or False. Write True if the statement is correct and False if it is not.
1. Checking hoses, fittings, and seals to ensure they’re in good
condition is done before operation.
2. Check the engine’s oil and coolant and other fluids.
3. Check the filters and replace them as always.
4. Make sure all the tires, wheels, wheel bearings are ready for use
and properly inflated.
5. Inspect and replace the battery monthly.
B. Activity Show to students, actual tools and have them check for maintenance
( 10 minutes) operation.
C. Analysis How and when do we perform maintenance operation?
( 3 minutes)
D. Abstraction For some general preventive maintenance, you’ll want to perform some
( 15 minutes) recommended services, similar to those you might perform on your
equipment.
Check hoses, fittings, and seals to ensure they’re in good condition.
Check the engine’s oil and coolant; and other fluids.
Check the filters and replace them as needed.
Make sure all lights, signals, and hazards are working properly, and also
check your hardware for loose or missing pieces.
27
In addition to these maintenance tips, you also consult your equipment’s
owner manual to see if there is anything else that you will need to do to make
sure your equipment is running efficiently.
E. Application Actual oiling and sharpening of tools available.

( 15 minutes)
F. Assessment Post Test
( 10 minutes) Fill-in the blanks. Write your answer on the space provided for:
1. Check hoses, fittings, and seals to ensure they’re in ________
condition is done before operation.
2. Check the engine’s oil and coolant, and other _______.
3. Check the filters and ________them always.
4. Make sure all the tires, wheels, wheel bearings are ready for use
and ________ inflated.
5. ________ and replace the battery monthly.
G. Assignments Research on how to clean Garden Tools.
( 1 minute)
H. Concluding Activity Prevention is better than cure.
( 1minute)
V. REMARKS
VI. REFLECTIONS
assessment
remediation.
C. Did the remedial
28
with the lesson.
continue to require
remediation
did these work?
solve?
which I wish to share with
other teachers?
29
Session No. 10
Teacher Quarter
equipment.
B. Performance Standards The learner uses farm tools and equipment in agricultural crop
production.
D. Objectives
• Knowledge Discuss knowledge to check farm tools for faults
• Skills Design a checklist for faulty farm tools
• Attitude/Values Give appropriate remedies for faulty farm tools
II. CONTENT Pre-Operative check-up of farm tools, implements and
equipment.
A. References
2. Learner’s Materials pages K to 12 module in Horticulture, pp. 35 -38
3. Textbook pages
C. Supplies, Equipment, Tools, etc. Oil, rag, sandpaper, pictures
IV. PROCEDURES
A. Introductory Activity Showing pictures of farm tools with defects/fault.
( 5 minutes) Guide Questions:
1. Have you tried using any of these farm tools?
2. Did you notice some defects of these farm tools ? What are your
remedies?
B. Activity Group Activity:
( 10minutes) Instruction: Based on the farm tools presented, design an appropriate
checklist of tools presented for remedies of faulty farm tools.
Example: a. rusty shovel, spade and hoe
b. defective blades of bolo and shovel
c. damage handle
C. Analysis 1. How did you feel doing the activity?
( 3 minutes) 2. Do you agree with me that horticultural operation is dependent
on the maintenance of tools?
D. Abstraction Video presentation on the
( 15minutes) following:https://www.bing.com/videos/search?q=cleaning+of+rusty+shovel%
2c+spade+and+hoe&&view=detail&mid=DC224DC29624B3F93B6BDC224D
C29624B3F93B6B&&FORM=VRDGAR
a. Clean of rusty shovel, spade and hoe
b. Honing/sharpening bolos and other cutting tools and farm tools
c. Repair of damage handle (bolo,trowel,etc.)
How To Clean Your Tools and Equipment
1. Knock some of the rust off the blade
30
2. Keep a large whetstone in your shop
- This will keep all the cutting edges of your garden tools honed
3. Apply a little bit of lubricating oil to the end of the tool and carefully
begin to work the stone over the blade
E. Application The teacher presented 3 rusty garden tools: spade, shovel and hoe. Each
( 15minutes) group perform removal of rust from the farm tools using medium –grit
sandpaper.
F. Assessment Instruction: On a ¼ sheet of paper, answer the following questions:
( 10minutes) 1. How do you check farm tools for faults?
2. What appropriate remedy are you going to apply for a rusty farm
tool?
G. Assignments Study labor requirements for land preparation.
( 1minutes)
H. Concluding Activity “A well maintained tool will keep you working.”
( 1minutes)
V. REMARKS
VI. REFLECTIONS
assessment
remediation.
C. Did the remedial
with the lesson.
continue to require
remediation
did these work?
solve?
31
32
Session No. 11
Teacher Quarter
equipment.
production.
D. Objectives
• Knowledge Identify farm procedures in cleaning tools and equipment after
use.
• Skills Perform cleaning of tools and equipment.
• Attitude/Values Follow procedures in cleaning tools and equipment.
II. CONTENT Cleaning of Tools and Equipment
A. References
2. Learner’s Materials pages K to 12 Module in Horticulture, pp. 36-37
3. Textbook pages
C. Supplies, Equipment, Tools, etc. Rag, sandpaper, pruning shears, other tools
IV. PROCEDURES
( 5 minutes) TRUE OR FALSE
Instruction: Write true if the statement is correct and false if it is not.
1. Use tools for their intended purpose accurately.
2. Clean the tools immediately after using them.
3. Keep tools in their proper places.
4. Always cover sharp pointed tools with cork.
5. Be sure they are in good working condition before using them.
B. Activity Actual cleaning of available tools and equipment by group

