AGRI-FISHERY ARTS

LEARNING MODULE

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What Is Th is
Mod ul e Ab o ut?

Welcome to the Agri-Fishery Arts!

In order to make the learning easier, we developed this learning module in Agri-
Fishery Arts that will guide the students to know better in a faster yet competitive way.
This learning module will may serves as reference to the teacher and student in the
exciting journey of knowing and acquiring factual knowledge in the field of
Agriculture and Fishery sector.

The purpose of this module is to give knowledge for all students about Agri-Fishery
Arts subject as part of the curriculum of Bachelor of Science in Industrial Education
students and also in the new curriculum of Bachelor in

Technical-Vocational Teacher Education which is the Introduction to AgriFishery

Arts.

This module covers nine (9) chapters that were composed of twentyeight (28)
lessons. They are including in the following:

Chapter One: Basic Concept of Agricultural Crop – Lesson 1: Define and

Appreciate Agriculture, Lesson 2: Brief History of Agriculture, Lesson 3:

Branches of Agriculture, Lesson 4: Types of Agricultural Crops, Lesson 5: Types of

Commercial Food Crops in the Philippines, Lesson 6: Parts of the Plant and Its
Function.

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Chapter Two: Farm Tools, Equipments, Inputs and Labor – Lesson 1:

Recognize and Select Farm Tools, Lesson 2: Identify and Select Farm Equipments,
Lesson 3: Perform Maintenance, Lesson 4: Farm Inputs and Labor.
Chapter Three: Basic Calculation – Lesson 1: Perform Basic Workplace
Calculation.

Chapter Four: Plans and Drawings – Lesson 1: Farm Plans and LayOut, Lesson
2: Irrigation Plan and Design.

Chapter Five: Apply Safety Measures in Farm Operations – Lesson 1: Safety

Measures in Farm Operations, Lesson 2: Safe Keep/Dispose Materials and Outfit.

Chapter Six: Basic Concept of Fishery – Lesson 1: Definition of Fishery and Its
Importance, Lesson 2: History of Fishery, Lesson 3 Branches of Fishery, Lesson 4:
Morphology of Fish.

Chapter Seven: Fish Culture – Lesson 1: Aspects, Classification and Methods

of Fish Culture, Lesson 2: Terminologies in Fish Culture, Lesson 3:

Facilities, Parts of Fish Pond and their Functions, Lesson 4: Cultivable Fish and
Crustacean Species

Chapter Eight: Fish Capture – Lesson 1: Fishing Methods, Gears, Construction,

Operation, Proper Handling and Safety Measures, Lesson 2:

Common Commercial Species of Aquatic Species

Chapter Nine: Fish Preservation – Lesson 1: Fish Preservation

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Terminologies, Fish Body, Cuts and Market Forms, Lesson 2: Fish Preservation
Principles, Characteristics of Fresh from Stale Fish, Agents of Spoilage, Lesson 3:
Types of Fish Curing with their Principles, Methods of Cutting Fish and Tools and
Equipments.

This learning module aims to give students accurate and reliable information in
Agriculture and Fishery Arts to apply the ability and skills required for the cultivation
and development of natural resources of the Philippines. It will surely help the students
to understand more the purpose and importance of Agri-Fishery Arts in the everyday
lives.

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How Do You Use

Th is Module ?

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

 Title
 Learning Outcomes
 Pre-Test
 Definition of Terms
 Lesson Proper
 Activity
 Post-Test
 Answer Key (at the later part of the module)
To get the most learning from this module, you need to comply the following:

1. Begin by analysing the chapter picture, then reading and understanding the
Learning Outcomes. These will show what you should know and be able to do
at the end of this module.

2. Find out what you already know by taking the Pre-Test then check it with the
use of answer key. If you get perfect score in each item, now you may proceed
to the next chapter. This means that you don’t have to go through the entire
chapter because you already acquired the knowledge supposed to teach you. On
the other hand, if you failed to get a perfect score in each items correctly, you
must proceed and study well
the information in the lesson especially to the points where you don’t know.

3. Understand unfamiliar words using the definition of terms.

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4. Study well the lesson proper as much as you can. It provides essential
information that you needed to know.

5. Do the required learning activities. This part of the module where the
demonstration and application occurs. Every lesson has an activity which
provides the first-hand experiences if possible and mindprovoking questions for
the newly acquired knowledge to be strengthened.

6. Take the Post-Test. Check if you can get a perfect score in the assessment test.
After you take, refer to the answer key for correction. The result of the test will
determine how much you learn in the topic. When you get a perfect score in the
Post-Test, you may now proceed to the next chapter, but if not you must repeat
to study the entire lesson proper and review especially those items which you
get incorrectly. When you are confident to perfect the test and then retake the
Post-Test.

Don’t cheat yourself because no one will benefit!

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Agriculture art

CHAPTER 1

Ba sic Conc epts o f

Agri cultur al Crop Pro du ction

take the challenge!

At the end of this chapter, the students are expected to:
Lesson 1: Define and Appreciate Agriculture
Lesson 2: Understand the Brief History of Agriculture
Lesson 3: Distinguish the Branches of Agriculture
Lesson 4: Determine the Types of Agricultural Crops

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take the challenge!

At the end of this chapter, the students are expected to:
Lesson 5: Define the Different Types of Commercial Food Crops
inthe Philippines, Its Common, Local and Scientific
Names
Lesson 6: Identify and Explain the Parts of the Plants and Its
Function

PRE-TEST

Test I. Multiple choice

Direction: Encircle the letter of the correct answer.

1. What is the science, art and practice of farming which includes the
cultivation of the soil for the growing of crops, fruit-bearing trees and
livestock production?

a. agronomy
b. horticulture
c. agriculture
d. olericulture
2. It is the science dealing with the cultivation of vegetable crops.
a. horticulture
b. agronomy
c. olericulture
d. agriculture
3. It is a plant that lives more than two years.
a. annual crops
b. biennial crops

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c. perennial crops
d. millennial crops
4. It refers to the raising of birds either domestically or commercially,
primarily for meat and eggs including feathers.

a. swine raising
b. bird culture
c. poultry farming
d. zoology
5. _________ is the study of the allocation, distribution and utilization of
the resources used along with the commodities produced, by farming.

a. agricultural management
b. agricultural economics
c. agricultural administration
d. agricultural organization
6. _________ is the area of engineering concerned with the design,
construction and improvement of farming equipment and machinery.
a. agricultural construction
b. agricultural design
c. agricultural system
d. agricultural engineering
7. _________ is the cultivation of fruit crops.
a. floriculture
b. fruiticulture
c. pomology
d. horticulture
8. _________ is the science and art of growing and caring for plants,
especially flowers, fruits, and vegetables.

a. floriculture

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b. olericulture
c. pomology
d. horticulture
9. _________ is the husbandry of grazing animals viewed as an ideal way
of making a living and the regular movement of all or part of the society
considered a normal and natural part of life.

a. nomadic pastoralism
b. greek pastoralism
c. roman pastoralism
d. pastoralism
10. ________ is the vital part of every economy.
a. Farming
b. Agro-industrial
c. Agriculture
d. Agribusiness

Test II: True or False

Directions: Write True if the statement is correct and False if it is wrong.

___________1. Agriculture is only the cultivation of soil to prepare for

planting.

__________ 2. Agriculture is one of the best examples of farming.

__________ 3. Animal Husbandry is a branch of agriculture.

__________ 4. The major source of raw materials is from the product of

agriculture.

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__________ 5. Agriculture obstructs the economic growth because of the

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

DEFINITIONOF TERMS

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

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

Farm Implements - accessories pulled by animals or mounted to

machineries to make the work easier

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

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

Mediterranean around Syrian Desert, North of Arabia to Persian Gulf

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

polished stone implements

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Parthenocarpy – the production of fruits without fertilization

LESSON 1:
DEFINITION AND IMPORTANCE OF
AGRICULTURE

What is Agriculture?
Nominal Definition (explains what a name is)
Agriculture comes from the Latin words ager, agri meaning field and cultura
meaning growing, cultivation. Therefore it means “growing and cultivating of
the field.”

Real Definition (explains what a thing is)

Agriculture is the science or practice of farming which includes the cultivation
of the soil for the growing of crops and fruit-bearing trees. It also considers the
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raising of animals to provide food and other raw materials which can produce
another product.

Elements in the Definition of Agriculture

• It is a science, because of systematically organized body of knowledge
which not only based on opinions, hypothesis and theories but on factual
and absolute knowledge. Also, it is a practice because of the actual
applications of the ideas.

• Of farming, because is the act or process of working the ground, planting

seeds, and growing edible plants. It can also include raising animals for
milk, meat and wool.

VALUE OF AGRICULTURE
Agriculture has a vital role in the life and progress of an economy. It does
provide food which is the basic needs of mankind, not only to sustain food and
raw material but also employment opportunities to a vast number of the
population of a country. It can be a source of livelihood which can contribute to
micro and macro community, supplying and sustaining food and fodder that are
the basic necessities of human to live, promoting the diplomatic friendship
facilitated by trading system in local, national and international arena,
marketable surplus products, source of saving of the entire national budget and
basis of the economic development of a country.

Without agriculture, the economy will be at high risk to food security that may
result into serious national problems. The effect may be adverse or even worse.

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A cti v it y

Direction: Answer the following questions.

1. What is the definition of agriculture? Justify.

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

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LESSON 2:
BRIEF HISTORY OF AGRICULTURE

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

undergone significant developments since the time of the earliest cultivation.

Ancient Origins
The Fertile Crescent of the Middle East was the site of the earliest planned
sowing and harvesting of plants that had previously been gathered in the wild.
Independent development of agriculture occurred in northern and southern
China, Africa's Sahel, New Guinea and several regions of the Americas. Barley
has been found in archeological sites in Levant, and East of the Zagros
Mountains in Iran.

The eight so-called Neolithic founder crops of agriculture includes emmer

wheat einkorn wheat, hulled barley, peas, lentils, bitter vetch, chick peas and
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flax. Bitter vetch and lentils along with almonds and pistachios appear in
Franchthi Cave Greece simultaneously, about 9,000 BC. Neither was native to
Greece, and they appear 2,000 years prior to domesticated wheat in the same
location. This suggests that the cultivation of legumes and nuts preceded that of
grain in some Neolithic cultures.

By 7,000 BC, small-scale agriculture reached Egypt. From at least 7,000 BC

the Indian subcontinent saw farming of wheat and barley, as attested by
archaeological excavation at Mehrgarh in Balochistan.

By 6,000 BC, mid-scale farming was entrenched on the banks of the Nile.
About this time, agriculture was developed independently in the Far East, with
rice, rather than wheat, as the primary crop. Chinese and Indonesian farmers
went on to domesticate taro and beans including mung, soy and azuki. To
complement these new sources of carbohydrates, highly organized net fishing
of rivers, lakes and ocean shores in these areas brought in great volumes of
essential protein. Collectively, these new methods of farming and fishing
inaugurated human population boom dwarfing all previous expansions, and it
continues today.

By 5,000 BC, the Sumerians had developed core agricultural techniques

including large scale intensive cultivation of land, mono-cropping, organized
irrigation, and use of a specialized labour force, particularly along the waterway
now known as the Shatt al-Arab, from its Persian Gulf delta to the confluence
of the Tigris and Euphrates. Domestication of wild aurochs and mouflon into
cattle and sheep, respectively, ushered in the large-scale use of animals for
food/fiber and as beasts of burden. The shepherd joined the farmer as an
essential provider for sedentary and semi-nomadic societies. Maize, manioc,
and arrowroot were first domesticated in the Americas as far back as 5,200 BC.

The potato, tomato, pepper, squash, several varieties of bean, tobacco, and
several other plants were also developed in the New World, as was extensive
terracing of steep hillsides in much of Andean South America. The Greeks and
Romans built on techniques pioneered by the Sumerians but made few

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fundamentally new advances. Southern Greeks struggled with very poor soils,
yet managed to become a dominant society for years. The Romans were noted
for an emphasis on the cultivation of crops for trade.

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

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

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By the early 1800s, agricultural techniques, implements, seed stocks and

cultivated plants selected and given a unique name because of its decorative or
useful characteristics had so improved that yield per land unit was many times
seen in the Middle Ages. With the rapid rise of mechanization in the late 19th
and 20th centuries, particularly in the form of the tractor, farming tasks could
be done with a speed and on a scale previously impossible. These advances
have led to efficiencies enabling certain modern farms in the United States,
Argentina, Israel, Germany, and a few other nations to output volumes of high
quality produce per land unit at what may be the practical limit.

The Haber-Bosch method for synthesizing ammonium nitrate represented a

major breakthrough and allowed crop yields to overcome previous constraints.
In the past century agriculture has been characterized by enhanced productivity,
the substitution of labor for synthetic fertilizers and pesticides, selective
breeding, mechanization, water pollution, and farm subsidies. In recent years
there has been a backlash against the external environmental effects of
conventional agriculture, resulting in the organic movement.

Agricultural exploration expeditions, since the late nineteenth century, have

been mounted to find new species and new agricultural practices in different
areas of the world.

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A cti v it y

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

1. Collect pictures of agricultural technologies from the ancient origins

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

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LESSON 3:
BRANCHES OF AGRICULTURE

BRANCHES OF AGRICULTURE
There are four main branches of agriculture, namely;
1. Livestock Production or Animal Husbandry
2. Crop Production or Agronomy
3. Agricultural Economics
4. Agricultural Engineering

I. Livestock Production or Animal Husbandry

Animal Husbandry is the branch of agriculture concerned with animals that are
raised for meat, fiber, milk, eggs, or other products. The term "livestock"
encompasses many species and numerous breeds within animal species which
can produce food and other raw materials.
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Livestock production or Animal Husbandry has 4 common classifications such

as:

a.) Nomadic Pastoralism is the husbandry of grazing animals is viewed as an

ideal way of making a living and the regular movement of all or part of the
society is considered a normal and natural part of life. Pastoral nomadism is
commonly practice where climatic conditions produce seasonal pastures but
cannot support sustained stationary agriculture because of the animals’ food
limitations.

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

primarily for meat and eggs as well as for feathers. Chickens, turkeys, ducks,

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and geese are of primary importance, while guinea fowl and squabs (young
pigeons) are chiefly of local interest.

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

pork, bacon, gammon) or sometimes skinned.

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

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

II. Crop Production or Agronomy

It is the science dealing with the cultivation of crops and vegetables on a field
scales either under rain fed or irrigation conditions. These crops are mainly
annuals cultivated food. The requirements of each crop are studied in terms of
soil and climate, as well as planting time and techniques, different cultivars,
fertilization, weed, disease, and insect control, as well as the effect of stress
factors. Crop Production or Agronomy includes:

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

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

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

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c) Floriculture refers to farming, plant care, propagation, and cultivation with

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

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

utilization of the resources used, along with the commodities produced, by
farming. It concerns itself with the study of the production and consumption of
food in both developed and developing countries along with analysis of the
policies that shape the world’s largest country.
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IV. Agricultural Engineering is the area of engineering concerned with the

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

A cti v it y

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

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

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

each

3. Enumerate the different kinds of agronomy crops.

4. What are the three (3) branches of horticulture? Describe each
5. If you were given a capital to build or establish your own agricultural
business, in what branch of crop production do you prefer? Explain
and share it to the class.

LESSON 4:
TYPES OF AGRICULTURAL CROPS
AND ITS CLASSIFICATIONS

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Agricultural crops are plants that are grown or managed

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

Types of Crops
Crops are divided into six falls into categories and they’re as follows:
1. Food Crops
2. Feed Crops
3. Fiber Crops
4. Oil Crops
5. Ornamental Crops
6. Industrial Crops

Descriptions of Crops According to their Categories

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

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

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

b) Root Crops – are underground plant parts edible for human

consumption.

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II. Feed Crops – A plant that is primarily raise, culture and harvest for the
livestock consumption.

– A plant that is primarily raise, culture and harvest for its

III. Fiber Crops

fibers which are used as raw material.

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

decorative purposes especially in gardens and landscape design projects.

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

(Example: Tobacco)

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Classification of Crops According to their Reproduction

1. Sexual - plants that develop from a seed or a spore after undergoing

union of male and female gametes.

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

union of the sexual gametes.

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Classification of Crops According to Mode of Pollination

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

this plant is self-pollination.

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

from another of one flower in a separate plant.

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III. Both Self and Cross Pollination Crops – these plants are largely
selfpollinated but in varying amounts.

Classifications of Crops According to Growth Habits

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

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

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

plants for vertical support to climb up to the tree.

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

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

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

VII. Deciduous – plants which naturally shed off or lose leaves annually for
extended periods.

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Descriptions of Crops According to their Life Span

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

II. Biennial crop

is a plant that takes two years to complete its biological

lifecycle. Its examples are cabbage, parsley and others.

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

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A cti v it y

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

Classificatio Classification Classification Description

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

LESSON 5:
TYPES OF COMMERCIAL FOOD CROPS
IN THE PHILIPPINES

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

a) Cereal Crops – are one of the members of grass family with their seed
to eat.

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b) Root and Tuber Crops – a crop that is root vegetables and thick
underground part of the stem which is edible to consume by human.