( 10 minutes)
C. Analysis How do we clean tools and equipment?
( 3 minutes)
D. Abstraction
(15 minutes) Proper Care of Tools and Equipment
1. Use tools for their intended purpose accurately.
2. Clean the tools immediately after using them.
3. Keep tools in the proper places.
4. Always cover sharp pointed tools with cork.
5. Be sure are in good working condition before using them.
6. Handle and use tools properly.
33
E. Application
(15 minutes)  What materials are used in cleaning tools and equipment?
 How do we clean tools and equipment?
F. Assessment
( 10 minutes) Fill in the blanks
Write the word that best describes the complete statement.
1. Use tools for their intended purpose __________.
2. Clean the tools immediately _________ using them.
3. Keep tools in their __________ places.
4. Always cover __________ pointed tools with cork.
5. Be sure they are in __________ working condition before using
them.
G. Assignments
( 1 minute) Search on how to make a routine check – up of tools and equipment.
( 1 minute) Cleaning of tools and equipment right after use will prolong its lifespan.
V. REMARKS
VI. REFLECTIONS
assessment
remediation.
34
C. Did the remedial
with the lesson.
continue to require
remediation
did these work?
solve?
35
Session No. 12
Teacher Quarter
Learning Area AFA - HORTICULTURE Teaching Dates & Duration 60 mins.
A. Content Standards The learner demonstrates understanding on problem solving
procedures.
B. Performance Standards The learner identifies job requirements.
C. Learning Competencies/Code Perform Estimation
D. Objectives
• Knowledge Discuss the ten important terms used in the lesson.
• Skills Demonstrate the three labor requirements in growing vegetables.
• Attitude/Values Practice Occupational Health and Safety (OHS) in performing the
tasks.
II. CONTENT Labor Requirement in Growing Vegetables
A. References
2. Learner’s Materials pages K to 12 Module in Horticulture, pp. 46-50.
3. Textbook pages
C. Supplies, Equipment, Tools, etc.
Charts, pictures
IV. PROCEDURES
( 5 minutes) Unlocking of Words
1. Area 6. Interest
2. Fertilizer 7. Labor
3. Germination 8. Net Income
4. Graph 9. Principal
5. Gross Income 10. Volume
B. Activity
( 5 minutes) Show pictures of a farmer plowing the field using an animal (carabao).
C. Analysis
( 5 minutes)  Describe the picture.
 What is the activity performed by the farmer in that picture? How?
D. Abstraction
( 25minutes) Socialize discussion of the topic.
1. Farm Inputs
a. Seeds c. Seedlings
b. Fertilizer d. Insecticides
2. Labor Requirement for Land Preparation
a. Plowing using a tractor
b. Plowing using animal
36
c. Preparation of furrow
d. Mulching
e. Clearing the land using hoe
f. Harrowing using hand tractor
g. Trellis preparation (for cucurbit crops)
h. Digging holes (for orchard)
3. Labor requirement in planting
a. Production of seedlings
b. Transplanting
4. Labor requirement for plant care
a. Fertilizer application
b. Pest control
c. Irrigation
d. Weeding
e. Harvesting
37
E. Application
( 10 minutes) Assign five students to demonstrate the following labor requirements:
1. Clearing the land using hoe
2. Transplanting
3. Fertilizer application
4. Harvesting
5. Weeding
F. Assessment
( 5 minutes) Guide Questions:
1. Why is there a need to apply fertilizer in your plants?
2. What is the purpose of installing trellis to your cucurbit crops?
G. Assignments
( 3 minutes) Make a collage of a farmer performing an activity in the field.
( 2 minutes) “Tender, Loving and Care”…..
V. REMARKS
VI. REFLECTIONS
assessment
remediation.
C. Did the remedial
38
with the lesson.
continue to require
remediation
did these work?
solve?
39
Session No. 13
Teacher Quarter
A. Content Standards The learner demonstrates understanding of basic concepts
underlying theories and principles in performing estimations and
basic calculations in horticulture.
B. Performance Standards The learner performs estimations and basic calculations related to
horticulture.
C. Learning Competencies/Code Perform basic workplace calculations
D. Objectives
• Knowledge Identify the different kinds of shape.
• Skills Create an object using the different shapes.
• Attitude/Values Display the object using the different shapes as their parts.
II. CONTENT Perform Calculation
A. References
2. Learner’s Materials pages K to 12 module in Horticulture, pp. 58-59
3. Textbook pages
C. Supplies, Equipment, Tools, etc. Construction paper, Pencil, Ruler, Compass
IV. PROCEDURES
A. Introductory Activity Pre-Test
( 5 minutes) Convert the following:
1. 1m = ___cm
2. 400cm = ___m
3. 5km = ___m
4. 1km = ___cm
5. 2000m = ___km
Find the area(hectare) of the following:
6. 600m x 600m
7. 100m x 1000m
8. 200m x 300m
9. 300m x 400m
10. 500m x 600m
B. Activity Group work:
( 10 minutes) Each group will be given by an envelope containing the different kinds of
shapes . (triangle, rectangle, square, circle, rhombus, parallelogram and
trapezium)
1. Let the students identify the shapes found inside the envelope.
2. Assign a reporter in every group to deliberate the activity.
C. Analysis 1. What is the importance of knowing the different shapes?

( 3 minutes) 2. Why do we need to know and identify those shapes?
D. Abstraction Different kinds of shapes
( 15 minutes) 1. Triangle - a shape that is made up of three lines and three angles.
40
2. Rectangle – a four-sided shape that is made up of two pairs of
parallel lines and that has four right angles; especially a shape
which one pair of lines is longer than the other pair.
3. Square – a four-sided shape that is made up of four straight sides
that are the same length and that has four right angles.
4. Circle - a perfectly round shape :a line that is curved so that its
ends meet and every point on the line is the same distance from the
center.
5. Rhombus - a shape with four sides that are equal in length and
with four angles that are not always right angles.
6. Parallelogram - a four-side shape made up of two pairs of straight
parallel lines that are equal in length.
7. Trapezium - a four-sided shape that has no parallel sides.
E. Application Group Activity: Each group will create an object using the given different
( 15 minutes) shapes.
F. Assessment Oral Recitation:
( 10 minutes) 1. A four-sided shape that is made up four straight sides that are the
same length and that has four right angles. - SQUARE
2. A perfectly round shape ; a line that is curved so that its ends meet
and every point on the line is the same distance from the center. -
CIRCLE
3. A four – sided shape that has no parallel sides.
-TRAPEZIUM
G. Assignments Study about calculation.
( 1 minute)
H. Concluding Activity “ Iba-iba ang hugis ng mukha , iisa lang ang gumawa.”
( 1 minute)
V. REMARKS
VI. REFLECTIONS
assessment
remediation.
C. Did the remedial
with the lesson.
41
continue to require
remediation
did these work?
solve?
42
Session No. 14
Teacher Quarter
underlying theories and principles in performing estimations and
basic calculations in horticulture.
B. Performance Standards The learner performs estimations and basic calculations related to
horticulture,
C. Learning Competencies/Code Perform basic workplace calculation
D. Objectives
• Knowledge Identify the most common surface areas.
• Skills Calculate the surface area of triangles.
• Attitude/Values Display interest in calculating surface areas.
II. CONTENT Perform Basic Calculation – Triangles
A. References
3. Textbook pages
C. Supplies, Equipment, Tools, etc. Pencil, ruler, paper, calculator
IV. PROCEDURES
( 5 minutes) Show pictures of different shapes which illustrate the most common surface
area.
Ask:
What can you say about these pictures?
B. Activity
( 10 minutes) Based on the pictures that you have seen earlier, name or identify them.
 Group the students into 5 groups. Each group will identify the
shapes shown.
 Choose a leader to present your output.
C. Analysis
( 3 minutes) Ask:
 After doing the activity, how did you feel?
 Did you find the activity easy or difficult? Why?
D. Abstraction
( 15 minutes) Most common surface areas
TRIANGLE RECTANGLE SQUARE CIRCLE
43
RHOMBUS PARALLELOGRAM TRAPEZIUM
TRIANGLES
The surface area or surface (A) of a triangle is calculated by the formula:
A=0.5 x base x height A=0.5xbxh
Example:
Triangles: base = 3 cm A= 0.5x3cmx2cm
height = 2 cm A= 0.5x6cmx3cm2
E. Application
( 15 minutes) Board work: Call any students to calculate the surface area of the following:
1. Triangle: b=4cm 4. Triangle: b=9cm
h=3cm h=8cm
2. Triangle: b=6cm 5. Triangle: b=8cm
h=4cm h=7cm
3. Triangle: b= 7cm
h= 4cm
F. Assessment Instruction: Calculate the surface area of the triangles, given the following:
( 10 minutes) A=0.5 x b x h
Triangle 1. base= 6 cm Triangle 4. base = 9 cm
height=5 cm height = 4 cm
Triangle 2. base = 8 cm Triangle 5. base = 5 cm
height= 6 cm height = 4 cm
Triangle 3. base = 7 cm
height = 6 cm
G. Assignments Please study/review the multiplication table.