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

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

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

Common Commercial Food Crops in the Philippines

COMMON NAME SCIENTIFIC NAME ENGLISH NAME

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

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Sibuyas Allium cepa Linn. Onion bulb

Repolyo Brassica oleracea L. Cabbage
Talong Solanum melongena Linn. Eggplant
Kalamansi Citrus madurensis Lour. Calamansi

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A cti v it y

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

RUBRICS FOR DRAWING

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

Accuracy of All drawings Most Some drawings Few

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

Labeling of Each drawing Most Some drawings Few

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

LESSON 6:
PLANT PARTS AND ITS FUNCTION
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and different nutrients in the ground. The roots also establish the plant as
foundation. The stem carries the water and different nutrients from the ground
to the leaves. It also supports the foundation.

The Roots
The main functions of the root system are absorption of water and
minerals from the soil, providing a proper anchorage to the plant parts, storing
reserve food material and synthesis of plant growth regulators.

In majority of the dicotyledonous plants, the direct elongation of the radicle

leads to the formation of primary root which grows inside the soil. It bears
lateral roots of several orders that are referred to as secondary, tertiary, and so
on. The primary roots and its branches constitute the tap root system.

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In monocotyledonous plants, the primary root is short lived and is replaced by

a large number of roots. These roots originate from the base of the stem and
constitute the fibrous root system.

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

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The root is covered at the apex by a thimble-like structure called the root cap.
It protects the tender apex of the root as it makes its way through the soil.

Tap roots of carrot, turnip and adventitious roots of sweet potato, get swollen
and store food.

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

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Similarly, the stems of maize and sugarcane have supporting roots

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

In some plants such as Rhizophora growing in swampy areas, many roots come
out of the ground and grow vertically upwards. Such roots, called
pneumatophores, help to get oxygen for respiration.

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The Stem

The stem of a plant is one of two structural parts of a vascular plant (a plant that
has tissues for moving water and nutrients), the other being the root. The stem
is the part above ground which provides support for leaves and buds. It's

like the major highway of a plant, and it's vital for plant life.

The region of the stem where leaves are born are called nodes while
internodes are the portions between two nodes. Some stems perform the
function of storage of food, support, protection and of vegetative propagation.

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Underground stems of potato, ginger, turmeric,

zaminkand, colocasia are modified to store food in them.

Stem tendrils which develop from axillary buds, are slender and
spirally coiled and help plants to climb such as in gourds (cucumber, pumpkins,
watermelon) and grapevines.

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Axillary buds of stems may also get modified into woody, straight and pointed
thorns. They protect plants from browsing animals.

Some plants of arid regions modify their stems into flattened (Opuntia),

or fleshy cylindrical (Euphorbia) structures. They contain chlorophyll and carry

out photosynthesis.

Underground stems of some plants such as grass and strawberry, etc., spread to
new niches and when older parts die new plants are formed

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The Leaf
Leaf is a flattened structure of a higher plant, typically green and bladelike, that
is attached to a stem directly or via a stalk. Leaves are the main organs of
photosynthesis and transpiration.

Leaves originate from shoot apical meristems. Leaf develops at the

node and bears a bud in its axil. The axillary bud later develops into a branch.

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A typical leaf consists of three main parts: leaf base, petiole and lamina. The
petiole help hold the blade to light. Long thin flexible petioles allow leaf blades
to flutter in wind, thereby cooling the leaf and bringing fresh air to leaf surface.
The lamina or the leaf blade is the green expanded part of the leaf with veins
and veinlets. There is, usually, a middle prominent vein, which is known as the
midrib. Veins provide rigidity to the leaf blade and act as channels of transport
for water, minerals and food materials.

Leaf Venation
The arrangement of veins and the veinlets in the lamina of leaf is termed as
venation. When the veinlets form a network, the venation is termed as
reticulate. When the veins run parallel to each other within a lamina, the
venation is termed as parallel. Leaves of dicotyledonous plants generally
possess reticulate venation, while parallel venation is the characteristic of

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most monocotyledons.

Modifications of Leaves
Leaves of certain insectivorous plants such as pitcher plant, venus-fly trap are
also modified leaves for their food.

Transpiration
Plants absorb mineral nutrients and water from the soil. Not all the water
absorbed is utilised by the plant. The water evaporates through the stomata
present on the surface of the leaves by the process of transpiration. The
evaporation of water from leaves generates a suction pull (the same that you
produce when you suck water through a straw) which can pull water to great
heights in the tall trees. Transpiration also cools the plant.

Water absorption through roots can be increased by keeping the plants

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a. in the shade
b. in dim light
c. under the fan
d. covered with a polythene bag
When we place a plant under the fan the speed of air flow is very high.
Transpiration will take place in presence of high air flow through the stomata.
Rate of transpiration increases during windy condition. Increase in the rate of
transpiration increases the water absorption also because when transpiration
occurs, it will create a transpiration pull and more water absorption will take
place.

Do Plants Also Respire?

In plants each part can independently take in oxygen from the air and give out
carbon dioxide. Even roots can respire. Can you guess what would happen if a
potted plant is overwatered? Plants carry out photosynthesis only during the
day and respiration both during the day time as well as night.

Did you know? For us oxygen is essential, but for those organisms which do
not use it, oxygen is toxic. In fact, our white blood cells use oxygen to kill
invading bacteria. Even for humans, it may be dangerous to breathe pure
oxygen for long.

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The Flower

The flower is the reproductive unit in the angiosperms. It is meant for sexual
reproduction. Androecium and gynoecium are reproductive organs. When a
flower has both androecium and gynoecium, it is bisexual. A flower having
either only stamens or only carpels is unisexual. Aestivation: The mode of
arrangement of sepals or petals in floral bud with respect to the other members
of the same whorl is known as aestivation.

Parts of a Flower

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Androecium
Androecium is composed of stamens. Each stamen which represents the male
reproductive organ consists of a stalk or a filament and an anther. Each anther is
usually bilobed and each lobe has two chambers, the pollen-sacs. The pollen
grains are produced in pollen-sacs. A sterile stamen is called staminode.

Gynoecium
Gynoecium is the female reproductive part of the flower and is made up of one
or more carpels. A carpel consists of three parts namely stigma, style and ovary.
After fertilization, the ovules develop into seeds and the ovary matures into a
fruit. Placentation: The arrangement of ovules within the ovary

is known as placentation.
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The Fruit

The fruit is a characteristic feature of the flowering plants. It is a mature or

ripened ovary, developed after fertilisation. If a fruit is formed without
fertilisation of the ovary, it is called a parthenocarpic fruit. The ovules after

fertilization, develop into seeds.

Transport Of Water And Minerals In Plants

Plants absorb water and minerals by the roots. The roots have root hair. The
root hair increase the surface area of the root for the absorption of water and
mineral nutrients dissolved in water. The root hair is in contact with the water
present between the soil particles.

Plants have pipe-like vessels to transport water and nutrients from the soil. The
vessels are made of special cells, forming the vascular tissue. The vascular
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tissue for the transport of water and nutrients in the plant is called the xylem.
The xylem forms a continuous network of channels that connects roots to the
leaves through the stem and branches and thus transport water to the entire
plant leaves synthesise food. The food has to be transported to all parts of the
plant. This is done by the vascular tissue called the phloem. Thus, xylem and
phloem transport substances in plants.

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A cti v it y

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

RUBRICS FOR DRAWING

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

Accuracy of All drawings Most drawings Some Few drawings

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

Labeling of Each drawing Most drawings Some Few drawings

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

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P ost -TEST

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

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

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

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

_________3. What is the scientific method of rearing honeybees?

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

primarily for meat and eggs but also for feathers.

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

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

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

construction and improvement of farming equipment and machinery?

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

edible fruit?

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

Cabbages and Tomatoes?

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

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

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

Test II: Modified True or False

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

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__________ 1.) Food crops are plants that primarily raise, culture and harvest
for the human consumption.
__________ 2.) Cereal Crops are plants that cultured for their biological
materials which are used in industrial processes into inedible products.

__________ 3.) Hybrid Pollinated Crops are pollen transfer in these plants is
from another of one flower in a separate plant.

__________ 4.) Silk Crops are plants that primarily raise, culture and harvest
for its fibers which are used to be a raw material.

__________ 5.) Sexual Crops is a classification of plants which reproduce by

any vegetative means without the union of the sexual gametes.

___________6.) Diesel Crops are plants that primarily raise, culture and harvest
for the base of biodiesel production.

___________7.) Feed Crops are plants that primarily raise, culture and harvest
for the livestock consumption.

___________8.) Deciduous are plants which naturally shed off or lose leaves
annually for extended periods.

___________9.) Aerial plants are small woody climbing or twining plants

which depend on other plants for vertical support to climb up to the tree.
___________10.) Bienial is a plant which requires two growing seasons to
complete its life cycle first for vegetative growth and accumulation.

III. Fill in the blank

Direction: Write the correct answer on the space provided.
COMMON NAME SCIENTIFIC NAME ENGLISH NAME
Palay 1._______________ Rice
Mais 2._______________ Corn/Maize
3.______________ Cocos nucifera L. Coconut
Tubo 4._______________ Sugarcane
5.______________ Musa sapientum var. Banana
6.______________ Ananas comosus L. Pineapple

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Kape 7._______________ Coffee

8.______________ Mangifera indica L. Mango
Tabako 9._______________ Tobacco
Mani 10._______________ Peanut
11._____________ Vigna radiata L. Mungbean
12._____________ Manihot esculenta Crantz. Cassava
Kamoteng Baging Ipomoea batatas Lam 13._______________
Kamatis 14.________________ Tomato
15._____________ Allium sativum Linn. Garlic

IV. Identification
Direction: Using the keyword below, identify the following statements. Write
the answer on the space
provided.

Lamina Leaf Phloem Flower

Root Cap Androeciu Fly Eater Plant Transpiration

m

Xylem Venus-Fly Trap Gynoecium

Fruit

___________1) It is a lateral outgrowth of stem developed exogeneously at the

node. These are green in colour to perform the function of photosynthesis.
___________2) It is the green expanded part of the leaf with veins and veinlets.
___________3) It is the vascular tissue for the transport of water and nutrients
in the plant.

___________4) Food has to be transported to all parts of the plant. This is done
by the vascular tissue called _______.

___________5 Water comes out of leaves in the form of vapour by a process

called __________.

___________6) It is a part of the flower that composed of stamens.

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___________7) What is the female reproductive part of the flower and is made
up of one or more carpels?

___________8) It is the part of the root which is covered at the apex by a

thimble-like structure.

___________9) It is a characteristic feature of the flowering plants.

___________10) A carnivorous plant.
V. Essay
Direction: Write an essay of what you have learned in the ff:
 Definition and Importance of Agriculture (10 pts)
 History of Agriculture (10pts)

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CHAPTER 2

Fa rm To ols,
Eq uipm en t s , Inputs AND LABOR

take the challenge!

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

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PRE-TEST

Test I. Multiple choice

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

1) A proper tool for digging.

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

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6) A farm tool that looks like a spoon primarily used for transferring the
soil.
a. Spade
b. Shovel
c. Rake
d. Wheel barrow
7) An open container with a single pair of wheel at the front and two
handle at the rear used for transport materials to another place.
a. Trailer
b. Hand tractor
c. Wheel barrow
d. Improvised Basket
8) It is an implement which is pulled by working animal to till the soil.
a. Disc harrow
b. Disc plow
c. Native plow
d. Native harrow
9) It is an implement mounted to a tractor that is used to pulverize the
newly plowed soil.
a. Disc harrow
b. Disc plow
c. Native plow
d. Native harrow
10) A farm tool primarily used to operate horticultural works.
a. Pruning shear
b. Knife
c. Cutter
d. Harvester
11) Which of the following farming is used for digging canals, breaking
hard topsoil and for digging up stones and tree stumps?
a. Shovel
b. Spade
c. Hoe
d. Pick-mattock
12) It is a tool used without the help of animals or machines. Being used in
performing farm activities which involve small areas like school garden
and home garden.
a. Shovel

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b. Hand tools
c. Grass cutter
d. Grab hoe
13) It is a tool used for cleaning the ground and leveling the topsoil.
a. Sickle
b. Spade
c. Prunning shears
d. Rake
14) Which of the following is the accessories which is being pulled by
working animals or mounted to machineries usually used in the
preparation of land. Usually made of a special kind of metal.
a. Farm tools
b. Farm equipments
c. Farm implements
d. None of the Above
15) Which of the following is equipment used in land preparation and in
transporting farm inputs and products? This equipment needs a highly
skilled operator to use.
a. Farm tools
b. Farm implements
c. Farm equipments
d. All of the above

II. True or False.

Direction: Read and analyze each statement below. Write T if the
statement is correct; F if the statement is incorrect on the space provided.
______1) Hand tractor is used to draw irrigation water from a source.
______2) Tools that are worn out should be separated and be fixed
immediately to avoid accident.
______3) When sharpening with a file, do not use oil; metal filings will
accumulate and clog the file's serrations.
______4) Water will help tools to work as intended and will prevent
the formation of rust.
______5) For pruners, use a whetstone because it produces a very
sharp cutting edge.

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DEFINITIONOF TERMS

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

Farm Implements - accessories pulled by animals or mounted to machineries

to make the work easier.

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

Preventive Maintenance - an activity or operation done to prevent malfunction

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

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

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LESSON 1:

S EL ECT AN D U S ING FAR M TOO L S

FARM TOOLS IN AGRICULTURAL CROP PRODUCTION

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

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Hand Tools

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

Axe is for cutting bigger size post.

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

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

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

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

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

Knife is for cutting planting materials and for performing other operations in
horticulture.
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Light Hoe is used for loosening and leveling soil and digging out furrows for
planting.

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

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Pruning Shears is for cutting branches of planting materials and unnecessary

branches of plants.

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

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

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

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

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

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Sprayers are for spraying insecticides, foliar fertilizers, fungicides and

herbicides.

Sprinkler is for watering seedlings and young plants.

Wheel barrow is used for hauling trash, manures, fertilizers, planting

materials and other equipment.

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Water Pail is for hauling water, manure and fertilizers.

Farm Implements

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

Examples:

Native Plow

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Disc Plow

Plows are farm implements either pulled by a working animal or a

tractor. The plow is specifically used for tilling large areas, making furrows and

inter row cultivation. Plows pulled by working animals are made of either a

combination of metal and wood or pure metal. They are used to till areas with a

shallower depth than that of the disc plows which are pulled by tractors.

Native Wooden Harrow

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Disc Harrow

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

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

pulverizing the soil.

A cti v it y

PROPER USE OF SHOVEL

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

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PPE and Tools needed:

• Footwear
• Long pants
• Gloves
• Rag
• Shovel Procedure:

Make sure that before you perform this activity, you are wearing
appropriate personal protective equipment. Follow these instructions
1. Keep feet wide apart. Place front foot close to shovel.
2. Put weight on front foot. Use leg to push shovel.
3. Shift weight to rear foot. Keep load close to body.
4. Turn feet in direction of throw.
5. Perform housekeeping.
Assessment:
The passing rate is 75 points. Below passing points will retake the
activity until the takers pass.

Score
Rubrics (Points)
20 15 10 5
Proper distance of the feet from each
other
The weight is on front foot
The load is close to your body
Direction of the feet when throwing load
Practice good housekeeping

LESSON 2:
SELECT FARM EQUIPMENT
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These are machineries used in crop production. They are used in land
preparation and in transporting farm inputs and products. These equipments
need a highly skilled operator to use.

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

Four Wheel Tractor

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

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\
Water Pumpis used to draw irrigation water from a source.

Thresher is a piece of farm equipment that threshers grain, that is, it removes
the seeds from the stalks.

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Corn Dehusker machine is used to peel the skin of corn and make
maize removed from the cob.

Rice Harvester makes the harvesting process easier by combining six

operations such as gathering, transporting, reaping, threshing, cleaning and
bagging into one machine.

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

Rice S
eederis for sowing germinated paddy seed directly in wetland

field.

Milleris to remove the husk and the bran layers, and produce an edible

white rice.

A cti v it y

WATCH AND LEARN!

Direction: Make a group that composed of 5 students. In each group, search

and download in each at least three (3) videos on how the different common

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farm equipment works. After that, show/present it to class. Make sure that all
students will watch all videos carefully.

RUBRICS FOR VIDEO PRESENTATION

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

Teamwork All group Most group Some group Few group

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

LESSON 3:
PERFORM MAINTENANCE

PRE-OPERATIVE CHECK UP OF FARM TOOLS AND EQUIPMENT

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

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

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

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

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

The best way to use the stone is to find a way to stabilize the tool that you want
to work on. A bench vise is ideal. You will be able to clamp the tool into place
at an angle, so you can work on it. Clamping the garden tool into place with a
vise frees up both of your hands to use the whetstone and gives you more
control over what you are doing. Apply a little bit of lubricating oil to the end
of the tool and carefully begin to work the stone over the blade. Maintain a 30-
degree angle between the stone and the blade to form the ideal cutting edge for
your tool. Not only will the edge become sharper, but you will also be
removing any pitting and rust that has formed at the edge of your tool‘s blade.
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In instances where the moving parts of your garden tools (such as with of any
new pruners, shears, and loppers) have frozen in place, like springs and pivot
joints, you should disassemble them first carefully break free any rust or dirt
that may keep the tool from functioning properly. Clean accumulated rust and
dirt off all metal surfaces with a wire brush. Remove stubborn rust from small
tools with fine steel wool. Using an old toothbrush with some lightweight
lubricating oil is a great way to work fresh oil into the joints of most garden
tools. Not only will this fresh oil helps your tool to work as it was intended, but
it will also prevent the formation of rust. Use medium-grit sandpaper to remove
rust on larger tools such as shovels, spades, and hoes.

Once your tools are cleaned, they're ready to be sharpened. When

sharpening, try to maintain the original factory bevel or angle. For pruners, use
a whetstone because it produces a very sharp cutting edge. Depending on the
type of whetstone, apply a few drops of oil or water to the stone. With the

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beveled side of the blade against the stone, rub the sharp edge of the blade
toward the stone in a curved motion, as if you were trying to shave off a thin
slice from the stone.

When working with a file, stabilize the blades in a vise or against a solid
surface such as a work bench to avoid injury and ensure an even stroke.
Always push the file across the blade in a motion away from your body. Move
the file diagonally, so that its cutting teeth are biting into the metal on the tool.
When sharpening with a file, do not use oil; metal filings will accumulate and
clog the file's serrations.

Farm implements like ordinary plow and wooden harrow should be checked
thoroughly before use. Loosened bolts and nuts should be tightened firmly.
Disc plow and harrow should also be lubricated on their moving parts like

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bearings. Tractors should be tuned-up very well by skilled operator. Check on

their oil, lubricant, fuel and cooling system.

A cti v it y

WELL-MAINTAINED, WELL EFFECTIVE

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

Materials:
• 1 Bottle/Container of Any Industrial Oil
• A piece of Rag
• Pieces of Sand Paper 300
• PPE such as gloves, eye protector goggles or glasses and dust
mask Tools:

• A set of Hedge Shear

• A set of Metal Clamp
• A Pile
• A Wrench (the size is based from the pivot nut of the hedge shear)
• A Bench Vise (look for School Facilities if available) Procedure:

Step 1: Safety First. Wear all your Personal Protective Equipments. Prevention
to an accident is better than cure.

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

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

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

Step 5: Perform house keeping

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

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

LESSON 4:
FARM INPUTS AND LABOR

FARM INPUTS

They are defined as products permitted for use in organic farming. These
include feedstuffs, fertilizers and permitted plant protection products.

The resources that are used in farm production. The following are examples:

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

scientifically, it is a fertilized matured ovule together covered with seed coat
and it is a propagating material. Thus, seed is the most vital and crucial input
for crop production.

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

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

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Pesticide is a substance used for destroying insects or other organisms

harmful to cultivated plants or animals.

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

LABOR REQUIREMENT FOR LAND PREPARATION

Plowing using animal

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Plowing using tractor

Clearing of the land using hoe

Harrowing using hand tractor

LABOR REQUIREMENT IN PLANTING OF SEEDLINGS

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Transplanting of seedlings

LABOR REQUIREMENT FOR PLANT CARE

Fertilizer Application

Pest Control

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Irrigation

Weeding

Harvesting

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Threshing Rice

Drying Rice

Threshing Corn

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Drying Corn

Storing

A cti v it y

ESTIMATING FARM INPUTS AND LABOR REQUIREMENTS

Direction: Follow the instructions below.

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

2. Get the following data of the ff:

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a. Area
b. Crop
c. Age of crop
d. Quantity of planting materials (in kgs)
e. Number of workers prepared the land
f. Number of days consumed in preparing the area
g. Amount of salary given to each worker during land preparation
h. Number of worker planted the area
i. Number of days consumed in planting the area
j. Amount of salary paid in planting the area
k. Number of worker fertilized the area from planting up to the date
of this survey.

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

survey was made

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

date of this survey

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

o. Number of workers required to perform fertilization after the
survey until final harvesting

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

until harvesting
q. Estimated irrigation expenses from planting up to harvesting
r. Estimated worker hired to perform irrigation from planting to
harvesting.

s. Estimated days for spraying pesticides

t. Estimated workers needed for spraying insecticides
u. Estimated cost of insecticide used in spraying
v. Workers salary during spraying of insecticides
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w. Estimated number of weeding operation

x. Estimated worker needed in weeding
y. Workers salary during weeding
z. Estimated worker employ during harvesting
3. Present your data in tabular form

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

• Required measuring tool is used in measuring the area.

• The data gathered is consistent.

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

tabular form

P ost -TEST

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Test I.Identification

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

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

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

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

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

fungicides and herbicides.

_________5. It is a farm tool used for hauling trash, manures, fertilizers,

planting materials and other equipment.

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

typically used for cutting weeds.

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

pulverizing the soil.

_________8. It is used for cutting bigger size post.

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

unnecessary branches of plants.

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

Test II. Enumeration

Direction: Enumerate the following:

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

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

3. Give three (3) different farm implement.

Test III. Matching Type

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

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A B

______1) a. Pest Control

______2) b. Fertilizer

______3) c. Fertilizer Application

______4) d. Pulling of Seedlings

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______5) e. Clearing of the land

using hoe

______6) f. Harrowing using hand

tractor

______7) g. Plowing using animal

______8) h. Transplanting of
Seedlings

______9) j. Plowing using tractor

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______10) k. Seeds

Test IV. Essay

Direction: Answer the following questions.

1. How to clean your tools and equipment?

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

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CHAPTER 3

Ba sic Calc ulat io n

take the challenge!

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

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PRE-TEST

Test I. Calculation

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

A. Convert the following:

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

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DEFINITION OFTERMS

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

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

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

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

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

Principal –refers to the amount you owed

Volume- the content of a body or object

Acronyms

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

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

by 1 person

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LESSON 1:
BASIC WORKPLACE CALCULATIONS

PERFORM CALCULATION

It is important to be able to measure and calculate surface areas. It might be

necessary to calculate, for example, the surface area of the cross-section of a
canal or the surface area of a farm.

This section will discuss the calculation of some of the most common surface
areas: triangle, square, rectangle, rhombus, parallelogram, trapezium and circle.

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

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

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

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

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

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TRIANGLES
The surface area or surface (A) of a triangle is calculated by the formula:
A (triangle) = 0.5 x base x height = 0.5 x b x h
Triangles can have many shapes but the same formula is used for all of them.

SQUARES AND RECTANGLES

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

formula: Area=Length x Width

In a square the lengths of all four sides are equal and all four angles are right
angles. In a rectangle, the lengths of the opposite sides are equal and all four
angles are right angles. All lengths and widths in a square are equal. All lengths
and widths in a rectangle are not equal.
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RHOMBUSES AND PARALLELOGRAMS

The surface area or surface (A) of a rhombus or a parallelogram is calculated
by the formula: Area= Base x Height
In a rhombus the lengths of all four sides are equal; none of the angles are right
angles; opposite sides run parallel. In a parallelogram the lengths of the
opposite sides are equal; none of the angles are right angles; opposite sides run
parallel.

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

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

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

Splitting a trapezium into one rectangle and two triangles.

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

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

METRIC CONVERSIONS

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

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

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

Units of surface
The basic unit of area in the metric system is the square meter (m), which is
obtained by multiplying a length of 1 meter by a width of 1 meter.

2
1 Surface Area in Hectare (ha)=100m x 100m= 10 000m

A square meter

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

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

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

1 km2 = 100 ha2 = 1 000 000 m2

0.01 km2 = 1 ha2 = 10 000 m2

0.000001 km2 = 0.0001 ha2 = 1 m2

SURFACE AREAS OF CANAL CROSS-SECTIONS AND FARMS

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

DETERMINATION OF THE SURFACE AREAS OF CANAL CROSS-

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

Canal Cross Section

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

Surface area of the canal cross-section= 0.5 (base + top line) x canal depth
=0.5 (b +a) x h
Whereby:

base (b) = bottom width of the canal

top line (a) = top width of the canal

canal depth (h) = height of the canal (from the bottom of the canal to the top of
the

embankment)

Wettted Cross-Section of a Canal

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

Surface area of the wetted canal cross-section = 0.5 (base + top line) x water
depth = 0.5 (b + a1) x h1 Whereby:

base (b) = bottom width of the canal top

line (a1) = top width of the water level

water depth (h1) = the height or depth of the water in the canal (from the bottom
of the canal to the water level).

DETERMINATION OF THE SURFACE AREA OF A FARM

It may be necessary to determine the surface area of a farmer's field. For
example, when calculating how much irrigation water should be given to a
certain field, the size of the field must be known.

When the shape of the field is regular and has, for example, a
rectangular shape, it should not be too difficult to calculate the surface area
once the length of the field (that is the base of its regular shape) and the width
of the field have been measured.

Field of regular shape

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Field of irregular shape

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

Division of irregular field into regular areas

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

area of the rectangle: Ar = length x width = 50 m x 15 m = 750 m2 Surface area
of the triangle: At = 0.5 x base x height = 0.5 x 20 m x 30 m = 300 m2

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

1950 m2

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

V (block) = length x width x height = l x w x h

UNITS OF VOLUME
The basic unit of volume in the metric system is the cubic meter (m 3) which is
obtained by multiplying a length of 1 meter, by a width of 1 meter and a height
of 1 meter.

One cubic meter

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

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

0.000001 m3 = 0.001 dm3 = 1 cm3 = 1 000 mm3
0.000000001 m3 = 0.000001 dm3 = 0.001 cm3 = 1 mm3

VOLUME OF WATER ON A FIELD

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

The volume of water remains the same; only the shape of the "water body"
changes.

One Liter of water spread over a table

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

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A volume of 100 m3 of water spreas over an area of one hectare The

formula to use is:

As the first step, the volume of water must be calculated. It is the volume of the
filled reservoir, calculated with formula:

Volume (V) = length x width x height = 5 m x 10 m x 2 m = 100 m3

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

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

Formula: d= Volume of Water (m3)

Surface of the Field (m2)

Answer: d= 100 (m3)

10 000 (m2)

d = 0.01 m or d = 10 mm

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

One millimeter water depth on a field of one hectare

The formula to use is:

Volume of water (V) = Surface of the field (A) x Water depth (d) Given:

Surface of the field = 10 000 m2

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

Answer:
Formula: Surface of the field (m²) x water depth (m)
3)
Volume (m V = 10 000 m2 x 0.001 m
V = 10 m3 or 10 000 liters
INTRODUCTION TO FLOW-RATE
The flow-rate of a river, or of a canal, is the volume of water discharged
through this river, or this canal, during a given period of time. Related to
irrigation, the volume of water is usually expressed in liters (l) or cubic meters
(m3) and the time in seconds (s) or hours (h). The flow-rate is also called
discharge-rate.

CALCULATION AND UNITS

The water running out of a tap fills a one liter bottle in one second. Thus the

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flow rate (Q) is one liter per second (1 l/s).

A flow-rate of one liter per second

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

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

Time (seconds)

Given: Volume of water: 200 L

Time: 20s

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

Time 20s

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

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

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

Time (seconds)

Given: Volume of water: 100 m3

Time: 2s

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

Time 2s

The discharge rate of a pump is often expressed in m 3 per hour (m3/h) or in

liters per minute (l/min).

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

Time (minutes)
or

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

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

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

Some examples are:

5 percent = 5% =5/100 = 0.05
20 percent = 20% = 20/100= 0.20

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25 percent = 25% = 25/100 = 0.25

50 percent = 50% = 50/100 =0.50
100 percent = 100% = 100/100 = 1
150 percent = 150% = 150/100 = 1.5

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

Three oranges are in 1% of 300 oranges

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

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

Where the x axis and the y axis intersect is the "0" (zero) point.

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The plotting of the information on the graph is discussed in the following

examples.

A graph

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

Measuring the growth rate of a corn plant

These results can be plotted on a graph. The time (in weeks) will be indicated
on the x axis; 2 cm on the axis represents 1 week. The plant height (in

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centimeters) will be indicated on the y axis; 1 cm on the axis represents 1 cm of

plant height.

After 1 week the height is 2 cm; this is indicated on the graph with A; after 2
weeks the height is 5 cm, see B, and after 3 weeks the height is 10 cm, see C.

At planting (Time = 0) the height was zero, see D.

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

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

Graph of the growth rate of a corn plant

From the graph can be read what the height of the plant was after, say 2 1/2
weeks; see the dotted line. Locate on the horizontal axis 2 1/2 weeks and follow

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the dotted line upwards until the dotted line crosses the graph. From this
crossing follow the dotted line to the left until the vertical axis is reached. Now
take the reading: 7.5 cm, which means that the plant had a height of 7.5 cm
after 2 1/2 weeks. This height has not been measured in reality, but with the
graph the height can be determined anyway.

QUESTION
What was the height of the plant after 1 1/2 weeks?
ANSWER
The height of the plant after 1 1/2 weeks was 3.5 cm.

EXAMPLE 2
Another example to illustrate how a graph should be made is the
variation of the temperature over one full day (24 hours). Suppose the outside
temperature (always in the shade) is measured, with a thermometer, every two
hours, starting at midnight and ending the following midnight.

Suppose the following results are found:

Time(hr) Temperature(°C)
0 16
2 13
4 6
6 8
8 13
10 19
12 24

14 28
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16 2
18 27
20 22
22 19

24 16

Graph showing temperature over 24 hours; mistake 16 hour reading

On the x axis indicate the time in hours, whereby 1 cm on the graph is 2 hours.
On the y axis indicate the temperature in degrees Celsius (°C), whereby 1 cm
on the graph is 5°C.

Now indicate (with crosses) the values from the table (above) on the graph
paper and connect the crosses with straight dotted lines.

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Graph showing temperature over 24 hours; estimated correction of mistake

At this stage, if you look attentively at the graph, you will note that there is a
very abrupt change in its shape around the sixteenth hour. The outside
temperature seems to have fallen from 28°C to 2°C in two hours‘ time! That
does not make sense, and the reading of the thermometer at the sixteenth hour
must have been wrong. This cross cannot be taken in consideration for the
graph and should be rejected. The only dotted line we can accept is the straight
one in between the reading at the fourteenth hour and the reading at the
eighteenth hour.

Graph showing temperature over 24 hours; smooth curve

In reality the temperature will change more gradually than indicated by the
dotted line; that is why a smooth curve is made (continuous line). The smooth

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curve represents the most realistic approximation of the temperature over 24

hours.

From the graph it can be seen that the minimum or lowest temperature was
reached around 4 o'clock in the morning and was about 6°C. The highest
temperature was reached at 4 o'clock in the afternoon and was approximately
29°C.

QUESTION
What was the temperature at 7, 15 and 23 hours? (Always use the smooth curve
to take the readings).

ANSWER
Temperature at 7 hours: 10°C
Temperature at 15 hours: 29°C
Temperature at 23 hours: 17°C

A cti v it y

PROJECT PROPOSAL

Direction: Do the instructions properly.

SPECIFIC INSTRUCTIONS:

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

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

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

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

• Project proposal is simple and easy to understand

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

P ost -TEST

Test I. Calculation

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

D. Convert the following:

6. 1m=____cm

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7. 500cm=_____m
8. 8km=______m
9. 1km=_____cm
10. 3000 m=___km
E. Find the area (hectare) of the following.
6. 500m x 500m
7. 200mx2000m
8. 500mx600m
9. 800mx700m
10. 800mx900m
F. Compute the following:
6. 10% of 90 trees were replaced
7. 20% of 30 hectares are harvested
8. 80% of 100 farmers are present
9. 50% of P250 increase in farmers salary
10. 30% of 150 kg seeds are dormant

CHAPTER 4

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Pla ns a nd Draw ing

take the challenge!

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

PRE-TEST

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Test I: Multiple choice

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

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

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

a. Tree planting
b. Vegetable planting
c. Row planting
d. None of the above
2) ________ is a system of growing crops in blocks or strips of 2 or more
rows.

a. Single row planting

b. Double row planting
c. Multiple row planting
d. Half row planting
3) _________ is a method of planting in which seeds are directly planted on
the ground in the farm or any growing surface while transplanting makes
use of pre-grown plants, seedlings or vegetative propagated clones.

a. Row planting
b. Indirect seeding
c. Drill method
d. Direct seeding
4) ________is the systematic apportioning of the farm area or any growing
surface for crop production.

a. Spatial Arrangement
b. Kinesthetic Arrangement

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

a. Internet data
b. Site assessment
c. Geographical data
d. Topographic data
6) Which of the following pertains to the water supply must be clearly
indicated showing location and available capacity.

a. Topographic data
b. Water irrigation
c. food consumption
d. Water capacity
7) _________refers to the soil and crop limitations must be accounted for to
reduce runoff and deep percolation by mismanagement of the irrigation
system.

a. Soil capacity
b. Water capacity
c. Soil erosion
d. Soil and crop characteristics
8) It is a type of irrigation design where water is applied to the field in either
the controlled or uncontrolled manner.

a. Sprinkler Irrigation
b. Drip Irrigation
c. Trickle Irrigation
d. Surface Irrigation

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

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

a. Border irrigation
b. Furrow irrigation system
c. Highland irrigation system
d. Lowland irrigation system
10)It is a parameter design of borders in irrigation system where the Cross
slopes must be eliminated by levelling.

a. Strip length
b. Strip diameter
c. Slope height
d. Strip width
11)It is a parameter design of borders where the longitudinal slopes should be
almost same as for the furrow irrigation.

a. Strip length
b. Strip slope
c. Strip width
d. Strip height
12)It is a parameter design of border in irrigation where the maximum advance
stream used should be non-erosive and therefore depends on the protection
afforded by the crop cover.

a. Strip length
b. Strip slope
c. Construction of levees
d. Selection of the advance stream

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

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

a. Strip length
b. Strip slope
c. Construction of levees
d. Selection of the advance stream
14)It is a parameter design of border in irrigation where The ideal lengths can
be obtained by field tests.

a. Strip length
b. Strip slope
c. Construction of levees
d. Selection of the advance stream
15)It is a type of irrigation design where the ideal areas where water is scarce.
a. Border irrigation
b. Furrow irrigation
c. Lower land irrigation
d. Sprinkler irrigation

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

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

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

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

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

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

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

__________ 6) Irrigation water management involves determining when to

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

__________ 7) The primary functions of farm irrigation system include crop

and soil cooling, protecting crops from frost damage, delaying fruit and bud
development, and controlling wind erosion, providing water for seed
germination, application of chemicals, and land application of wastes.