( 1 minute)
H. Concluding Activity Mathematics is wonderful.
( 1 minute)
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned 80%
on the formative assessment
remediation.
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
44
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
materials did I use/discover which
I wish to share with other
teachers?
45
Session No. 15
Teacher Quarter
equipment.
production.
C. Learning Competencies/Code TLE_AFAC7/8MC-Od-4
D. Objectives
• Knowledge Explain interest in percentage computation in relation to
agriculture.
• Skills Make computation of percentage in relation to agriculture
• Attitude/Values Perform actual percentage calculation accurately
II. CONTENT PERCENTAGE AND RATIO
A. References
1. Teacher’s Guide pages Horticulture, pp. 57-58
3. Textbook pages
C. Supplies, Equipment, Tools, etc. Paper, Pencil, Calculator
IV. PROCEDURES
A. Introductory Activity 1. Have you tried buying goods on sale?
( 5 minutes) 2. Did you avail discounts? In what percentage?
B. Activity Question:
( 10 minutes) 1. 6% of 100 cows
2. 15% of 28 hectares
3. 80% of 90 irrigation projects
4. 150% of a monthly salary of 100
5. 0.5% 0f 195.5 liters
C. Analysis 1. How do you compute for percentage?
( 3 minutes) 2. Is it easy to compute for the percentage?
D. Abstraction A. Unlocking of difficulties:
(15 minutes) Percentage – literally means “per hundred”; in other words one
percent is the one hundredth part of the total.
In relation to agriculture, the words percentage will be met
regularly. For instance “60 percent of the total area is irrigated
during dry season”. In this section, the meaning of
“percentage” will be discussed.:
Some examples are:
5 percent = 5% = 5/100 = 0.05
20 percent = 20% = 20/100 = 0.20
100 percent = 100% = 100/100 = 1
E. Application Group Activity: Answer the following questions:
( 15 minutes) 1. What is 6% of 100 cows
46
2. What is 30% of 600 mangoes
3. 80% of 90 irrigation projects
4. 150% of a monthly salary of 100
5. 0.5% of 194.5 liters
F. Assessment ORAL TEST
(10 minutes) Question: How many oranges is 5% of a total of 300 oranges?
G. Assignments Research about graphs
( 1 minutes)
H. Concluding Activity “Life is like a number because percentage is always there.”
( 1 minutes)
V. REMARKS
VI. REFLECTIONS
assessment
remediation.
C. Did the remedial
with the lesson.
continue to require
remediation
did these work?
solve?
47
Session No. 16
Teacher Quarter
Learning Area TLE Teaching Dates & Duration 60 min.
A. Content Standards The learner demonstrates understanding on basic record keeping.
B. Performance Standards The learner determines the correct method of calculation.
C. Learning Competencies/Code Perform basic workplace calculations.
D. Objectives
• Knowledge Discuss each part of the graph.
• Skills Make a graph.
• Attitude/Values Appreciate the value of knowing how to plot data.
II. CONTENT INTRODUCTION TO GRAPHS
A. References
2. Learner’s Materials pages K to 12 module in Horticulture, pp. 78-84
3. Textbook pages
C. Supplies, Equipment, Tools, etc. Graphing paper, bond paper, pencil , ruler
IV. PROCEDURES
A. Introductory Activity Take a quick poll on what their favorite season is. Tally and record the result
( 5 minutes) on the board.
B. Activity What do you mean by data?
( 5 minutes) Have we gathered data today?
C. Analysis What is the importance of gathering data?
( 5 minutes)
D. Abstraction Socialize discussion on each part of the graph.
( 15 minutes)
48
E. Application Let the students make a graph and plot the results below:
( 17 minutes) Time (hr) Temperature (ºC)
0 16
2 13
4 6
6 8
8 13
10 19
12 24
14 28
16 2
18 27
20 22
22 19
24 16
F. Assessment QUESTIONS:
( 8 minutes) 1. What was the temperature at 7 hours?15 hours? 23hours?
G. Assignments Study about farm plans and layouts.
( 1 minutes)
H. Concluding Activity The goal is to turn data into information, and information into insight.
( 4 minutes) – Carly Fiorina
V. REMARKS
VI. REFLECTIONS
assessment
remediation.
C. Did the remedial
with the lesson.
49
continue to require
remediation
did these work?
solve?
50
Session No. 17

Teacher Quarter
underlying of basic concepts, underlying theories and principles in
interpreting plans and drawings of farms and irrigation systems.
B. Performance Standards The learner interprets plans and drawings of farms and irrigation
systems in horticulture.
C. Learning Competencies/Code Design farm plans and layouts according to crop grown TLE
AFHC7/8ID-0G-6
D. Objectives
• Knowledge Discuss farm plans and layout
• Skills Design a farm plan and layout
• Attitude/Values Explain a layout of your designed farm
II. CONTENT
A. References
2. Learner’s Materials pages Horticulture Learning module pp. 67-71
3. Textbook pages
4. Additional Materials from Learning Learning Module, Curriculum Guide
C. Supplies, Equipment, Tools, etc. Pencil, Bond papers, Ruler
IV. PROCEDURES
A. Introductory Activity 1. Have you visited a farm?
( 5 minutes) 2. Do you think the farm owner designed his farm properly?
B. Activity Suppose you are tasked to design your own farm, how will you do it?
( 10 minutes) Design your own plan
C. Analysis What is the basis in making your farm plan? Why?
( 3 minutes)
D. Abstraction Definition of Terms
( 15 minutes) 1. FILLER – a temporary plant usually small and early bearing one
which planted in between permanent plants.
2. PLANTING BOARD – a device used in lay-outing the area for
the crops.
3. LAY-OUTING – locating the position of plant in the orchard.
4. STAKING – the placing of the pole to mark the position of the
plant to be set.
5. ORCHARD – an establishment where fruit bearing crops are
grown.
6. IRRIGATION – the application of water to the soil by any other
means than rain fall
INTERPRET FARM PLANS AND LAYOUTS
The farming for the future program can help you to plan the
best farm layout. It is an initiative of NSW Government
51
agencies focusing on whole farm planning. A whole farm plan
considers the farm’s physical, financial and human/personal
resources for both now and the future.
SITE ASSESSMENT – is necessary so that a map can be drawn
according to the property’s topography, boundaries, soil, water
resources and so on.
GOVERNMENT PLANS – acquaint yourself with the regional
Environmental Plans, local Environmental Plans and
Development control plans and their short and long-term
effects on your proposed or existing farm enterprise.
SITE SELECTION – it is very important. Slopes to the north east
are preferred for maximum sunlight, warmth and protection
from wind.
E. Application Group Activity:
( 15 minutes) 1. Each group will design a farm plan and layout and stake site
according to planting system.
2. Indicate the distance of planting between hills and the distance
of planting between furrows.
F. Assessment Assessment is based on the application given, with the corresponding
( 10 minutes) rubrics:
Rubrics
Excellent (20) O(15) VS(10) S(5)
Creativity
Cleanliness and
neatness of the
farm plan
Presentation
G. Assignments Research about irrigation system plan.
( 1 minute)
H. Concluding Activity “ Magplano para sigurado.”
( _1__ minute)
V. REMARKS
VI. REFLECTIONS
assessment
remediation.
C. Did the remedial
with the lesson.
continue to require
remediation
did these work?
52
solve?
53
Session No. 17