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

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

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

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

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DEFINITIONOF TERMS

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

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

Monocropping- the growing of single crop

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

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LESSON 1:

FARM PLANS AND LAYOUT

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

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Site assessment

An on-site assessment of a farm is necessary so that a map can be drawn

of the property‘s topography, boundaries, soils, water resources and so on, and
a farm business plan can be formulated.

Government plans

Acquaint yourself with relevant Regional Environmental Plans (REPs),

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

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How Crops are Arranged in Row Planting

Row planting as applied in conventional horizontal farming or

gardening is asystem of growing crops in linear pattern in at least one direction
rather than planting without any distinct arrangement. It is practiced in most
crops whether direct seeded, transplanted or grown from vegetative planting
materials, both in monocropping and multiple cropping.

Crops are planted in rows or straight lines, either singly or in multiple

rows, mainly to enhance maximum yields as well as for convenience. An
eastwest row orientation is preferred to maximize light absorption, but this is
not always possible. In many cases the topography that includes the shape,
terrain and slope of the land, as well as the location of existing vegetation,
roads, irrigation lines, buildings and physical barriers, dictate the row
orientation. The specific advantages of row planting over broadcasting
or scatter planting include the following: (1) light absorption is maximized and,
conversely, the excessive shading effect of other plants is minimized thus
favoring more efficient photosynthesis and improved crop yield; (2) wind
passage along the interrows is enhanced which increases gas exchanges and
prevents excessive humidity; (3) access through the interrows facilitates
cultivation, weeding, and other farm operations including hauling; (4)
movement within the crop area is convenient and allows close inspection of
individual plants; and (5) visibility is enhanced.

Row Planting Arrangement

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

multiple rows. Planting insingle rowsis most common in monocropping or
sole cropping, the growing of a single crop.

Different systems of planting arrangement within the row are practiced

in both single and multiple row planting, depending on the characteristics and
requirement of the crop, particularly its extent of canopy expansion. In the hill
method of plantingcrops by direct seeding, the crops are arranged, singly or in
group, in uniform distances. But in the drill method, the only consideration is a
uniform number ofplants per linear meter.

In row-planted fruit trees and other perennial crops like coconut, oil palm
and rubber, the common types of planting or spatial arrangement are the
square, rectangular, quincunx, and triangular or hexagonal.

Multiple Row Planting Arrangement

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

2 or more rows. The adjacent blocks are separated by a space which may
remain vacant or planted to other crops. This planting arrangement is common
in multiplecropping in which two or more crops are grown in the same piece
of land. It is alsoemployed in monocropping where an alley wide enough to
facilitate passage is needed.

Coconut and other perennial crops are often intercropped with multiple
rows of annual crops like corn and pineapple. This is a common practice of
maximizing the use of vacant interrow spaces when the maincrop has not fully
developed thus allowing sufficient light exposure. In some farms, the intercrop
consists of multiple rows of such crops as coffee, cacao and banana. In this
system, both single row planting (for the maincrop) and multiple row planting
(for the intercrop) are combined.

In vegetable production that employs close spacing and where crops

should be within easy reach, the common practice is to plant in plots having
multiple rows. A space between plots is provided to allow passage.

Spatial Arrangement in Intercropping

Spatial arrangement is the systematic apportioning of the farm area or
anygrowing surface for crop production. In multiple cropping by intercropping,
the intercrop can be planted in any of the following ways: (1) within the rows of
the maincrop, (2) between the rows of the maincrop, and (3) in replacement

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series Planting of the intercrop between two adjacent hills within the same row
of the main crop allows interrow cultivation but the intercrop has limited
exposure to sunlight. This is exemplified by the planting of peanut or mungbean
between corn plants within the same row or two coffee plants that are 3 m apart
between coconut plants.

Single row planting of the intercrop can also be done between the rows
of the maincrop. For example, peanut or mungbean can be dibbled between two
adjacent rows of corn. This system of planting arrangement is likewise common
in coconut farms where fruit trees like durian, lanzones and mangosteen are
grown in single rows between coconut.

In replacement series, one or more rows that are intended for the
maincrop are replaced with the intercrop. For example, a 3:2 corn+mungbean
intercrop means that for every 4 rows that are intended for sole corn, only 3
rows are planted to corn and one row may be substituted with 2 rows of
mungbean. Another practice is in strip intercropping, for example the
simultaneous growing of 6 rows corn and 12rows soybean in alternating strips.

These particular examples result to multiple row planting arrangement.

Methods of Planting Crops in the Farm

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

Direct Seeding

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

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

soil.
Planting crops by broadcasting or sabog tanim, or scatter planting, commonly
applies to small seeds, like rice and mungbean, that are capable of germination
and sustained growth without soil cover. There is no control of plant-to-plant
spacing. The seeds are simply distributed on a well prepared ground by hand or
with a mechanical broadcaster.

With hand broadcasting, a volume of seeds is held by the hand and thrown with
a wide swath. Skill is important to ensure even distribution of seeds per unit
ground area based on the desired seeding rate per hectare. For example, a
seeding rate of 100 kg per hectare means that the seeds have to be distributed at
an average of 0.01 kg or 10 g per sq meter. Assuming that the crop is rice with
a weight of 1000 grains of 29 grams, this is equivalent to a seeding rate of about
345 seeds per sq meter.

Excessive seeding per unit area will mean that the prepared seeds will have
been completely sown but a portion of the farm is still unplanted, and so
additional seeds need to be procured. Conversely, seeding below the average
will complete the planting of the entire farm with some seeds still left.

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In lowland rice, the seeds are broadcasted on puddled soil or over water and
allowed to germinate without covering. The broadcast method of planting crops
is also common with mungbean and cowpea grown as green manure. But in
upland farming, it is best to pass a tooth harrow or rake after broadcasting to
cover the seeds. The soil covering will hide the seeds from seed-harvesting
organisms like chicken and birds. It will also ensure that the seeds have full
contact with the soil which will maximize germination and improve the chance
of the seedlings to fully develop. In pasture establishment, a large herd of
livestock can be released after broadcasting to press the seeds into the ground
by their hooves. Dibbling is an old method of planting crops practiced by
subsistence farmers in hilly lands.

In both the hill and drill methods of planting crops by direct seeding, there is a
desired row-to-row spacing. Hills with a single or multiple number of plants are
spaced uniformly within each row so that in the hill method there is always a
reference to hill distance and number of plants per hill. A hill is that specific
spot on the ground on which a plant or a group of plants is grown. In contrast,
there is no uniform spacing between plants in the row in the drill method, but
uniformity in number of plants per linear meter is intended.

The hill method of direct seeding is done by dropping seeds in holes made by a
dibbler or in furrows that are more or less equidistant. But with mechanized
farming, a combine furrower-planter is commonly used. In planting corn under
rainfed conditions at a population density of, for instance, 60,000 plants per
hectare at 1 plant per hill in rows 70 cm apart, the farmer walks forward along a
furrow and drops a seed every 23.8 cm to the bottom of the furrow. He does not
carry a measuring tool, he just estimates distances on the ground with
impressive accuracy borne of long experience. To cover the seeds, he merely
sweeps the ridge at either side of the furrow by one foot to push some soil
toward the seed and steps thereon to press the soil on top of the seed.

The drill method of planting crops is done, either manually or mechanically, by

releasing seeds continuously, as if pouring water from a bottle with a small
opening. Manual drilling applies to small seeds like rice, millet, and mungbean
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and is usually done by hand. It can also be accomplished by placing small,

roundish seeds in a bottle with a hole on the cover. The seeds are simply
released by tilting and slightly shaking the bottle so that the seeds drop one
after the other or in a cascade through the hole and toward the ground. The
seeds are drilled with or without furrows. In rice, drilling in puddled soil in
linear direction is a modification of seed broadcasting in which plants are
dispersed without plant-to-plant spacing. But in rainfed sorghum, mungbean,
and other grain legumes, the seeds are always drilled at the bottom of the
furrow, covered with soil by raking or by foot, and stepped on to press the soil.

Just like in the hill method of planting crops, an even distribution of drilled
seeds is intended but varies with the seeding rate per hectare and row distance.
With a seeding rate of 100 kg per hectare in rows 20 cm apart, the calculated
average seeding rate per linear meter in the row is 2 grams. With 1000 grain
weight of 29 grams for rice, this is equivalent to a seeding rate of about 70
seeds per linear meter. But if the row distance is widened to 25 cm, the average
seeding rate will increase to 2.5 grams or 86-87 seeds per linear meter.

Transplanting

The term transplanting is also used to refer to the practice of replanting an

already established plant in one location and moving it elsewhere. It is a
method of planting in which makes use of pre-grown plants, seedlings or
vegetatively propagated clones. Transplanting is most common with
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smallseeded vegetables, vegetatively propagated crops, ornamental crops, fruit

trees and many perennial crops.

Transplanting is also convenient with a few plants that can be transferred with
a ball of soil around the roots. In some vegetables, it is common to prick
seedlings from the seedbed and transplant them bareroot to the garden plot. In
perennial species like coffee at a time when rainfall has become frequent and
light is not intense, uprooted wildlings or bareroot transplants have been
directly planted.

A cti v it y

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

MATERIALS NEEDED:

Quantity Description

2 sheets Bond paper short

1 pc Pencil

1 pc Ruler

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

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

a. Width= 16 m
b. Length=19 m
c. Planting distance
Between row=1m
Between hill=0.5 m
3. Sketch inside the border lines your plot layout
4. Submit your output to your teacher

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

1. Accuracy 70%
2. Presentation 20%
3. Neatness 10 %

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LESSON 2:
PLAN AND DESIGN

IRRIGATION SYSTEM PLAN AND DESIGN

Water required by crops is supplied by nature in the form of

precipitation, but when it becomes scarce or its distribution does not coincide
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with demand peaks, it is then necessary to supply it artificially, by irrigation.

Several irrigation methods are available, and the selection of one depends on
factors such as water availability, crop, soil characteristics, land topography,
and associated cost.

Proper design of an irrigation system requires that the pumping system

precisely match to the irrigation distribution system so that the pressure and
flow rate required can be efficiently provided by the pumping system. The
energy required to pump water is determined by the total dynamic head (water
lift, pipe friction, system pressure, etc.), the water flow rate desired and the
pumping system's efficiency.
Irrigation water management involves determining when to irrigate, the
amount of water to apply at each irrigation event and during each stage of plant,
and operating and maintaining the irrigation system. The main management
objective is to manage the production system for profit without compromising
environment and in agreement with water availability. A major management
activity involves irrigation scheduling or determining when and how much
water to apply, considering the irrigation method and other field characteristics.

FUNCTIONS OF FARM IRRIGATION SYSTEMS

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

1. Diverting water from the water source.

2. Conveying it to individual fields within the farm.
3. Distributing it within each field.
4. Providing a means for measuring and regulating flows.
Other functions of farm irrigation system include crop and soil cooling,
protecting crops from frost damage, delaying fruit and bud development, and
controlling wind erosion,

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providing water for seed germination, application of chemicals, and land

application of wastes.

REASONS FOR AN IRRIGATION PLAN

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

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

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

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

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

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

ESSENTIAL FEATURES OF A PLAN

• Topographic Data - the field shape must be accurately drawn showing
pertinentobstructions, features and elevation details.
• Water Source Capacity - the water supply must be clearly
indicatedshowing location and available capacity.
• Depending on the water source, a well log or water license must
accompany the irrigation plan. Irrigation reservoirs also require Water
Management Branchlicensing.

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

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

• Design Parameters - soil water holding capacity, maximum application

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

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

DIFFERENT DESIGNS OF IRRIGATION SYSTEMS

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

controlled or uncontrolled manner.

Surface irrigation consisted of:

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1.1 Furrow system

A. FURROW IRRIGATION BY CUTTING THE RIDGE

B .FURROW IRRIGATION WITH SIPHONS

The Major Design Considerations in Surface Irrigation Include:

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

2. Obtaining as uniform water application as possible;
3. Minimizing soil erosion by applying non-erosive streams;

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

cut –back stream;

5. Minimizing labor requirements by having good land preparation, 6.

Good design and experienced labor and

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

furrowing, harvesting etc.

1.2 Border Irrigation System

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

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

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

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

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

rates.
5. In border irrigation, water is applied slowly.
6. The root zone is applied with water gradually down the field.
7. At a time, the application flow is cut-off to reduce water loses.
8. Ideally, there is no runoff and deep percolation.
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9. The problem is that the time to cut off the inflow is difficult to
determine.

Design Parameters of Border Irrigation System

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

Since there are no furrows to restrict lateral movement, any cross slope
will make water move down one side leading to poor application
efficiency and possibly erosion.

-The stream size available should also be considered in choosing

a strip width.
-The size should be enough to allow complete lateral spreading
throughout the length of the strip.
-The width of the strip for a given water supply is a function of the
length -The strip width should be at least bigger than the size of vehicle
tract for construction where applicable.

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

furrowirrigation.
c) Construction of Levees: Levees should be big enough to withstand
erosion,and of sufficient height to contain the irrigation stream.

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

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

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

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1.3 Basin Irrigation System

Characteristics:

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

irrigating rice.

2. The area is normally flat.

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

4. Water does not infiltrate a lot initially.

5. At the end, close the water inlet to avoid water loss in the pond.
6. The opportunity time difference between the upward and the downward
ends are reduced.
7. The size of basin is related to stream size and soil type.

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

Flow rate Soil Type

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

30 108 0.02 0.06 0.12 0.20

60 216 0.04 0.12 0.24 0.40

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90 324 0.06 0.18 0.36 0.60

120 432 0.08 0.24 0.48 0.80

150 540 0.10 0.30 0.60 1.00

180 648 0.12 0.36 0.72 1.20

210 756 0.14 0.42 0.84 1.40

240 864 0.16 0.48 0.96 1.60

300 1080 0.20 0.60 1.20 2.00

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

2. SPRINKLER IRRIGATION

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

A Sprinkler system conveys water through pipes and applies it with a

minimum amount of losses.

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

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

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

reduce erosion where other systems are not possible.

Components of a Sprinkler Irrigation System

Types of Conventional Sprinkler Systems

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

The system is designed to be moved from one field to another or other

pumping sites that are in the same field.
b) Semi-portable system: Water source and pumping plant are fixed in
locations.Other components can be moved.

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

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

as fixedpumping plant. Sometimes laterals and mainlines may be buried.

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The sprinkler may be permanently located or moved along the lateral. It

can be used on permanent irrigation fields and for relatively high value
crops e.g. Orchards and vineyards. Labor savings throughout the life of
the system may later offset high installation cost.

3. DRIP OR TRICKLE IRRIGATION

Advantages:

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

b) Water is conserved
c) Weeds are controlled because only the places getting water can grow
weeds.

d) There is a low pressure system.

e) There is a slow rate of water application somewhat matching the
consumptive use. Application rate can be as low as 1 – 12 l/hr.

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

g) There is no need for a drainage system.

Components of a Drip Irrigation System

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A cti v it y

SKETCH IRRIGATION PLAN

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

MATERIALS NEEDED:

Quantity Description

2 sheets Bond paper short

1 pc Pencil

1 pc Ruler

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

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

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

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

5. Your teacher will ask you to present your work in front of your
classmates.
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6. Save your work for the next activity.

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

1. Content 50%

2. Applicability 20%
3. Presentation 20%
4. Neatness 10 %

CREATE A MINITURE IRRIGATION CANAL

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

MATERIALS NEEDED:

Quantity Description

1 pc Illustration board

10 bar Activity clay

INSTRUCTIONS:
1. Your teacher will form you into groups (5 members in a group)
2. From your assignment sheet select the best work among your
group.
3. Decide which work will serve as your pattern in creating your
miniature irrigation canal.

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

Submit your completed output to your teacher for
evaluation.