Teacher Quarter
underlying of basic concepts, underlying theories and principles in
interpreting plans and drawings of farms and irrigation systems.
B. Performance Standards The learner interprets plans and drawings of farms and irrigation
systems in horticulture.
C. Learning Competencies/Code Design farm plans and layouts according to crop grown TLE
AFHC7/8ID-0G-6
D. Objectives
• Knowledge Discuss farm plans and layout
• Skills Design a farm plan and layout
• Attitude/Values Explain a layout of your designed farm
II. CONTENT
A. References
2. Learner’s Materials pages Horticulture Learning module pp. 67-71
3. Textbook pages
4. Additional Materials from Learning Module, Curriculum Guide
C. Supplies, Equipment, Tools, etc. Pencil, Bond papers, Ruler
IV. PROCEDURES
A. Introductory Activity 3. Have you visited a farm?
( 5 minutes) 4. Do you think the farm owner designed his farm properly?
B. Activity Suppose you are tasked to design your own farm, how will you do it?
( 10 minutes) Design your own plan
C. Analysis What is the basis in making your farm plan? Why?
( 3 minutes)
D. Abstraction Definition of Terms
( 15 minutes) 7. FILLER – a temporary plant usually small and early bearing one
which planted in between permanent plants.
8. PLANTING BOARD – a device used in lay-outing the area for
the crops.
9. LAY-OUTING – locating the position of plant in the orchard.
10. STAKING – the placing of the pole to mark the position of the
plant to be set.
11. ORCHARD – an establishment where fruit bearing crops are
grown.
12. IRRIGATION – the application of water to the soil by any other
means than rain fall
INTERPRET FARM PLANS AND LAYOUTS
The farming for the future program can help you to plan the
best farm layout. It is an initiative of NSW Government
54
agencies focusing on whole farm planning. A whole farm plan
considers the farm’s physical, financial and human/personal
resources for both now and the future.
SITE ASSESSMENT – is necessary so that a map can be drawn
according to the property’s topography, boundaries, soil, water
resources and so on.
GOVERNMENT PLANS – acquaint yourself with the regional
Environmental Plans, local Environmental Plans and
Development control plans and their short and long-term
effects on your proposed or existing farm enterprise.
SITE SELECTION – it is very important. Slopes to the north east
are preferred for maximum sunlight, warmth and protection
from wind.
E. Application Group Activity:
( 15 minutes) 3. Each group will design a farm plan and layout and stake site
according to planting system.
4. Indicate the distance of planting between hills and the distance
of planting between furrows.
F. Assessment Assessment is based on the application given, with the corresponding
( 10 minutes) rubrics:
Rubrics
Excellent (20) O(15) VS(10) S(5)
Creativity
Cleanliness and
neatness of the
farm plan
Presentation
G. Assignments Research about irrigation system plan.
( 1 minute)
H. Concluding Activity “ Magplano para sigurado.”
( _1__ minute)
V. REMARKS
VI. REFLECTIONS
assessment
remediation.
C. Did the remedial
with the lesson.
continue to require
remediation
did these work?
55
solve?
56
Session No. 19
Teacher Quarter
A. Content Standards The learner demonstrates an understanding of interpreting plans
and drawing.
B. Performance Standards The learner interprets plans and drawings relative to horticultural
crop production .
C. Learning Competencies/Code Interpret irrigation plan and design
D. Objectives
• Knowledge Discuss the function of irrigation system and essential features of
a plan.
• Skills Design irrigation system plan according to established procedures.
• Attitude/Values Appreciate one’s design of irrigation system plan according to
established procedures.
II. CONTENT Irrigation System Plan and Design
A. References
1. Teacher’s Guide pages Curriculum Guide in Horticulture, page5
2. Learner’s Materials pages K to 12 Module in Horticulture, pp. 107-109
3. Textbook pages
C. Supplies, Equipment, Tools, etc. Bond paper, pencil, ruler
IV. PROCEDURES
A. Introductory Activity Pre – Test
( 5 minutes) Enumerate the following:
(2) FUNCTIONS OF FARM IRRIGATION SYSTEMS
1. ________________________________________
2. ________________________________________
(3) ESSENTIAL FEATURES OF A PLAN
1. ________________________________________
2. ________________________________________
3. ________________________________________
B. Activity Group Work:

( 10 minutes) Each group will be given a piece of bond paper to make their own irrigation
plan. Presentation of output is right after the activity.
C.Analysis 1. Are you having fun in making your own irrigation system?
(3 minutes) 2. What is your basis in making your plan?
D. Abstraction Functions of Farm Irrigation Systems
(15 minutes) The primary function of farm irrigation system is to supply crops with irrigation
water in quantities and at the time it is needed. Specific functions include:
1. Diverting water from the water source.
2. Conveying it to individual fields within the farm.
3. Distributing it within each field.
4. Providing a means for measuring and regulating flows.
57
Other functions of farm irrigation system include crop and soil cooling,
protecting crops from frost damage , delaying fruit and bud development,
and controlling wind erosion, providing water for seed germination,
application of chemicals and land application of waste.
Essential Features of a Plan
1. Topographic Data
2. Water Source capacity
3. Depending on the water source, a well log or water license must
accompany the irrigation plan
4. Soil and crop characteristics
5. Design Parameters
6. Design Data
E.Application Group Activity
( 15 minutes) Each group will choose any of the essential features of a plan to be
discussed in front of the class.
D. Assessment Written Test:
( 10 minutes) Enumerate the six essential features of a plan.
E. Assignments Research on the different designs of irrigation system.
( 1minute)
F.Concluding Activity “Water is life”
( 1minute)
1. REMARKS
2. REFLECTIONS
assessment
remediation.
C. Did the remedial
with the lesson.
continue to require
remediation
did these work?
solve?
58
Session No. 20
Teacher Quarter
A. Content Standards The learner demonstrates an understanding of interpreting plans
and drawings.
B. Performance Standards The learner interprets plans and drawings relative to agricultural
crop production.
C. Learning Competencies/Code Layout garden plots
TLE_AFA7/8ID-Of-g-6
D. Objectives
• Knowledge Differentiate designs of irrigation systems;
• Skills Sketch an irrigation plan;
• Attitude/Values Display creativity in sketching designs of irrigation systems.
II. CONTENT Different Designs of Irrigation
A. References
10. Learner’s Materials pages K -12 Module in Horticulture, pp. 88-95
11. Textbook pages
C. Supplies, Equipment, Tools, etc. Bond papers, pencil, ruler, charts
IV. PROCEDURES
A. Introductory Activity Let the students:
( 5 minutes) *Define Irrigation.
*Describe a typical irrigation
*What is being provided to the plants when there is irrigation in your field?
How?
B. Activity Arrange the letters to form the correct word for the statement.
(3 minutes) 1. CESUFAR – water is applied to the field in either the controlled
or uncontrolled manner.
2. RESEPRLKIN – ideal in areas where water is scarce.
3. PRID – water is applied directly to the crop thus the entire field
is not wetted.
4. ONRIROIGAT – the supply of water to the soil
5. EGIRDINAA – the removal of water from the soil.
C. Analysis Guide questions:
( 5minutes) 1. Did you find it difficult in arranging the letters? Why?
D. Abstraction Different Designs of Irrigation Systems
( 20 minutes) 1. SURFACE IRRIGATION – water is applied to the field in either
the controlled or uncontrolled manner.
1.1 Furrow irrigation – only a part of the land surface (the
furrow) is wetted thus minimizing evaporation loss
*Furrow irrigation by cutting the ridge – a long area of land
that is on top of a mountain or hill.
59
*Furrow irrigation with siphons – a bent tube used to move a
liquid from one container into another container by means of
air pressure.
1.2 Boarder Irrigation Systems/Designs
*Strip width – cross slopes must be eliminated by leveling.
*Strip slope – longitudinal slopes should be almost the same
as for the furrow irrigation.
*Construction of levees – levees should be big enough to
withstand erosion, and of sufficient height to contain the
irrigated stream.
*Selection of the advance stream – the maximum advance
stream used should be non-erosive and therefore depends on
the protection afforded by the crop cover.
*The length of the strip – typical lengths and widths for various
flows are given.
1.3 Basin Irrigation System – Water is flooded in wider areas. It
is ideal for irrigating rice.
2. SPRINKLER IRRIGATION – ideal in areas where water is
scarce. It conveys water through pipes and applies it with a
minimum amount of losses.
Types of Conventional Sprinkler Systems