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

1. Accuracy 50%
2. Design 20%
3. Presentation 20%
4. Neatness 10 %

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P OST-TEST

Test I: Multiple choice

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

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

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

e. Tree planting
f. Vegetable planting
g. Row planting
h. None of the above
2) ________ is a system of growing crops in blocks or strips of 2 or more
rows.

e. Single row planting

f. Double row planting
g. Multiple row planting
h. Half row planting
3) _________ is a method of planting in which seeds are directly planted on
the ground in the farm or any growing surface while transplanting makes
use of pre-grown plants, seedlings or vegetative propagated clones.

e. Row planting
f. Indirect seeding

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g. Drill method
h. Direct seeding
4) ________is the systematic apportioning of the farm area or any growing
surface for crop production.

e. Spatial Arrangement
f. Kinesthetic Arrangement
g. Strategic Arrangement
h. Proficient Arrangement
5) Which of the following it pertains to the field shape must be accurately
drawn showing pertinent obstructions, features and elevation details?

e. Internet data
f. Site assessment
g. Geographical data
h. Topographic data
6) Which of the following pertains to the water supply must be clearly
indicated showing location and available capacity.

e. Topographic data
f. Water irrigation
g. food consumption
h. Water capacity
7) _________refers to the soil and crop limitations must be accounted for to
reduce runoff and deep percolation by mismanagement of the irrigation
system.

e. Soil capacity
f. Water capacity
g. Soil erosion
h. Soil and crop characteristics

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8) It is a type of irrigation design where water is applied to the field in either

the controlled or uncontrolled manner.

e. Sprinkler Irrigation
f. Drip Irrigation
g. Trickle Irrigation
h. Surface Irrigation
9) It is a type of irrigation design that has a controlled surface flooding is
practiced whereby the field is divided up into strips by parallel ridges or
dikes and each strip is irrigated separately by introducing water upstream
and it progressively covers the entire strip.

e. Border irrigation
f. Furrow irrigation system
g. Highland irrigation system
h. Lowland irrigation system
10)It is a parameter design of borders in irrigation system where the Cross
slopes must be eliminated by levelling.

e. Strip length
f. Strip diameter
g. Slope height
h. Strip width
11)It is a parameter design of borders where the longitudinal slopes should be
almost same as for the furrow irrigation.

e. Strip length
f. Strip slope
g. Strip width
h. Strip height

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

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

e. Strip length
f. Strip slope
g. Construction of levees
h. Selection of the advance stream
13)It is a parameter design of border in irrigation where Levees should be big
enough to withstand erosion and of sufficient height to contain the irrigation
stream.

e. Strip length
f. Strip slope
g. Construction of levees
h. Selection of the advance stream
14)It is a parameter design of border in irrigation where The ideal lengths can
be obtained by field tests.

e. Strip length
f. Strip slope
g. Construction of levees
h. Selection of the advance stream
15)It is a type of irrigation design where the ideal areas where water is scarce.
e. Border irrigation
f. Furrow irrigation
g. Lower land irrigation
h. Sprinkler irrigation

II. True or False. Write true if the statement is correct and false if it is
otherwise.
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__________ 1) The specific advantages of row planting over broadcasting or

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

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

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

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

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

__________ 6) Irrigation water management involves determining when to

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

__________ 7) The primary functions of farm irrigation system include crop

and soil cooling, protecting crops from frost damage, delaying fruit and bud
development, and controlling wind erosion, providing water for seed
germination, application of chemicals, and land application of wastes.

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

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

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

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

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CHAPTER 5

SAFETY MEASURES
IN FARM OPERATIONS

take the challenge!

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

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PRE-TEST

Test I. Multiple choice

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

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

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

a. Chemicals
b. Exposure
c. Risk
d. Hazard
2) It is the likelihood that a hazard will cause injury or ill health to anyone at
or near workplace.

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

a. Mechanical and/or electrical

b. Chemicals
c. Biological
d. Psychosocial environment
6) It includes chemical substances such as acids or poisons and those that
could lead to fire or explosion, like pesticides, herbicides, cleaning agents,
dusts and fumes from various processes such as welding

a. Chemicals
b. Psychosocial environment
c. Mechanical and/or electrical
d. Biological
7) It includes bacteria, viruses, molds, mildew, insects, vermin, animals
a. Biological
b. Chemicals
c. Mechanical and/or electrical
d. Psychosocial environment
8) It includes workplace stressors arising from a variety of sources.
a. Psychosocial environment
b. Biological
c. Chemicals
d. Mechanical and/or electrical
9) It is the physical or environmental conditions of work which comply with
the prescribed Occupational Health Safety (OHS) standards and which
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allow the workers to perform his or her job without or within acceptable
exposure to hazards.

a. Safety
b. Biological
c. Psychosocial environment
d. Chemicals
10) It is the practices related to production and work process
a. Occupational safety
b. Safety
c. Psychosocial environment
d. Biological

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DEFINITIONOF TERMS

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

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

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

Occupational Safety - the practices related to production and work process

Safety - the physical or environmental conditions of work which comply

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

Sharpening - the process of thinning the edge of the tools like knife, pruning
shears, hedgeshears, etc.
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LESSON 1:
SAFETY MEASURE IN FARM OPERATIONS

APPLY APPROPRIATE SAFETY MEASURES WHILE WORKING IN

FARM

Many hazards are present in the farm. If the farmers are not aware of
these hazards these may cause injury to their body or may cause diseases and
even death. Farmer should always apply appropriate safety measures while
working in the farm. In this lesson the students with the guidance and
supervision of their teacher should identify farm works that involve the use of

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chemicals and hazardous tools and equipment; determine the uses of Personal
Protective Equipment (PPE) and determine farm emergency procedures
regarding safety working environment.

HAZARD, RISK AND EXPOSURE IN THE FARM

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

It is important to distinguish hazard, risk and exposure when undertaking

risk management.

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

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

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

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

Types of Hazard
Hazards are classified into five different types. They are:
1. Physical - includes floors, stairs, work platforms, steps, ladders, fire,
falling objects,slippery surfaces, manual handling (lifting, pushing,
pulling), excessively loud and prolonged noise, vibration, heat and cold,
radiation, poor lighting, ventilation, air quality

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

equipment, pressurevessels, dangerous goods, fork lifts, cranes, hoists

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

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

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

animals
5. Psychosocial environment - includes workplace stressors arising from
a variety ofsources.

Farm emergency procedures regarding safety working environment

1. Identify the potential emergencies.
The emergencies that may occur on a crop production farm could
include:

a. Fire f. snake or spider bite

b. Flood g. chemical exposure
c. Typhoon h. injuries
d. machinery entrapment i. illness
e. electrical shock j. accidents
2. Provide emergency facilities appropriate for the sorts of emergencies that
might occur on the farm (e.g. deluge showers, eye washes, fire fighting
equipment, first aid kits).

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

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

event of an emergency, people working on and visiting the farm need to

know and understand the emergency procedures and their

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

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

The following factors may increase risk of injury or illness for farm workers:
• Age –injury rates are highest among children age 15 and under
and
adults over 65.
• Equipment and Machinery –most farm accidents and fatalities
involve machinery. Proper machine guarding and doing
equipment maintenance according to manufacturers‘
recommendation can help prevent

accidents.

FARM WORKS THAT INVOLVE USING CHEMICALS AND

HAZARDOUS TOOLS AND EQUIPMENT

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

Examples of chemical hazards:

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

b. Washing spray equipment and the water running into open

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

c. Containers or chemicals left lying around. Empty

containers lying in a heap.

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Some ways you can reduce the risk of hazards from chemicals are:
• Use personal protective equipment such as respirators, waterproof
clothes, rubber gloves and waterproof footwear.

• Make sure chemicals are safely stored and cupboards locked.

• Never spray chemicals on days when there is a high wind.
• Know first aid procedures.
• Keep a list of all hazardous substances used on the farm.
Safe use of chemicals
Consider if a chemical substance is really needed.
a. Eliminate a hazardous substance, or if that is not possible,
substitute it with less hazardous one.

b. Safe work practices or personal protective equipment should be

used

c. Keep records of farm chemicals.

2. Land Preparation Using Tractor

a. Victims fall off or are thrown from the tractor

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

c. Overturn
Safety Reminders
• Use seat belts when driving tractors.
• ROPS will protect the operator from serious injuries.
Causes of run over accidents
• Sudden stops
• Driving over holes, stumps and debris, or a sharp turn

How to prevent runover

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• Never allow riders on tractors.

• Discuss with family members and farm workers the potential
risks of riding tractor.
• It's also helpful to post 'no riders' decals on all tractors to remind
others about the policy.

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

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

PERSONAL PROTECTIVE EQUIPMENT (PPE)

Personal protective equipment (PPE) can reduce the number and severity
of farm work related injuries and illnesses. Personal protective equipment not
only helps protect people but also improves productivity and profits. Farmers
and ranchers can share in these benefits by using the appropriate protective
equipment for themselves, family members and

employees when the job and its potential hazards call for it.

Hard Hat
Protect your head with a hard hat when performing construction work,
trimming trees, repairing machinery, and doing other jobs with head injury

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risks. Use a sun safety hat (one with a wide brim and neck protection) to assist
in the prevention of skin cancer.

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

Earmuffs and Ear Plugs

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

Dust Masks, Cartridge Respirators and Gas Masks

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

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

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

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

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A cti v it y

CONDUCT HAZARD REPORT

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

MATERIALS NEEDED:

Quantity Description

2 sheets Bond paper short

1 pc Pencil/Ballpen

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

3. List all the possible hazard observed

4. Classify these hazards
5. Identify persons who are at risk with this hazards
6. Suggest all possible solution to reduce or eliminate the risk
7. Report your findings to your teacher

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

1. Potential hazard are properly identified. – 30%

2. Suggestions are made to reduce the risk. – 25%
3. Potential victims are properly identified. – 25%
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4. Report is properly made. – 20%

WEAR APPROPRIATE PPE
MATERIALS NEEDED:

Quantity Description

1 pc Hard hat

1 pc Facemask

1 pc Footwear

1 pc Goggles

1 pc Earmuffs

2 sheets Bond paper

1 pc 1 pencil or ballpen

INSTRUCTIONS:
1. PPE will be prepared by your teacher ahead of this activity
2. The teacher will give specific farm activities, based on this farm
activities you will identify and wear the necessaryPPE

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

through action or body language.

4. After the specific farm activities. Remove the PPE from your body
and write the reasons why you need to wear that particular PPE
when performing that task.

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

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1. Identification and selection of correct PPE – 50%

2. Re-enactment of farm activities – 30%
3. Written report – 20%

LESSON 2:

SAFE KEEP/ DISPOSE TOOLS, MATERIALS AND OUTFIT

Cleaning, Storing and Waste Management

Protect Tools from the Elements

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

General Cleaning Procedures:

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

• Be properly trained on the cleaning procedures.

• Develop a cleaning program and schedule according to the
recommended frequency and the cleaning program should be monitored
to ensure its effectiveness.

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

• Water that is used for cleaning must be safe.

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

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

• Strictly adhere to all precautionary statements and mixing instructions.

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

Cleaning re-usable containers:

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

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

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

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

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

instructions for mixing.

• Rinse containers with clean water.

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

• Store re-usable containers properly to avoid contamination.

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

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

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

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

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

instructions for mixing.

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

disinfection chemicals, and ensure that no spots are missed.

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

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

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

• Store equipment and tools properly to avoid contamination.

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Cleaning areas for handling and storing fresh produce:

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

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

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

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

Using low pressure water to:

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

• Rinse walls, windows and doors from the top downward

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

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

detergent, and ensure that no spots are missed.

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

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

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

instructions for mixing.

Cleaning hygienic facilities:

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

Pick up trash from the floors and put in trash can.

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By using the proper detergent, clean toilets, sinks and any other fixtures.
Using low pressure water, rinse the entire floor surface to remove any soil build
up.

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

instructions for mixing.

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

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

• Rinse floor and drains.

• Remove excess water and allow drying out at room temperature.
• Ensure that hygienic facilities have enough toilet paper, soap and
disposable towel.

Technique in storing chemicals

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

Safe Management of chemicals involves:

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

Labeling and Packaging of Chemicals

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Chemicals must be supplied in packages that are correctly labeled and

suitable for the substance. Information provided on the label will depend on the
type of substance and the risks associated with it. Items to look for are:

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

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

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

health or safety e.g. flammable liquids.

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

Ensure that containers remain labeled

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

There are good reasons for ensuring that proper containers and
appropriate labels were used including:

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

accidental swallowing.

• Insurance companies may question liability if something goes wrong and

an unlabeled container has been the cause of an incident.

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• Produce cannot be exported if maximum residues limits are exceeded

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

Material Safety Data Sheets

Material safety data sheets (MSDS) must be produced by the
manufacturer or importer of hazardous substance.

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

The register is a collection of the MSDS and other information which

can be kept in a folder, filing cabinet or other practical system.

The register can be kept in the house, workplace or the chemical store, so
long as it remains accessible to emergency service personnel and any
employees who may be exposed to hazardous substances.

Storage and Transport of Chemicals

Safe storage of farm chemicals is needed to protect them from the
elements, restrict access to them, prevent contamination of the environment,
food or livestock and ensure separation from other incompatible chemicals.

Arrangements must be in place to contain any spillage of the chemical.

After considering the potential risk to people‘s health or to the
environment, a farmer might decide that a locked shed with a roof and concrete
floor, which is bounded to contain any spills, is the best way to provide safe
storage.

Remember, you should never store oxidizing agents with fuels. That is –
never store substances labeled yellow diamond with a red diamond. Safe
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transport of farm chemicals depends on what the substance is, how much there
is, where it is to be transported and what else is to be transported with it. In
general, small quantities (less than 250 liters) can be transported on vehicle
provided that the container is properly secured and safe from spillage.

Disposal of Farm Chemicals

Empty farm chemical containers and unwanted chemicals need to be
disposed of properly. Prior to disposal of empty containers, wash the container
out three times and use the rinse water to dilute further batches of the chemical
to working strength.

To wash a container you do not need to fill it each time. If you only have six
liters of water, it is more efficient to use three washes of two liters each, than it
is to rinse once with the full six liters.

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

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984 (Pollution Control Law), PD 1586 (Environmental Impact Assessment

System Law), RA 8749 (Clean Air Act) and RA 9003 (Ecological Solid Waste
Management Act) and their implementing rules and regulations.

A cti v it y

MAKE POSTER ON PROPER WASTE DISPOSAL

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

MATERIALS NEEDED:

Quantity Description

1 pc White cartolina
1 pc Pencil
1 pc Ruler
1 set Crayon

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

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

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4. 4 .Submit your work after 1 day to your teacher for evaluation

Assessment:

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

1. Content and Message 70%

2. Creativity 20%
3. Neatness 10 %

SLOGAN MAKING CONTEST

MATERIALS NEEDED:

Quantity Description

2 sheets Bond paper

1 pc Pentel pen/ Marker
INSTRUCTIONS:
1. Prepare the materials needed
2. Think of a slogan on the proper use of tools and equipment.
3. The slogan may be express using local dialect
4. You will be given 20 minutes to prepare your slogan
5. Submit your output when it is already complete within time limit.
6. The teacher will select the best slogan and will receive additional
points for this activity Assessment:

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

1. Relevance 60%
2. Rhyme 20%
3. Presentation 10%
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4. .Neatness 10 %

P OST-TEST

Test I. Multiple choice

Direction: Write the letter of the correct answer before the number.
1) It is the potential for harm, or adverse effect on an employee‘s health.
Anything which may cause injury or ill health to anyone at or near a
workplace
a. Chemicals
b. Exposure
c. Risk
d. Hazard
2) It is the likelihood that a hazard will cause injury or ill health to anyone at or
near workplace.
a. Risk
b. Exposure
c. Hazard
d. Chemicals
3) This occurs when a person comes into contact with a hazard.
a. Risk
b. Exposure
c. Hazard
d. Chemicals
4) This includes floors, stairs, work platforms, steps, ladders, fire, falling
objects, slippery surfaces, manual handling (lifting, pushing, pulling),
excessively loud and prolonged noise, vibration, heat and cold, radiation,
poor lighting, ventilation, air quality.
a. Chemicals
b. Mechanical and/or electrical
c. Psychosocial environment
d. Physical
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5) It includes electricity, machinery, equipment, pressure vessels, dangerous

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

Test II. Enumeration

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1) Give at least two (2) tips in cleaning equipments, tools and garbage cans
2) Give at least two (2) tips in cleaning areas for handling and storing fresh
produce

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

4) Give at least two (4) environmental law

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 FISHERY arts
CHAPTER 6

Ba sic Conc ept of F ishe r y

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take the challenge!

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

PRE-TEST

Test I. Multiple Choice

Direction: Write the correct answer before the number.

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

a. Aquaculture

b. Ichthyology

c. Biology

d. Fish culture

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

other fishery products to satisfy human needs is ______.

a. Fish Culture

b. Fish Capture

c. Fish Cultivation

d. Fish Propagation

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

a. Endemic or Indigenous

b. Native

c. Wild

d. Exotic

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

a. commercial or business

b. recreational or enjoyment

c. educational and cultural or scientific pursuit

d. food production

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

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

a. Spawning

b. Competition

c. Fighting

d. Cannibalism

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

a. 41,000 years ago
b. 42,000 years ago
c. 37,000 years ago
d. 38,000 years ago
7. Carved painting in the ______ was supported the evidence that
fishing was occurring in the early ages.

a. Stone

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b. Cave
c. Wood
d. Artefacts
8. In what ancient country is famously known as the sea-side settlers
and heavily dependent to fishing?
a. Egypt
b. Macedonia
c. Persia
d. China
9. In ancient times, for a larger catch of fish, fishermen used _______.
a. Fish Net
b. Small Net
c. Gill Net
d. Fin Net

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

a. Leisure
b. Professional
c. Physical
d. Recreational
11. It deals with the scientific method of catching fish.
a. Fish Catching
b. Fish Capture
c. Fish Harvesting
d. Fish Hunting
12. It deals with the scientific method of preserving fish and other
aquatic products to prevent spoilage.