• Fully portable system – the laterals, mains, sub-mains and
the pumping plant are all portable.
• Semi- portable system – water source and pumping plant are
fixed in location
• Fully permanent system – laterals, mains, sub-mains as well
as fixed pumping plant are permanently located.
3.DRIP OR TRICKLE IRRIGATION – water is applied directly to
the crop thus the entire field is not wetted.
ADVANTAGES:
• Water is conserved.
• Weeds are controlled.
• There is low pressure system.
• There is a slow water application.
• There is a reduced evaporation.
• There is no need for a drainage system.
E. Application Sketch an irrigation plan
( 15 minutes) Instruction:
In your bond paper, sketch the irrigation design applicable in your
locality.
Students’ sketched irrigation plan will be evaluated using the
following citeria:
1. Content 50%
2. Applicability 20%
3. Presentation 20%
4. Neatness 10%
F. Assessment Identify the following statement:
( 10 minutes) ________1. Water is applied directly to the crop thus the entire field is
not wetted.
60
________2. The supply of water to the soil.
________3. The removal of water from the soil.
________4. Water is applied to the field in either controlled or
uncontrolled manner.
________5. This system of irrigation is ideal in areas where water is
scarce.
G. Assignments Bring the following materials tomorrow (5 groups)
( 1 minute) 1. 1 pc. Illustration board
2. 10 bars activity clay
( 1 minute) “Water is life.”
V. REMARKS
VI. REFLECTIONS
assessment
remediation.
C. Did the remedial
with the lesson.
continue to require
remediation
did these work?
solve?
61
Session No. 21
Teacher Quarter
A. Content Standards The learner demonstrates an understanding of applying safety
measures in the farm.
B. Performance Standards The learner consistently applies safety measures in the farm.
C. Learning Competencies/Code TLE_AFA7/8OS-0h-i-7
D. Objectives
• Knowledge Identify farm emergency procedures regarding safety working
environment.
• Skills Role play the different untoward incidents occurred while working
in the farm.
• Attitude/Values Display occupational health safety while working in the farm.
II. CONTENT Emergency Procedures
A. References
2. Learner’s Materials pages K-12 Module in Horticulture, pp. 103-105
3. Textbook pages
C. Supplies, Equipment, Tools, etc. Personal Protective Equipment (PPE), charts
IV. PROCEDURES
A. Introductory Activity Pretest
(5 minutes) MULTIPLE CHOICE: Choose the best answer.
1. It is the potential for harm, or adverse effect on an employee’s
health.
a. Chemicals c. Risk
b. Exposure d. Hazard
2. It is the likelihood that a hazard will cause injury
or ill health to anyone at or near a workplace.
a. Risk c. Hazard
b. Exposure d. Chemicals
3. This occurs when a person comes into contact with a hazard.
a. Risk c. Hazard
b. Exposure d. Chemicals
4. It includes bacteria, viruses, mold, mildew, insects, vermin and
animals.
a. Biological c. Mechanical
b. Chemicals d. Psychosocial environment
5. It includes workplace stressors arising from a variety of sources.
a. Biological c. Psychosocial environment
b. Chemicals d. Mechanical
B. Activity Group the students into three and let them play a role of the following
( 15 minutes) farm emergency scenarios.
Group 1
• Student bitten by snake while working in the farm.
62
Group 2
• Pesticide drunk by a student
Group 3
• Student accidentally wounded by a sharp tool.
C. Analysis Ask students:
( 5 minutes) If you are present in any of these situations, what will be your first
emergency procedures in order to help save the victim? How? Why?
D. Abstraction APPLY APPROPRIATE SAFETY MEASURES WHILE WORKING IN THE
(20 minutes) FARM
It is important to distinguish hazard, risk and exposure when
undertaking risk management.
HAZARD – is the potential for harm, or adverse effect on an employee’s
health.
RISK – is the likelihood that a hazard will cause injury or ill health to
anyone at or near a workplace.
EXPOSURE – occurs when a person comes into contact with a hazard.
TYPES OF HAZARD
1. Physical – includes floors, stairs, work platforms, steps,
ladders, fi -re, falling objects, slippery surfaces, manual
handling, excessively loud and prolonged noise, vibration, heat
and cold, radiation, poor lighting, ventilation, air quality
2. Mechanical and/or electrical – includes electricity, machinery,
electricity, equipment, pressure vessels, dangerous goods,
fork lifts, cranes, hoists
3. Chemical – includes chemical substances such as acids or
poisons and those that could lead to fire or explosion , like
pesticides, herbicides, cleaning agents, dusts and fumes from
various processes such as welding.
4. Biological – includes bacteria , viruses, mold, mildew, insects,
vermin and animals.
5. Psychosocial environment – includes workplace stressors
arising from a variety of sources
Emergency procedures regarding safety working environment
1. Identify the potential emergencies.
2. Provide emergency facilities appropriate for the sorts of
emergencies that might occur in the farm.
3. Make sure that the correct equipment is available that can
handle any chemical or other dangerous materials spills that
might happen.
4. To help minimize the risk of personal injury or property
damage in the event of an emergency, people working on and
visiting the farm need to know and understand the emergency
procedures and their responsibilities.
5. Instruct everyone working on the farm in the emergency
response procedures.
6. Everyone should know the location of fire alarms, fire
extinguishers, and first aid kits; how and where to contact
emergency services; and where to safety assemble in the event
of an emergency.
63
E. Application Let the students give the proper function/use of the following PPEs.
( 5 minutes) 1. Facemask 4. Hard hat
2. Goggles 5. Gloves
3. Earmuffs 6. Rubber boots
F. Assessment Instruction: Identify the word that is being discussed in the following
(5 minutes) statements:
________1. The potential for harm, or adverse effect on an employee’s
health.
________2. The likelihood that a hazard will cause injury or ill health to
anyone at or near a workplace.
________3. It occurs when a person comes into contact with a hazard.
________4. It includes bacteria, viruses, mold, mildew, insects, vermin
and animals.
________5. It includes workplace stressors arising from a variety of
sources.
G. Assignments Identify farm works that involve using chemicals and hazardous tools
( 3 minutes) and equipment.
H. Concluding Activity “Safety is our first priority.”
( 2 minutes)
V. REMARKS
VI. REFLECTIONS
assessment
remediation.
C. Did the remedial
with the lesson.
continue to require
remediation
did these work?
solve?
64
Session No. 22
Teacher Quarter
C. Learning Competencies/Code TLE_AFA7/8OS-0h-i-7
D. Objectives
• Knowledge Identify farm works that involve using chemicals and hazardous
tools and equipment;
• Skills Demonstrate the farm activities through action or body language;
• Attitude/Values Explain reasons why you wear that particular PPE when
performing the task.
II. CONTENT Safe Working Environment
A. References
2. Learner’s Materials pages K – 12 Module in Horticulture, pp. 106-108
3. Textbook pages
C. Supplies, Equipment, Tools, etc. PPE charts
IV. PROCEDURES
A. Introductory Activity Present pictures of the following hazardous farm works.
( 5 minutes) 1. Farmer spraying chemical to his plant.
2. Farmer operating a hand tractor plowing his field.
3. Farmer cutting trees using chainsaw.
Ask students:
What do you think the activities of the farmers in those pictures?
B. Activity Group the students into three. Provide them the corresponding PPEs
( 15 minutes) and let each group demonstrate the scenario through action or body
language.
Group1
Activity – Farmer spraying chemical to his plants
Personal Protective Equipment
• Face Mask
• Long sleeves
• Gloves
• Goggles
• Farm hat
Group 2
Activity – Farmer operating a hand tractor plowing his field
• Farm hat
• Long sleeves
• Gloves
65
• Rubber boots
Group 3
Activity – Farmer cutting trees using chainsaw
• Hard hat
• Hard shoes/Steel toe
• Earmuffs
• Long sleeves
• Gloves
( 5 minutes) 1. Do you consider those farm activities as hazardous to
yourself? Why?
2. Did your personal protective equipment can save you from any
hazards? How?
Farm works that involve using chemicals and hazardous tools and
equipment
1. Spraying Chemicals
Examples of chemical hazards
• Spraying in a strong wind and the spray drifting over a dam
of the farm house
• Washing spray equipment and the water running into open
drains, collecting in puddles, or running into stockyards or
dams.
• Containers or chemicals left lying around.
Safe use of chemicals
• Consider if a chemical substance is really needed.
• Eliminate a hazardous substance.
• Safe work practices or PPE should be used
• Keep records of farm chemicals.
2. Land Preparation Using Tractor
• Victims fall off or are thrown from the tractor
• Run over by either the tractor or an implement being towed or
both
• Overturn
3. Cutting Trees Using chainsaws
Examples of chainsaw hazards
• Chainsaw kickback, caused when the upper part of the bar
nose contacts a solid object or is pinched
• Using a small saw and bar to fell a big tree
• Felling large shelterbelt trees, or trees with a heavy lean or on
steepFelling slopes.
• Felling trees with stem rot or a species prone to splitting.
D. Application Group Activity
( 5 minutes) Present to the class the following PPE
Group 1
• Facemask
Group 2
• Rubber boots
Group 3
66
• Earmuffs
Let the students…
1. Identify when to use the assigned PPE.
2. Determine the reason why there is a need to wear such PPE.
E. Assessment Guide questions:

( 5minutes) 1. What are the reasons why you need to wear PPE when
performing farm tasks?
2. Give some ways you can reduce the risk of hazards when
operating a chainsaw.
F. Assignments Conduct Hazard Report
(3 minutes) Instructions:
1. Visit farm near your school or home
2. Observe the surroundings
3. List all the possible hazard observed
4. Classify these hazards
5. Identify persons who are at risk with these hazards
6. Suggest all possible solution to reduce or eliminate the risk
G. Concluding Activity “Two heads are better than one.”
( 2 minutes)
V. REMARKS
VI. REFLECTIONS
assessment
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue
to require remediation
did these work?
solve?
67
Session No. 23
Teacher Quarter
I. LEARNING OBJECTIVE
A. Content Standards The learner demonstrates an understanding on Personal
protective equipment used in the farm.
B. Performance Standards The learner wears outfit in accordance with farm requirements.
C. Learning Competencies/Code Apply appropriate safety measures while working in the farm.
D. Objectives
• Knowledge Identify the different PPE.
• Skills Enumerate appropriate PPEs for farm work.
• Attitude/Values Appreciate the usage of every PPE
II. CONTENT Personal Protective Equipment
A. References
3. Textbook pages
C. Supplies, Equipment, Tools Pictures, some actual PPEs
IV. PROCEDURES
A. Introductory Activity Why do many accidents happen when in a working site?
( 5 minutes)
B. Activity Show pictures on the board and let the students match it with the words
( 10 minutes) written on sheets of paper distributed to them.
C. Analysis
( 5 minutes)  How do you find the activity?
 What can you say about the pictures?
D. Abstraction
( 20 minutes) Power point presentation on Personal Protective Equipment
(PPE)
Personal protective equipment (PPE) can reduce the number and
severity of farm work related injuries and illnesses. Personal protective
equipment not only helps protect people but also improves productivity and
profits. Farmers and ranchers can share in these benefits by using the
appropriate protective equipment for themselves, family members and
employees, when the job and its potential hazards call for it.
• Protect your head with a hard hat when performing construction
work, trimming trees, repairing machinery, and doing other jobs
with head injury risks.
• Use a sun safety hat (one with a wide brim and neck protection) to
assist in the prevention of skin cancer.
68
• Protect your hearing with acoustic earmuffs or plugs when
operating noisy equipment such as grain dryer, feed grinders,
older tractors, chain saws, etc.
• .Protect your vision with appropriate safety eyewear (safety
glasses, goggles, face-shields) when applying pesticides,
fertilizers, working in the shop, or in heavy dust conditions.
• Protect your lungs with the correct respiratory equipment(dust
masks, cartridge respirators, gas masks, air packs) when working
in dusty or moldy conditions, spray painting, applying chemicals,
working in bins, tanks, silos, and manure storage places .
https://i.ebayimg.com/images/g/IEwAAOSwZ8ZW2ZMg/s-l300.jpg
E. Application
( 10 minutes) The teacher will raise pictures of PPE and then the students will answer the
name of the PPE, where it is being used and purpose.
Students will raise their hand, if not they will be asked randomly.
F. Assessment Multiple Choice:
( 7 minutes) Direction: Choose the letter of the correct answer.
1. A large spectacles with shields around the rims for protecting the
eye what is it?
a. Apron b. Goggles c. Face mask d. sunglasses
2. It is a covering material with a separate sheath for each finger for
hand protection.
a. Gloves b. Rubber sole c. boxing gloves d. apron
3. A special type of shoes used to prevent electric shock.
a. Sandals b. Slippers c. Rubber sole d. Rubber boots
4. It is a garment worn to protect one’s cloth in front of the body.
a. Coat b. Jacket c. Rain coat d. Apron
5. Used to protect face and cover up nose from different air particles.
a. Face mask b. Helmet c. Towel d. Piece of cloth
G. Assignments Study cleaning, storing and

( 1 minute)
( 2 minute) “A well maintained tool will keep you working.”
69
V. REMARKS
VI. REFLECTIONS
assessment
B. No. of learners who
require additional activities
for remediation.
C. Did the remedial
with the lesson.
continue to require
remediation
did these work?
solve?
70
Session No. 24
Teacher Quarter
Learning Area TLE Teaching Dates &Duration 120 mins.
C. Learning Competencies/Code Safekeeping /disposal of tools, materials and outfits
TLE_AFA7/8OS-0h-i-7
D. Objectives
• Knowledge Identify techniques in storing chemicals;
• Skills Demonstrate the proper procedures in cleaning farm tools and

farm facilities;
• Attitude/Values Observe general procedures in cleaning farm tools, implements

and equipment.
II. CONTENT Technique in Storing Materials and Chemicals

A. References
2. Learner’s Materials pages K – 12 Module in Horticulture, pp. 112-114
3. Textbook pages
C. Supplies, Equipment, Tools, etc. Farm tools, cleaning tools, charts
IV. PROCEDURES
( 10 minutes) Present worn-out/defective farm tools to the class.
Guide Questions:
1. Can you still use these farm tools? Why?
2. What made these farm tools unsafe to use?
B. Activity
( _20 minutes) Group Activity (Divide the class into four groups)
Provide each group a worn-out/defective farm tool
Group 1
 Shovel
Group 2
 Rake
Group 3
71
 Pick-mattock
Group 4
 Grab hoe
Let the students describe the appearance of each tool.

( _10 minutes) 1. Why it is important for us to use the farm tools according to its
purpose?
2. If you will not clean the farm tools before storing it, what will happen
to the tools? Why?
D. Abstraction
( _20 minutes) Techniques in Storing Chemicals
Chemicals are used on farms for a variety of purposes. The safe
management of chemicals requires access to information and responsible
action. Manufacturers, suppliers, and users of farm chemicals all have an
important role to play. Chemical substances present different types of risks
to people’s health, safety and the environment.
General Cleaning Procedures:

 Be properly trained on the cleaning procedures.
 Develop a cleaning program and schedule.
 Cleaning must not take place while fresh vegetables are been
harvested, packed, handled and stored.
 Water that is used for cleaning must be safe.
 The cleaning of equipment, tools and containers must take place in
a designated area away from field.
 When using disinfection chemicals, be familiar with the instruction
use of these products.
 Strictly adhere to all precautionary statements and mixing
instructions.
 Protect equipment’s, tools, containers and fresh vegetables when
working with any chemicals.
E. Application Group Activity