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a. Fish Preservation
b. Fish Conservation
c. Fish Reservation
d. Fish Protection
13. It is defined as natural or artificial method of promoting or
enhancing reproduction and survival of fish and other aquatic

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

a. Fish Cultivation
b. Fish Culture
c. Fish Propagation
d. Fish Reproduction

15. It is the public control and various maintenance of the diverse

fishery where fish and other aquatic products are deprived.

a. Fish Preservation
b. Fish Conservation
c. Fish Reservation
d. Fish Protection
16. It is a part of the fish which connect the body and its tail?
a. Lateral Lines
b. Anus
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c. Caudal Peduncle
d. Operculum
17. It is a part of the fish that covers its body.
a. Slime
b. Fins
c. Lateral Lines
d. Scales
18. What part of the fish is responsible for filtering liquid waste material
from blood?
a. Liver
b. Heart
c. Kidney
d. Pyloric Caeca
19. It is a part of fish which assist digestion by secreting enzymes that
break down fats.
a. Liver
b. Pancreas
c. Kidney
d. Intestines
20. It is a part of fish which is responsible for smelling.
a. Nose
b. Nostril
c. Snout
d. Mouth
21. What is a type of fish scales which resembles a miniature tooth?
a. Cycloid
b. Planoid

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c. Shark-like Scale
d. Sharp Scale
22. What is a type of fish scale has a four-sided plate?
a. Cycloid
b. Planoid
c. Ctenoid
d. Ganoid
23. What is a part of fish scale which used for exchange of gases such
as
oxygen and carbon dioxide?
a. Gill Filaments
b. Gill Arch
c. Gill Bladder
d. Gill Filter
24. What is a part of fish gill which used for straining food from water?
a. Gill Filter
b. Gill Rake
c. Gill Rakers
d. Gill Strainer
25. What is a part of fish gill which used for support and passing for
blood to gill filament?

a. Gill Bladder
b. Gill Rake
c. Gill Arch
d. Gill Strands

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DEFINITION OF TERMS

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

other aquatic species, an activity known as fishing.

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

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

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

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

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LESSON 1:

DEFINITION OF FISHERY AND ITS IMPORTANCE

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

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

which swims and found in the fresh and salt waters of the world. It breathes
under the water because of their gills, absorbing the oxygen from the water to
suffice the needs of body to live. Fish is a vertebrate being because they have a
skeleton with a spine. Just like mammals, birds, reptiles and amphibians, fish
have a skeleton made from bone. But rays and sharks have a skeleton made of
a rubbery, softer substance called cartilage. A fish wiggle its tail to swim
through water. Their fins function as the steer and support their body to stay
upright. Fins are covered in skin without scale. Bony rays supported the fins to
maintain the structure and functionality of fins. A fish has an armored body by
scales to protect from the parasites and other injuries. Scales also gives the fish
a reflectors and coloration to hide and camouflage themselves from the
predators’ sight.

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

other aquatic species, an activity known as fishing including the processing and
marketing as well as protecting and conserving fish and other fishery product
for sustainable use.

VALUE OF fishery

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Fishery has a vital role in the life and progress of an economy. It does provide
food which is the basic needs of mankind, yet not only sustain food and raw
material but also employment opportunities to a vast number of the population
in country. It can be a source of livelihood which can lead to contribute to
micro and macro community; supplying, sustaining food and fodder that are
the basic necessities of human to live, promoting the diplomatic relationship
facilitated by trading system in local, national and international, marketable
surplus products, protect our environment and natural resources, another source
of savings of the entire national budget and basis of the economic development
of a country.

Without fishery, the economy will be at high risk to food security that may be
resulted into serious national problems. The above mentioned statements may
occur obverse and the opposite of those things may happen.

A cti v it y

IMPORTANCE OF FISHERY

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

1. What is the definition of Fishery?

2. What is the value of Fishery?

3. Does our archipelagic nation in fishery sector can suffice the needs
of the people in our country? Explain why or why not.

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4. In what ways you can promote the Fishery industry to your

barangay? Justify.

LESSON 2:

BRIEF HIS TOR Y OF FIS H ERY

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

Ancient Egypt was famously known as the sea-side settlers and heavily
dependent to the fishing. Method of fishing used on the Nile River was shown
at their artworks which are at the wall tomb, on drawing and papyrus
documents. Ancient Egyptian fished in small reed ships Nile perch, catfish and
eels, and used woven nets, weir baskets, harpoons, and hook and line to catch
them. The first metal barbed fish hooks appeared during the 12 th dynasty.
Ancient Greeks considered fisherman of very low status so that they depicted
them in art. Despite of this, Museum of Fine Arts, Boston, has a Greek wine
cup from 500 BC that shows a boy that crouches on a rock and has a fishing
rod in his hand and a fish trap in water below him. Basically – all civilizations
that lived near the water have developed some forms of fishing and relied on
fish as a part of their diet to some extent.

It is not known when commercial fishing started but was characteristic

for it was that is used types of fishing which allowed for a larger catch. To do
that, fishermen used gillnets which existed from ancient times. Thy were used

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in Middle East, North America and other places and are still used in pacific
Northwest, Canada and Alaska. Early fishermen used nets close to the coast but
with improvements in navigation and communication devices, mobility of
fishing vessels increased largely and they started conquering the oceans.
Beside fish, catch of commercial fishermen are sea cucumbers (so called
“trepanging”) for markets of Southern China and the rest of Southeast Asia.

Except primarily for food, fishing is used as recreational activity. The

first mention of recreational fishing dates from 15th century and it comes from
essay “Treatyse of Fysshyngewyth an Angle” by dame Juliana Berners, the
prioress of the Benedictine Sopwell Nunnery. This type of fishing became
popular during the 16th and 17th centuries and it was performed on rivers and
lakes. When the first motorboats appeared in 19th century, big-game fishing
started to be popular. Dr.Charles Frederick Holder, a marine biologist and early
conservationist is considered an inventor of this branch of fishing.
Fishing is still today popular as a sport and as part of economy of some
country. Fishery is the business of catching, handling, taking, marketing, and
preserving of the fish and other fishery products.

A cti v it y

DISSEMINATE!

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

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

LESSON 3:

BRANCHES OF FISHERY

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There are 3 branches of fishery and they are follows:

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

2. Fish Capture – branch of fishery science deals with the scientific

method of catching fish as well and the type of fishing gear used.
3. Fish Preservation – branch of fishery science that deals with the
scientific method of preserving fish and other fishery aquatic products to
prevent spoilage.

BRANCHES OF FISHERY ARTS OVERVIEW

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

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Fish culture under controlled condition is one undertaken in an

aquarium, tank, hapa, fish cage, pen or pond.

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

Fish Propagation is defined as the natural or artificial method of

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

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Natural Method

Artificial Method

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

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• Extensive Fish Farming

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

• Semi-Intensive Fish Farming

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

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 Intensive Fish Farming

The fish are kept at too high a stocking density to obtain

significant amount of feed from their environment.

Fish Conservation is the public control and various maintenances of the

various fisheries where fish and other fishery products are deprived. It work
should be designed to insure maximum sustainable yield of fish. For instance,
the continuous use of fishpond without proper maintenance, like applying
fertilizer, lowers the productivity of the soil. It lessens the capacity of fish to
reproduce.

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

Fish Preservation

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

A cti v it y

EXPLORE FISHERY!

Direction: Answer the following questions.

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

2. What are the different types of fish cultivation? Explain each.
3. What are the different types of sub-classification based on the techniques
applied and financial investments? Explain each.

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

branches?

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

business, in specifically what branch of fishery do you prefer? Explain
your answer and share/present it to the class.

LESSON 4:
MORPHOLOGY OF COMMON FISH – ITS PARTS AND

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FU NC TI ON S

External Parts of the Fish and Their Functions

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

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

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

environment

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

in water

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

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

particularly food

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

fish passes out

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

and the tail

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

10. Vent - the opening between the anus and the

anal fin where the fish will excrete either eggs or sperm. Also
known as

genital papilla

Internal Parts of Fish and their Functions

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1. Spine - the primary structural framework

upon which the fish’s body is built.
It connects to the skull at the front of
the fish and the tail at the rear. The
spine is made up of numerous
vertebrae, which are hollow and
which protect the delicate spinal
cord

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

rest of the body and relays sensory
information from the body to the
brain, as well as instruction from the
brain to the rest of the body

3. Brain - the control center of the fish where

both automatic functions and higher
behaviours occur. All sensory
information is processed here

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

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

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

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

6. Kidney - filters liquid waste materials from

the blood. These waste are then
passed out the body

7. Stomach and intestines - break down food and absorb

nutrients

8. Pyloric caeca - finger like projection located near

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

9. Liver - it assists digestion by secreting

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

10. Heart - circulates blood throughout the body

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11. Muscle - provide movement and locomotion.

These are parts of the fish that are
usually eaten. They compose the fillet
of the fish

12. Gonad - hormone-secreting sexual gland of a

fish.

Fish Scales Tell the Age of a Fish

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

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

Types of Fish Scales

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

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

rear edge.

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

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

Parts of Gills
Diagrammic Representation of Two Forms of Fish Gills

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

oxygen and carbon dioxide
2. Gills Arch - used for support and passing for
blood to and the gill filaments

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

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A cti v it y

BE A FISH MORPHOLOGY RESEARCHER!

Direction: Do the instructions properly.

INSTRUCTIONS
1. Collect samples of fish and identify the external and internal parts.
2. Research on the morphology of fishes, evolution of fishes, some fish
culture facilities in the country, classification, construction and operation
of common fishing used in the Philippines.

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

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

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

1. Accuracy 70%
2. Presentation 20%
3. Neatness 10 %

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CHAPTER 7

FISHC LTURE
U

take the challenge!

At the end of this chapter, the students are expected to:
Lesson 1: Understand the Aspects, Classification
s, Methods of
Fish Culture
Lesson 2: Recognize Terminologies Used in Fish Culture
Lesson 3: Identify the Facilities, Parts of Fish Pond and their
Functions. Illustrate Fish Pond Layout
Lesson 4: Identify the Cultivable Fish and Crustacean Species

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PRE-TEST

Test I. Multiple choice

Direction: Encircle the letter of the correct answer.

1. It is the rearing of fish under controlled or semi-controlled condition.

a. Fish Culture
b. Fish Cultivation
c. Fish Propagation
d. Fish Conservation
2. It is the process of increasing fish life either by natural or artificial means
of reproduction.

a. Fish Culture
b. Fish Cultivation
c. Fish Propagation
d. Fish Conservation
3. It is the scientific means of utilizing fish and other awuatic products/
resources.

a. Fish Culture
b. Fish Cultivation
c. Fish Propagation
d. Fish Conservation
4. What is the fish culture classification according to its purpose?
a. Intensive
b. Recreation
c. Natural or Artificial
d. Extensive
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5. What is fish culture method under taken in net closures in shallow

protected areas of inland waters?

a. Fish Pond
b. Fish Pen
c. Fish Cage
d. Fish tank
6. It is the degree of water freshness and saltiness.
a. Freshness
b. Saltiness
c. pH
d. Salinity
7. It refers to fish species that go upstream from saltwater to freshwater to
spawn.

a. Anadromous
b. Catadromous
c. Endemic
d. Exotic
8. It refers to the fish species that go downstream from freshwater to
saltwater to spawn.

a. Anadromous
b. Catadromous
c. Endemic
d. Exotic
9. What is the rivalry for food, space and oxygen inside the fish pond?
a. Competition
b. Cannibalism
c. Survival

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d. Fighting

10. What is the linear relationship of undergoing the process of eating and
being eaten?

a. Food Web
b. Food Chain
c. Food System
d. Food Cycle
11. It is the smallest and cleanest compartment of fish pond.
a. Fingerlings Pond
b. Fry Pond
c. Nursery Pond
d. Delivery Pond
12. What is an area that serves as water reservoir where water is stored
before going to other pond compartment?

a. Main Pond
b. Head Pond
c. First Pond
d. Primary Pond
13. It is the dike that surrounds the smallest compartment.
a. Least Dike
b. Small Dike
c. Tertiary Dike
d. Third Dike
14. What is the gate in fish pond that can be found in the largest
compartment?

a. Main Dike
b. Head Dike
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c. First Dike
d. Primary Dike

15. A small unframed net enclosure with entire upper opened is called ___.
a. Fish Tank
b. Fish Pen
c. Hapa
d. Payaw
16. What is the common name of Oreochromis niloticus?
a. Nile Tilapia
b. Mozambique Tilapia
c. Red Tilapia
d. Domestic Tilapia
17. What is the common name of Penaeus monodon?
a. Giant Tiger Prawn
b. Giant Freshwater Prawn
c. Indian White Prawn
d. Banana Prawn
18. What is the common name of Scylla serrata?
a. Swamp Crab
b. Mud Crab
c. Sand Crab
d. Hermit Crab
19. What is the common name of Panulirus ornatus?
a. Ornate Spiny Lobster
b. Ornate Greasy Lobster
c. Ornate Red Lobster
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d. Ornate Tiger Lobster

20. What is the common name of Perna viridis?
a. Green Mussel
b. Black Mussel
c. Grey Mussel
d. Yellow green Mussel

DEFINITIONOF TERMS

Fish Cage – is a structured-based net that is ether stationary or movable.

Fish Conservation – is the scientific means of conserving fish and other

fishery aquatic products/resources.

Fish Cultivation – is the rearing of fish under controlled and semi-controlled

condition.

Fish Pen – is an enclosure of net or bamboo slats with sturdy posts staked at the
bottom of water and used for the culture of fish from fry to marketable size.

Fish Pond – is a confined body of water where fish are raised under controlled
conditions.

Fish Propagation – is the process of increasing fish life either by natural or

artificial means of reproduction.

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Fish Tank – is a structure made of brick tile, concrete or polyvinyl chloride

(pvc) used for the purpose of culturing fish from fry, to marketable size. It also
can be used as a breeding tank, or as conditioning tank.

Hapa – is a small unframed net enclosure with the entire upper opened.

Raceway – is an enclosure of concrete soil or added materials.

LESSON 1:

ASPECTS, CLASSIFICATIONS AND METHODS

OF FISH CULTURE

Manyprogramsand activitieshad been done in responseto the

problems regarding the shortage of the supply of fish in the country. One of

which these program is Fish Culture. Fish culture then must be introduced to
enhance awareness and adopt some of the technology and its adoption as
additional source of food and income.

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Nature and Scope of Fish Culture

It is the rearing of fish from fry to marketable size. It also cultivates other
aquatic products such as crabs, prawns and shrimps. Fish cultivation is
undertaken in fresh, brackish and marine waters based from the environment
and water supply.

The fresh water type of fish cultivation is carried out in lakes, rivers, dams or
reservoirs and marshes. Structures used for this type are fish ponds, fish pens,
fish cage, fish tank and raceways. The species of fish that are usually raised are
tilapia, carp, catfish, mudfish and milkfish.
The brackish water type of fish cultivation is carried out in tidal flats or along
margins of estuarine areas. The structures as those in freshwater are used in this
type is the same, except the raceways. The major species of fish cultivated are
tilapia, milkfish, shrimps and crabs. Fish pond is the predominant type of fish
cultivation in the country. It contributes utmost production of inland waters.
Milkfish is the number one product.

The marine water type of fish cultivation is carried out in salt waters or open
ocean waters. The farms are positioned in deeper and less sheltered waters,
where currents are stronger than they are inshore. The structures used for this
type are fish cage, fish tank, fish pond and raceways. The species of fish that
are shellfish like prawns, or oysters and seaweed.

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Phases or Aspects of Fish Culture:

1. Fish Cultivation
The rearing of fish under controlled and semi-controlled condition.

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2. Fish Propagation
The process of increasing fish life either by natural or artificial means of
reproduction.

3. Fish Conservation
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The scientific means of conserving fish and other fishery aquatic

products/resources. It helps to keep the sport of fishing alive. Also, helps to maintain
the balance of certain ecosystems. Fish are important to the planet and fish
conservation can help maintain nature’s balance.

Classification of Fish Culture

1. . According to extent of financial investment

a. Intensive - utilizes limited area with very high investment
b. Extensive - utilizes wide area with minimal capital and very
low production
c. Semi-intensive - employ some or the majority of the modern
techniques of production

2. According to purpose
a. for commerce or for business
b. for recreation or for enjoyment
c. for educational and cultural or scientific pursuit
d. for food production

3. According to design
a. natural pond
b. artificial pond

4. According to state of water

a. still water
b. running water

5. According to salinity

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a. freshwater
b. brackish-water
c. marine or saltwater
6. According to temperature
a. warm water or hot water
b. cold water

7. According to species raised

a. freshwater species
b. brackish-water species
c. marine or saltwater species

Methods of Fish Culture

Based on the structures used in fish cultivation, they can be classified into five
methods. These are the fish pond, fish pen, fish cage, fish tank and open-water
method.

Fish pond is the most widely used. Fry or fingerlings of one or more species
are stocked and reared in pond up to harvest time. Natural food is grown in
pond. The supplementary feed is added. The method of harvesting is draining
the pond. Retrieval of fish in this way is complete. Another method of
harvesting is freshening in case of bangus. Having positive rheotaxism, the fish
are induced to go against water current by the gate and concentrated into a
catching pond where they are scooped.

The fish pen method of fish cultivation is undertaken in net enclosures in

shallow protected areas of inland waters. Bamboo and wood materials ate used
as post and braces. Its lower end is embedded in the mud to prevent escape of
stock by excavating under, while the upper end is extended two meters or more
beyond the water level to escape of fish by jumping out. Harvest of fish is done
by seining or shocking them with electricity.
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The fish cage method of fish cultivation is also undertaken in inland bodies of
water, both in flowing and still water ones. The structure used is also made of
nets. PVC pipes as framing materials is preferred to that of wood or bamboo. A
cage is much smaller than a fish pen. The cage is closed on all sides and
installed in suspension. Fish cage is stationary and movable. Floating and fixed
cages have open top. Growth rate of fish is dependent on the kind and amount
of food given and suitability of the environment. Harvesting of stock is
relatively easy and complete. The fish is either scooped or the cage is merely
brought out of the water to empty the fish.

The fish tank method of fish cultivation is practiced primarily by fish hobbyists
and in pet shops. The method employs varying sizes and shapes of fish culture
structures. These include glass bowls or aquaria and wooden or concrete tanks.
This method cultivation is done outdoor and indoor. The method involves
rearing or breeding of ornamental or fancy, colourful species of fish.

A fifth method of fish cultivation is open-water method. It is done in bays,

coastal lagoons, canals and similar environments.

A cti v it y

BE A FISH CULTURIST!

I. Identification. Aspects and Methods of Fish Culture

Direction: Identify each item. Write the correct answer before the number.

1. It is the scientific means of utilizing fish and other fishery aquatic

products/resources.

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2. It is the process of increasing fish life either by natural or artificial

means of reproduction.

3. It is raising of fish under controlled or semi-controlled condition.

4. It is undertaken in net enclosures in shallow protected areas of inland
waters.

5. It is also undertaken in inland bodies of water, preferably in flowing

ones.

6. It is done in bays, coastal lagoons and similar environments.

7. It is the most widely used method. Fry or fingerlings of one or more
species are stocked and reared in pond up to harvest time.

II. Enumeration. Classification of Fish Culture

Direction: Enumerate each item.

1. According to purpose.
2. According to design.
3. According to state of water.
4. According to salinity.
5. According to temperature.
6. According to species raised.
7. According to extent of financial investment.

LESSON 2:

DIFFERENT TERMINOLOGIES USED IN FISH CULTURE

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professionals in their respective fields. So as is in this area, there are scientific

terminologies. In this lesson, it will tackle about various common terminologies
used in fish culture.

Terminologies Used in the Study of Fish Culture

1. Anadromous - are species of fish that go upstream from salt

water to freshwater to spawn. ex: bangus

2. Biomass - is the total weight of the animal in the given

environment.

3. Cannibalistic - are species of fish that feed on their

own kind.

4. Carnivorous - are species of fish that feed on other

animals.

5. Catadromous - are species of fish that go down from

freshwater to saltwater to spawn.
ex: eels

6. Competition - is the rivalry for food, space and

oxygen inside the fishpond.

7. Endemic or indigenous - is native to the locality

8. Exotic or digenous - is introduced by other countries

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9. Fecundity - is the number of eggs laid by a female

fish in one spawning.

10. Food chain - is the linear relationship of

undergoing the process of eating and

being eaten.

11. Habitat - is the place where plants and animals

grow and naturally live.

12. Herbivorous - are species of fish that feed on plants

and vegetables only

13. Lab-lab - is the vernacular term for all the greenish, brownish or
yellowish crust of micro benthic fauna and flora, which are found
growing in matrix or mat at the pond floor.

14. Milt - is the male reproductive gland of

fishes

15. Omnivorous - are species of fish that feed on both plants and
animals

16. Oviparous - are species of fish whose eggs are fertilized and
developed outside the

body. ex: tilapia

17. Ovoviviparous - are species of fish whose eggs are

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fertilized and developed within the body but the young when born
alive do not receive nourishment from the mother fish. ex: Rays
and Sharks

18. pH - is the hydrogen ion-concentration of

water.

19. Photosynthesis - is the process by which plants

manufacture their food with the aid of

sunlight.

20. Plankton - is the biological association of minute

plants and animals which are found growing on the surface of the
water.

21. Predators - are species of fish feeding on other fishes specially the
cultivable ones.

22. Prolific - is the process of producing young in

great numbers

23. Sabalo - is the bangus breeder or spawner

24. Salinity - is the degree of freshness and

saltiness of water.

25. Scavenger - are species of fish that feed on

decaying organic matter.

26. Spat - is the larvae of oyster and mussel which are free swimming
in water.
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27. Standing crop - is the total number of fish stocked at a

given area at a given time.

28. Temperature - is the degree of coldness and hotness

of water.

29. Tide - is the periodic rise and fall of

seawater.

30. Viviparous - are species of fish that bring forth

living young which during their early
development receive
nourishment from their mother
fish.

A cti v it y

TEST YOUR FISH CULTURE VOCABULARY

I. Identification. Identify the following given statements.

1. It is the total weight of the animal in the given environment.
2. It is the process of producing young in great numbers.
3. It is the hydrogen ion-concentration of water.
4. It is the number of eggs laid by a female fish in one spawning.
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5. It is the biological association of minute plants and animals which are

found growing on the surface of the water.

LESSON 3:

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FISH CULTURE FACILI TI ES

Many facilities that can operate in fish culture. In this lesson, we only
tacklethe commonandfrequently
usedfacilities.Theyare FishPond,Fish
Cage, Fish Pen, Fish Tank, Hapa and Raceway. All of them will be discussed
below.

1. FISH POND
According to the www.agriculturenigeria.com that fish pond is a
confined body of water where fish are raised under controlled conditions.
Fish can also be raised in plastics, fiber stars and wooden rafts. There are
three main types of ponds in construction. This either be earthen pond,
concrete pond and riprap.

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Fish Earthen Pond

Fish Concrete Pond

Fish Riprap Pond

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Compartments of a Fish Pond and each Function

1. Nursery pond - is the smallest and the cleanest compartment

where fish are reared from fry up to pre-
fingerling size.

2. Transition pond - is a compartment where fish are reared from

pre-fingerling size to post fingerling size
before stocking compartments, it is also
known as stunting pond.

3. Rearing pond - is the largest compartment of a fishpond

where fishes are reared from post fingerlings
up to marketable size.

4. Breeding pond - is a compartment where spawners are

confined and are used purposely for the
production of fry.

5. Catching pond - is an area that serves as catchment basin for

fish harvest.

6. Head pond - is an area that serves as water reservoir

where water is stored before going to other
pond compartments.

7. Water supply canal - is a canal used to supply water throughout

the whole fish pond system.

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Interpreting Plans and Layout

Fish Pond Layout

Legend:
][ - Main Gate
)( - Secondary Gate
| | – Tertiary Gate
HP – Head Pond
NP – Nursery Pond
TP – Transition Pond
RP – Rearing Pond
WSC – Water Supply Canal
CP – Catching Pond

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Kinds of Dikes

1. Main dike – is the largest of all dikes that surrounds the whole fishpond
project.

2. Secondary dike – is the dike that surrounds the big compartment.

3. Tertiary dike – is the dike that surrounds the small compartment.

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Kinds of Gates

1. Main gate – is the largest gate that serves as water entrance in the whole
fishpond system.

2. Secondary gate – is the gate that can be found in the large compartment.

3. Tertiary gate – is the gate that can be found in the small compartment.

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2. Fish Cage
Fish Cage is a structured-based net that is ether stationary or movable.
Set in water and surrounded all sides by bamboo slats and provided with
an anchor at the bottom. It is used for the culture of fish

from fry to marketable size.

3. Fish Pen
It is an enclosure of net or bamboo slats with sturdy posts staked at the
bottom of water and used for the culture of fish from fry to marketable
size. The fish pen is fastened permanently against sturdy post and
frames.

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4. Fish Tank
It is structure made of brick tile, concrete or polyvinyl chloride (pvc)
used for the purpose of culturing fish from fry, to marketable size.

It also can be used as a breeding tank, or as conditioning tank.

5. Hapa
A small unframed net enclosure with the entire upper opened. It is
suspended by poles with ample portion extending beyond the water level
to prevent the fish from jumping out.

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6. Raceway
It is an enclosure of concrete soil or added materials. The shape is likely
of the canal through which constant water flows. Fish are raised in the
raceway at high density and their waste products are carried out by the
water passing through the areas.

A cti v it y

FISH FACILITIES IDENTIFIER

I. Identification.

Direction: Identify each item. Write your correct answer before the number.

1. It is a confined body of water where fish are raised under controlled

conditions.

2. It is fastened permanently against sturdy post and frames.

3. It is a structured-based net that is ether stationary or movable.

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4. It is suspended by poles with ample portion extending beyond the

water level to prevent the fish from jumping out.

5. It is an enclosure of concrete soil or added materials. The shape is

likely of the canal through which constant water flows.

6. It is structure made of brick tile or concrete used for the purpose of

culturing fish from fry, to marketable size.

7. It is a compartment where fish are reared from pre-fingerling size to

post fingerling size before stocking them in to other larger
compartments, it is also known as stunting pond.

8. It is a compartment where spawners are confined and are used

purposely for the production of fry or fingerling.

9. It is the smallest and the cleanest compartment where fish are reared
from fry up to pre-fingerling size.

10. It is the largest compartment of a fishpond where fishes are reared

from post fingerlings up to marketable size.

11. It is an area that serves as water reservoir where water is stored

before going to other pond compartments.
12. It is the canal used to supply water throughout the whole fish pond
system.

13. It is an area that serves as catchment basin for fish harvest.

14. It is the dike that surrounds the smallest compartment.
15. It is the dike that surrounds the biggest compartment.
16. It is the dike that surrounds the whole fish pond.
17. It is the gate that can be found in the largest compartment.
18. It is the gate that can be found in the smallest compartment.
19. It is a large gate that serves as water entrance in the whole fish pond
system.

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20. It is a confined body of water where fish are raised under controlled
conditions.

DEVELOPING OWN FISH POND LAYOUT

II. Illustration.
Direction: Bring the materials needed. Do the procedures properly.

Materials:

• Pencil
• Ruler
• Bond Paper
• Folder Procedures:

1. Prepare your materials.

2. Develop your own Fish Pond Layout. All kinds of compartments,
dikes and gates must be included.

3. Put your outcome to the folder.

4. Submit it to your teacher for assessment.

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

1. Completeness – 40%
2. Accuracy – 40%
3. Neatness – 20%

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LESSON 4:

CULTIVABLE FISH AND CRUSTACEAN SPECIES

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There are vast species of aquatic animals with their unique

characteristics around the globe in freshwaters, brackish waters and saltwater
yet not all of them are edible to consume by human for food because of health
issues if eaten and the threat of extinction to their race which are protected by
local governments. So, there are only specific species of fish for food and
legally to produce and commerce. In this lesson, it will discuss about the
Philippine common species of cultivable fish and crustaceans in fish facilities,
their characteristics and natural food according to their water habitats.

Common Cultivable Fish Species:

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Nile Tilapia (Oreochromis niloticus) is a tropical species that prefers to live

in shallow water. The lower and upper lethal temperatures for Nile Tilapia are
12˚C and 42˚C, respectively, while the preferred temperature ranges from 31˚C
to 36˚C. It is an omnivorous grazer that feeds on phytoplankton, periphyton
aquatic plants, small invertebrates, benthic fauna, dentitus and bacterial films
associated with detritus. Nile Tilapia can live longer than 10 years and reach an
exceeding weight of 5 kg.

Mozambique Tilapia (Oreochromis mossambicus) is a freshwater and

brackish water inhabitant. It lives in warm, weedy pools of sluggish stream,
canals and ponds. Is mainly diurnal, occurs at temoeratures ranging from 8˚C to

42˚C. Omnivorous, feeds on almost anything from algae to insects but also
crustaceans and fishes. Mozambique Tilapia reaches a maximum size to 36 cm.

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Common Carp (Cyprinus carpio) is live in the middle and lower

streams of rivers, in inundated areas, and shallow confined waters such as lakes
and water reservoirs. Carps are mainly bottom dwellers but search for food in
the middle and upper layers of water body. Best growth is obtained when water
temperature ranges between 23˚C and 30˚C. The fish can survive cold winter
periods. It is omnivorous, with a high tendency towards the consumption of
animal food such as water insects, larvae of insects, worms, molluscs, and
zooplanktons. Common carps can reach 0.6 to 1 kg body weight within one
season in the polycultural fish ponds of tropical and subtropical areas.

Bighead Carp (Hypopthalmichthys nobilis) is a eurythermic fish, being to

tolerate water temperatures of 0.5˚C to 38˚C. It inhabits lakes, rivers and
reservoirs. Bighead carp normally dwell in the upper layer of the water column
and prefers high fertility water with abundant natural food. Basically, it is a
zooplankton eater throughout its life under natural conditions yet also consumes
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artificial feed in culture ponds. Bighead Carp are fast growing and become very
large in size reaching a maximum weight of 40 kg.

Philippine Catfish (Clarias batrachus) is an air breathing fish inhabit in

lowland streams, swamps, ponds, ditches, rice paddies and pools left in low
spots after flood. It can walk and leave the water to migrate to another water
bodies using its auxiliary breathing organs. It usually confined to stagnant,
muddy water and tolerates temperature from 10˚C to 28˚C. Omnivorous that
feed on insect larvae, earthworms, shell, shrimps, small fishes, aquatic plants
and debris. Approximately, its maximum length is 47 cm and maximum weight
of 1.2 kg.

Bighead Catfish (Clarias macrocephalus) is an air breathing fish lives in

lowland wetland and rivers. Occurs in shallow, open water and is capable of
lying buried mud for lengthy period in the time of ponds and lakes evaporate
during dry seasons. It can also extend its fins to move out of the water. Found in
medium to large-sized rivers, stagnant water bodies including sluggish flowing
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canals and flooded fields. It can tolerate temperatures from 10˚C to 28˚.
Omnivorous that feed on aquatic insect, young shrimps, small fishes and
aquatic plants. Its maximum length is 120 cm and maximum weight is 45 kg.

North African Catfish (Clarias gariepinus) is found in lakes, streams, rivers,

swamps and floodplains, many of which are subject to seasonal drying. The
most common habitats are floodplain swamps and pools where they can survive
during the dry season(s) due to their accessory air breathing organs. It
undertake lateral migrations from the larger water bodies, in which they feed on
aquatic insects, worms, gastropods, small crustaceans, small fishes, aquatic
plants, terrestrial seeds and berries, small birds and small mammal as being an
omnivorous. It can live in the temperature of 10˚C to 28˚C. The record
individual from Country of Malawi was 16.1 in kg and the max length is 150
cm.

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Snakehead Murrel (Channa striata) is a ray-finned fish that perchlike

in form and its head is like of a snake. It is a fresh and brackish water inhabitant
such as ponds, streams, rivers, stagnant and muddy plains. Found mainly in
swamps but also occurs in lowland rivers. It can survive in dry season by
burrowing in bottom mud of lakes, canals and swamps as long as skin and
breathing apparatus remain moist and subsists on the stored fat. Feed on fish,
frogs, snakes, insects, earthworms, tadpoles and small crustaceans as being a
carnivore. Snakehead murrel can live in temperature of 23˚C to 27˚C.

Its maximum length is 100cm and weight of 3kg.

Giant Gourami (Osphronemus gouramy) is a laterally compressed

(compressiform) fish. It has the ability to breath air through a specific organ
called labyrinth (a much-folded suprabranchial accessory breathing organ),
which appears in juviniles about 30 days after hatching and become functional
around 40 days. This fish is omnivorous but with a strong vegetarian tendency,
it can ingest various aquatic and terrestrial plants, although it can also eat a
wide range of other food resources such as frogs, tadpoles, snails, small fishes
and other small aquatic animals. Giant gourami prefers calm fresh waters
especially slow-moving areas such as lakes and large rivers. They are also
found in flood plains and irrigation canals. It lives in tropical temperature of
water. It can reach a remarkable size but normally the maximum size is 45-50
cm. Growth rate is quite slow and may reach commercial size of 500 to 750 g
within 9-14 months of growout. To achieve larger sizes 1 to 2 kg, an extended
period of growout rearing is required, generally compromising 25 to 35 months

in total.
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Barramundi (Lates calcarifer) is also known as seabass, it inhabit freshwater,

brackish water and marine habitats including streams, lakes, billabongs,
estuaries and coastal waters. Barramundi are opportunistic predators;
crustaceans and fish predominate in the diet of adults. It is highly fecund; a
single female (120 cm) may produce 30-40 million eggs. Consequently, only
small numbers of broodstock are necessary to provide adequate numbers of
larvae for large-scale hatchery production. Larvae recruit into estuarine nursery
swamps where they remain for several months before they move out into the
freshwater reaches of coastal rivers and creeks considering them as a
diadromous fish. They usually occur at a temperature range of 26˚C to 29˚C and
between 10 to 40 m deep. Its size is commonly between at 25 to 100 cm.

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Orange-spotted Grouper (Epinephelus coioides) has body elongated, not

very compressed, light greyish brown dorsally, shading to whitish on side and
ventrally, with numerous brownish orange or brownish yellow spots on the size
of pupil or smaller on head and body. It inhabits turbid coastal reefs and is often
found in brackish water over mud and rubble. Juveniles are common in the
shallow waters of estuaries over sand, mud, gravels and among mangroves. It
feeds on small fishes, shrimp and crabs. It is generally cultured in floating net
cages or earthen pond, but cage culture is more common in Southeast Asia.

Most of the brooders are collected from wild and reared for 1 to 7 years using
seawater at a constant temperature of 27˚C to 28˚C. The fish are fed with frozen
sardines, mackerels, cuttlefish, squids and top-shell clams because these foods
have high contents of cholesterol, phospholipids and polyunsaturated fatty
acids.