( _30 minutes) Group 1
 Cleaning re-usable containers
Group 2
 Cleaning tools and garbage cans
Group 3
 Cleaning areas for handling and storing fresh produce
Group 4
 Cleaning hygienic facility
F. Assessment
72
( 10 minutes) Write T if the statement is true and F, if the statement is false.
_________ 1. Cleaning must take place when fresh vegetables are been
harvested and packed.
_________ 2. Rinse containers with oil.
_________ 3. Plug the equipment when cleaning it.
_________ 4. Remove trash and any accumulated plant debris from the
floors.
_________ 5. When possible, containers should be placed in the full sun for
rapid drying.
A. Assignments In a sheet of short bond paper, make a slogan on the proper use of tools and
( 10 minutes) equipment.
B. Concluding Activity
( _10__ minutes) “Cleanliness is next to godliness”
1. REMARKS
2. REFLECTIONS
A. No.oflearnerswho
earned80%onthe formative
assessment
B. No.oflearnerswho
requireadditionalactivities
forremediation.
C. Didtheremediallessons
work? No.oflearnerswho
havecaughtupwiththe lesson.
D. No.oflearnerswho
continuetorequire remediation
E. Whichofmyteaching
didthesework?
F. Whichofmyteaching
didthesework?
G. WhatdifficultiesdidI
encounterwhichmy
principalorsupervisorcan
helpmesolve?
H. What innovation or
73
Session No. 25
Teacher Quarter
Learning Area AFA-HORTICULTURE Teaching Dates & Duration 60 mins.
B. Performance Standards The learner consistently applies of tools, materials and outfits.
C. Learning Competencies/Code Safe keep/dispose tools, materials and outfit
D. Objectives
• Knowledge Identify the different environmental laws covered under the proper
disposal of waste materials.
• Skills Illustrate the different environmental law.
• Attitude/Values Display proper storage, transport and disposal of farm chemicals.
II. CONTENT Waste Disposal
A. References
1. Teacher’s Guide pages Curriculum Guide in Horticulture, page7
2. Learner’s Materials pages K to 12 Module in Horticulture, pp. 139
3. Textbook pages
C. Supplies, Equipment, Tools, etc. Short bond paper, pencil, ruler, set of crayon, charts
IV. PROCEDURES
( 5 minutes) Let students:
 Describe the waste materials found inside the school campus.
 Which of those waste materials are considered hazardous to our
health? Why?
B. Activity
( 5 minutes) SCRAMBLED LETTERS
1. ALW – law
2. OCIXT – toxic
3. ETWAS – waste
4. OTCLONR – control
5. RIA – air
C. Analysis
( 5 minutes) Ask students:
 How do you find the activity, easy or difficult? Why?
 Are these words/terms familiar to you?
D. Abstraction
( 15 minutes) Socialize discussion of the following topics:
1. Environmental laws
a. PD 1152 – The Philippine Environmental Code
b. RA 6969 – The Toxic Substances, Hazardous and Nuclear
Wastes Control Act
74
c. PD 984 – Pollution Control Law
d. PD 1586 – Environmental Impact Assessment System Law
e. RA 8479 – Clean Air Act
f. RA 9003 – Ecological Solid Waste Management Act
2. Storage, Transport and Disposal of Farm Chemicals
Safe storage of farm chemicals is needed to protect them from
the elements, restrict access to them, prevent contamination of the
environment, food, or livestock, and ensure separation from other
incompatible chemicals. Arrangements must be in place to contain
any spillage of the chemical.
After considering the potential risk to people’s health or to the
environment, a farmers might decide that a locked shed with a roof
and concrete floor, which is bounded to contain any spills, is the
best way to provide safe storage.
Remember, you should never store oxidizing agents with
fuels. That is never stored substance labeled yellow diamond with a
red diamond.
Safe transport of farm chemicals depends on what the
substance is, how much there is, where is to be transported and
what else is to be transported with it. In general, small quantities
can be transported on vehicle provided that the container is properly
secured and safe from spillage.
Empty farm chemical containers and unwanted chemicals
need to be disposed of properly. Prior to disposal of empty
containers, wash the container out three times and use the rinse
water to dilute further batches of the chemical to working strength.
3. Environmental Laws
PD 1152, “The Phil. Environmental Code”, which took effect
in 1977, provides a basis for an integrated waste management
regulation starting from waste source to methods of disposal. PD
1152 has further mandated specific guidelines to manage municipal
wastes, sanitary landfill and incineration, and disposal sites in the
Phils. In 1990, the Phil. Congress enacted the Toxic Substances,
Hazardous and Nuclear Wastes Control Act, commonly known as
RA 6969, a law designed to respond to increasing problems
associated with toxic chemicals and hazardous and nuclear wastes.
RA mandates control and management of import, manufacture,
process, distribution, use, transport, treatment, and disposal of toxic
substances and hazardous and nuclear wastes in our country.
75
http://static.dailymirror.lk/media/images/image_1493650963-
3e021632af.jpg
E. Application
( 20 minutes) Poster Making (Group Activity) – Environmental Laws
Group 1
 Clean Air Act
Group 2
 Pollution Control Law
Group 3
 Ecological Solid Waste Management Act
Group 4
 The Toxic Substances
F. Assessment Identify the following Environmental laws:
( 5 minutes) ________1. RA 8479
________2. PD 1152
________3. PD 984
________4. RA 9003
________5. PD 1586
G. Assignments Studyyour lesson for a Summative Test tomorrow.
( 2 minutes)
H. Concluding Activity “ Stop Pollution, Save Mother Earth.”
( 1minute)
V. REMARKS
VI. REFLECTIONS
76
assessment
remediation.
C. Did the remedial
with the lesson.
continue to require
remediation
E. ++++++++ Which of my
teaching strategies worked
well? Why did these work?
solve?
77

AFA - Horticulture 7-8 Exploratory

Uploaded by

Copyright:

Available Formats

AFA - Horticulture 7-8 Exploratory

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

AFA - Horticulture 7-8 Exploratory

Uploaded by

Copyright:

Available Formats

DETAILED LESSON PLAN IN AFA – HORTICULTURE EXPLORATORY

EPP/TLE/TVL DETAILED LESSON PLAN

C. Learning Competencies/Code Use Farm Tools and Equipment

III. LEARNING RESOURCES

D. Abstraction Power point presentation on farm tools and their functions.

2. Crowbar is used for digging big holes

3. Pick-mattock is used for digging canals,

4. Grub-hoe is used for breaking hard

5. Spade is used for removing trash or

F. Assessment IDENTIFICATION: Identify the following:

C. Learning Competencies/Code Select and use farm tools

• Skills Enumerate the appropriate PPE used to protect when working

• Attitude/Values Appreciate the value of self-preservation.

II. CONTENT USE FARM TOOLS AND EQUIPMENT

III. LEARNING RESOURCES

C. Assignments Study the guidelines for tools safety

C. Learning Competencies/Code Select and use farm tools

• Skills Enumerate farm tools/equipment safety procedures

• Attitude/Values Appreciate the value of self-preservation

II. CONTENT SAFETY PRACTICE DURING OPERATION OF FARM

III. LEARNING RESOURCES

B. Activity Group work:

C. Analysis 1. What is the importance of knowing the parts of a machine?

E. Application Illustrate verbally the hazards related to farm machine operation.

E. Assignments Study the guidelines for tools safety.

C. Learning Competencies/Code Select and use farm tools

• Skills Enumerate the guidelines for tools safety.

• Attitude/Values Develop awareness on safe handling rules on tools.

II. CONTENT General farm tool safety

B. Teacher’s Guide pages B. Teacher’s Guide pages

C. Learner’s Materials pages C. Learner’s Materials pages

1. Textbook pages 2. Textbook pages

B. Activity Let the students explain this safety formula:

C. Analysis Who do you think will be benefited by the safety formula?

Adjust tool to fit working conditions.

Take breaks from work, as necessary

E. Application Group Activity

Group 1 - Tired Group 3 - Distracted

Group 2 - Stressed Group 4 – incompetent worker

F. Assessment Explain the following:

Take breaks from work, as necessary.

G. Assignments Study the procedure on using a shovel

A. No. of learners who earned

III. LEARNING RESOURCES

III. LEARNING RESOURCES

C. Analysis Why do machines are important to farming?

• Water pumps – are used to draw irrigation water from a source.

• Rice seeder – a machine or an implement used for planting seeds.

• Grass cutter – a machine or device for cutting grass (as a lawn

• Corn dehusker – is a kind of multifunctional machine. It can peel the

• Rice harvester- makes the harvesting process easier by combining

K. Assignments Prepare a scrapbook of the different farm equipment stating its

L. Concluding Activity Machines are of great help to humanity.

B. Performance Standards The learner appropriately identify farm equipment and

C. Learning Competencies/Code Select and Operate Farm Equipment

• Knowledge Identify parts of the farm equipment and their functions.

• Skills Draw parts of the farm equipment and indicate its

• Attitude/Values Describe the importance on familiarizing parts of an

II. CONTENT Farm Equipment Parts and Functions

Teacher’s Guide pages Curriculum guide in Horticulture, page 2.