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Malabar Grouper (Epinephelus malabaricus) is a ray-finned fish and

has perch-like body. It has light grey to yellowish brown color; five slightly
oblique dark brown bars that bifurcate ventrally; numerous small black spots
and blotches in head and body. It inhabits in marine, brackish, reef-associated
waters such as coral and rocky reefs, tide pools, estuaries, mangrove swamps
and sandy or mud bottom from shore to depths of 150 m. It feed primarily on
fishes and crustaceans. Malabar grouper can tolerate water temperature from

26˚C to 29˚C. Its common maximum length is 234 cm and maximum weight of
150 kg.

Orange-spotted Spinefoot (Siganus guttatus) is also known as rabbit

fish by the similarity of the nose. It is a ray-finned fish with perch-like body. It
has a bright yellow spot adjacent to last few rays of dorsal fin, head with lines
and spots. Its spine is stout, pungent and venomous. Inhabits in marine and
brackish water to include turbid inshore reefs among mangroves; tolerates or
even prefers low salinities. Fry settlers in seagrass beds around river mouths
and adults enter and leave rivers with tides but also found on drop-offs of
inshore fringing reefs down to 6 m. It feeds on benthic algae. Unlike other
siganids, this species is reported to be active at night as being a nocturnal fish.
It can tolerate water temperature from 24˚C to 28˚C. Its common maximum
length is 42 cm.

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Vermiculated Spinefoot (Siganus vermiculatus) is is also known as

rabbit fish by the similarity of the nose. It is a ray-finned fish with perch-like
bluish white body, head brown to brownish or golden yellow with irregular
lines. Its spine is stout, blunt or pungent and venomous. It inhabits in marine
and brackish water, juveniles live among mangroves then move out to lagoon
and coastal reefs as they mature. It feeds on algae growing on seagrass,
mangrove roots and rocks. Adult congregate inshore in groups of several
hundreds to spawn in summer. Adults on coastal reefs are subject to strong
currents. The species has a high fecundity of 350,000 per spawning season. It
can tolerate water temperature from 19˚C to 38˚C. Its common maximum
length is 45 cm.

Spotted Scat (Scatophagus argus) is a ray-finned fish with perch-like

quadrangular body shape. Juveniles with a few large roundish blotches, about
size of eye, dorsal head profile is steep. Eye moderately large and snout is
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rounded. It inhabits in fresh, brackish and marine waters such as harbors,

natural embayments, brackish estuaries and lower reaches of freshwater
streams, frequently occurring among mangroves. It feeds on worms,
crustaceans, insects and plant matters. The dorsal, anal and pelvic spines are
believed by Philippine fishers to be venomous and capable of inflicting wounds.
It can live in the water temperature from 20˚C to 28˚C and usually its maximum
length is 38 cm.

Milkfish (Chanos chanos) is a fusiform, elongated, moderately

compressed, and smooth streamline body fish. It has body color silvery on belly
and sides grading olive-green or blue on back, transparent tissue covers eye. It
is the only species in the Family Chanidae. Its distribution is restricted to either
low latitude tropics or the subtropical northern hemisphere along continental
shelves and around islands, where temperatures are greater than 20˚C. Milkfish
only spawn in saline waters. Spawning takes place near coral reefs during the
warm month of the year. Juveniles and adults eat a wide variety of relative soft
and small food items, from microbial mats to detritus, epiphytes and
zooplankton. It attains typical length of 1m but may reach maximum length of
1.8m.

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Common Cultivable Prawn/Shrimp Species:

Giant Tiger Prawn (Penaeus monodon) is similar to all penaeid shrimp, the
rostrum well developed and toothed dorsally and ventrally. Its carapace has
without longitudinal or transverse sutures. Depending on substratum, fees and
water turbidity, body colors vary from green, brown, red, grey, blue and
transverse band colors on abdomen and carapace are alternated between blue or
black and yellow. Penaeus monodon was originally harvested together with
other shrimp species from traditional trapping-growing ponds or as a significant
by-product of extensive milkfish ponds. It is mature and breeds only in tropical
marine habitats and spends their larval, juvenile, adolescent and sub-adult
stages in coastal estuaries, lagoons or mangrove areas. In the wild, they show
marked nocturnal activity, burrowing into bottom substratum during day and
emerging at night to search for food as benthic feeder. Under natural conditions,
the giant tiger prawn is more of a predator than an omnivorous scavenger or
detritus feeder than other penaeid shrimp. Adults are often found over muddy
sand or sandy bottoms at 20 to 50 m depth in offshore waters. The females are
highly fecund with gravid females producing as many as 500,000 to 750,000
eggs. Hatching occurs 12 to 15 hours after fertilization. It feeds on benthic
detritus, polychaete worms and small crustaceans. Healthy adult females can
grow 25 to 30cm and weighted of 200 to 320g while healthy adult males can
grow 20 to 25cm and weighted of 100 to 170g.

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Indian White Prawn (Penaeus indicus) is similar to all penaeid shrimp,

carapace rather smooth, lacking gastro frontal and hepatic crest, ad rostral crest
extending as far as or just before epigastric tooth, rostrum slightly curve at tip
and sigmoidal-shaped, usually bearing 7 to 9 upper teeth (including those on
carapace) and 3 to 6 lower teeth, rostral crest generally slightly elevated in large
specimen including adult females. Its body color is semitranslucent, somewhat
yellowish white (small specimens) or greyish green and covered with numerous
minute dark brown dots, eyes light brown mesh-like stripes, rostral and
abdominal dorsal crests reddish brown to dark brown. The methods of brackish
water aquaculture are applied whether in cultures practices followed such as
traditional, extensive, modified extensive, semi-intensive or intensive. It
inhabits the coast of East and South Africa, Southwest and East coast of India,
Bangladesh, Thailand, Malaysia, Philippines, Indonesia, Southern China and
Northern coast of Australia. Penaeus indicus is nonburrowing, active both day
and night, and prefers a sandy mud bottom. Adults are normally found at depths
less than 30m but have also been caught from 90m. The shrimp mature and
breed mostly in marine habitats and spend the juvenile and sub-adult stages of
30 to 120 mm total in length (TL) in coastal estuaries, backwaters or lagoons.
Juveniles can tolerate a much wider range of salinity (5-40%) than asults. On
the southwest coast of India the juveniles support a good commercial fishery in
the backwaters and paddy fields. It is also highly fecund, ranging from 68,000
to 1,254,200 eggs from females of 140200mm TL. Depending upon the
temperature, hatching takes place within 8-12 hours after spawning. The
postlarvae migrate into the estuaries, settle and feed on benthic detritus,
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polychaete worms and small crustaceans, and remain there until they attain 110-
120 mm TL. These sub-adults then return to the sea and get recruited into the
fishery. The size of Penaeus indicus used for broodstock development should
preferably be above 145mm TL (20g) for females and 140mm (17g) for males.

Banana Prawn (Fenneropenaeus merguinsis) is widely distributed in

the Indo-West Pacific region in both tropical and subtropical waters. To include
from Persian Gulf to Thailand, Hong Kong, the Philippines, Indonesia, New
Guinea, New Caledonia and North Australia. It inhabits in the bottom mud,
estuarine and marine about 10 to 45 m in depths. Its usually maximum total
length is 240 mm (female). It has been cultured in extensive ponds with natural
seeding for a long time in Asia and recently in semi-intensive and intensive
ponds. Supplementary feeding occurred only later in improved extensive
farming, with usually stocked with wild caught or hatchery-produced
postlarvae. Although F. merguinsis does not grow as fast as P. monodon, their
ability to mature and spawn in captivity and their short life cycle ensure a
consistent production of postlarvae and a great opportunity to domesticate the
species. This would eliminate the reliance of the prawn farming industry on
wild broodstock and more importantly, allows the development of fast growing
or pathogen-free stocks through selective breeding. Such low cost of
broodstock, ease in larvae rearing and potentially low feed cost.

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Greasyback Prawn (Metapenaeus ensis) is commonly called mud

prawn, sand prawn in catering trade. It is popular due to its rich-tasting
nutritious flesh. Cahracteristics of M. ensis include a wide distribution, strong
adaptability, omnivorous feeding habit, fast growth and high commercial value.
It breeds in seawater or brackish water but it can also be bred in freshwater after
domestication. After 100 days in cultivation with a favourable environment and
abundant food, juveniles will grow into adult commercial shrimps of 10cm in
length.

Giant Freshwater Prawn (Macrobrachium rosenbergii) is the largest

Macrobrachium species. The maximum recorded size for males and females are
33cm and 29cm in length. Mature male prawns are larger than females. The
head of the male is also proportionately larger and the abdomen is narrower. M.
rosenbergii is nocturnal, bottom dwelling and sluggish in nature and is
territorial. During the day they remain half buried in sediments and prefers

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shallow, detritus rich and vegetated areas. In temperature regions, the breeding
season is summer while in tropical regions it is to the onset of the rainy season.

Its spawning occurs two or more times per season.

Common Cultivable Crab Species:

Swamp Crab (Scylla serrata) is a crab with smooth carapace and

strong transversal ridges. Its gastric zone is on the carapace with deep Hshaped
groove. Front with 4 broad lobes, all more or less in line with each other, 9
broad teeth on each anterolateral margin, all of them with similar size and
projecting obliquely outwards. It has a strong chelipeds with well developed
spines on the outer surface of carpus and on the anterior and posterior dorsal
parts of propodus. Its carapace color is green to almost black with legs that may
be marbled. The three other Scylla species prefer less saline water. Farming of
this species has developed from low density pond polyculture with fish and
shrimp, using wild seeds introduces tidally or intentionally, to monoculture in
ponds and pens. Typically associated with mangroves in estuaries and sheltered
coastal habitats, they are found in soft muddy bottoms where they dig deep
burrows. Their courtship and mating occur in estuaries. Mature S. serrate
migrates offshore (up to 50km) to spawn. They may spawn at any time during
the year. The number of eggs produces may range from 1 to 6 million in a
single spawning with at least 3 batches. Males can grow up to 3kg with 28cm

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carapace width. Mature females have wide and dark abdomens and dark orange
ovaries that fill the cavity under the carapace.

Mud Crab (Scylla paramamosain) is a crab with a carapace usually

green to light green, plam green to greenish blue with lower surface and base of
fingers usually pale yellow to yellowish orange. Its carapace common width is
between 15 and 18cm. Inhabits rock areas, near reef and mangroves. Members
of the order Decapoda are mostly gonochronic. Mating behaviour:
Precopulatory courtship ritual is common (through olfactory and tactile cues);
usually indirect sperm transfer. Its recorded maximum carapace length is 20cm.

Common Cultivable Lobster Species:

Ornate Spiny Lobster (Panulirus ornatus) is a lobster under the family of

Palinuridae. It has maximum total body length of 50cm but usually much

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smaller (30 to 35cm). It is found in shallow, sometimes slightly turbid coastal

waters from 1 to 8m depth, with a record of 50m deep. It inhabits sandy and
muddy substrates, sometimes on rocky bottom, often near the mouth of rivers
but also on coral reefs. Juveniles occur in holes and crevices which are partially
covered by seagrass or macroalgae. It is solitary, may live in pairs and has been
found in larger concentrations. It is an omnivore species. Members of the order
Decapoda are mostly gonochronic. Mating behaviour: Precopulatory courtship
ritual is common (through olfactory and tactile cues); it is also indirect sperm
transfer. It can found in the Indo-West Pacific region.

Common Cultivable Mollusk Species:

Slipper Cupped Oyster (Crassostrea iredalei) is a shell medium sized, very

variable in shape but generally higher than long, roughly rounded, oblique
triangular or elongate ovate in outline. It’s left (lover) valve rather thick but
light weighted, more convex and larger than right (upper) valve. The color of
outside shell is dirty white, often flushed with pale greyish brown. The right
valve is frequently with a few darker purplish grey radial bands in early stages
of growth. The interior of valves are whitish and shiny, often with irregular
areas of chalky white, deep puple-brown on posterior adductor scar. Its
geographical distribution is restricted to the Philippine Archipelago and
Malaysia. C. iredalei attached to hard objects or growing in bunches, on various
soft bottoms, especially in bays and estuaries with somewhat reduced salinity,
intertidal and shallow subtidal water, and suspension-feeding. This brackish

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water species is noted for its tasty creamy flesh and its culture required a
salinity range of 15 to 25ppt. Its recorded maximum shell height is 15cm and
commonly 8cm in length.

Donkey’s Ear Abalone (Haliotis asinina) is actively collected in the

Southeast Asian countries for its shell and large fleshy animal. It is common but
not aggregating in dense populations. The depth where they are usually found is
at 0 to 10m. In life, the exceptionally large green mantle almost covers the shell
which is them devoid of encrusting marine growths, unlike of the other species.
It is active at night, feeds on epilithic algae by grazing. Found in intertidal, on
coral reefs. H. asinine is mostly gonochronic and broadcast spawners. Life
cycle: Embryos develop into planktonic trocophore larvae and later into
juvenile veligers before becoming fully grown adults. Its recorded maximum
length is 12cm and its common size is 9cm.

Green Mussel (Perna viridis) is an economically important mussel, a

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bivalve belonging to the family of Mytilidae. It is harvested in the wild and

grown in aquaculture facilities in its native area. The shell tapers to a sharp,
downturned beak and has a smooth surface covered with a periostracum. The
ventral margin of the shell is straight or weakly concave. The ridge which
supports the ligament connecting the two shell valves is finely pitted. The beak
has interlocking teeth; one in the right valve and two in the left. The wavy
posterior end of the paleal line and the large kidney-shaped adductor muscle are
diagnostic features of this species. Periostracum can be vivid green to dark
brownish-green near the outer edge and olive-green near the attachment point.
The interior of the shell valves is shiny and pale bluish green. It can usually
found up to 10m depth and forms dense population (up to 35,000 individuals
per square meter). This species in an efficient filter feeder, feeding on small
zooplankton, phytoplankton and other suspended fine organic material. Sexes
are separate and fertilisation is external. Spawning generally occurs twice a year
between early spring and late autumn, however, in the Philippines and Malaysia
spawning occurs year round. Sexual maturity occurs at 15 to 30mm shell
length. Life span is about 3 years. It is found in estuarine habitats with salinities
ranging from 18 to 33 ppt and temperatures from 11˚C to 32˚C. It can reach
150mm.

Common Enemies of Fish and Crustacean

1. Predator - fish and other animals that prey on the cultured

species of fish and crustacean

2. Competitors - fish and other animals that compete with the

cultured species in terms of food, space and oxygen

3. Nuisances - crustaceans and other animals that do a lot of

damage to the food and in the habitat of fish

Characteristics of Fish and Crustacean that are Suitable for Pond Culture

1. Fish should be palatable and good tasting – the fish must have a
delicate flavour.

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2. Fish must be a fast grower – the fish must be able to grow rapidly or
can give a possibility of four or more harvests a year.

3. Fish should be resistant to pests, diseases and parasites – the fish

should not succumb to abrupt changes in temperature or salinity and
can tolerate such conditions in all its existence.

4. Fish should be a universal feeder – the culture fish require food

which can be grown easily and abundantly under favourable

conditions.

5. Fish should have high market demand – the fish must command a
high price to recover the expenses incurred.

6. Fish should not be destructive in confinement, either to its kind or to

other species or to its environment – the fish should be prolific which
means that reproduce very often to have a continuous supply of fry or
stocks.

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A cti v it y

Direction: Identify the common names of the aquatic species in the ff:

1. Oreochromis mossambicus
2. Hypopthalmichthys nobilis
3. Clarias batrachus
4. Channa striata
5. Osphronemus gouramy
6. Lates calcarifer
7. Epinephelus malabaricus
8. Siganus vermiculatus
9. Scatophagus argus
10. Chanos chanos
11. Metapenaeus ensis
12. Scylla paramamosain
13. Panulirus ornatus
14. Crassostrea iredalei
15. Haliotis asinine

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P ost -TEST

Test I. Multiple choice

Direction: Encircle the letter of the correct answer.

1. It is the rearing of fish under controlled or semi-controlled condition.

1. Fish Culture
2. Fish Cultivation
3. Fish Propagation
4. Fish Conservation
2. It is the process of increasing fish life either by natural or artificial means
of reproduction. 1. Fish Culture

2. Fish Cultivation
3. Fish Propagation
4. Fish Conservation
3. It is the scientific means of utilizing fish and other awuatic products/
resources.

1. Fish Culture
2. Fish Cultivation
3. Fish Propagation
4. Fish Conservation
4. What is the fish culture classification according to its purpose?
1. Intensive
2. Recreation
3. Natural or Artificial
4. Extensive

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5. What is fish culture method under taken in net closures in shallow

protected areas of inland waters?

1. Fish Pond 2. Fish Pen

3. Fish Cage
4. Fish tank
6. It is the degree of water freshness and saltiness.
1. Freshness
2. Saltiness
3. pH
4. Salinity
7. It refers to fish species that go upstream from saltwater to freshwater to
spawn.

1. Anadromous
2. Catadromous
3. Endemic
4. Exotic
8. It refers to the fish species that go downstream from freshwater to
saltwater to spawn.

1. Anadromous
2. Catadromous
3. Endemic
4. Exotic
9. What is the rivalry for food, space and oxygen inside the fish pond?
1. Competition
2. Cannibalism
3. Survival
4. Fighting
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10. What is the linear relationship of undergoing the process of eating and
being eaten?

1. Food Web
2. Food Chain
3. Food System
4. Food Cycle
11. It is the smallest and cleanest compartment of fish pond.
1. Fingerlings Pond
2. Fry Pond
3. Nursery Pond
4. Delivery Pond
12. What is an area that serves as water reservoir where water is stored
before going to other pond compartment?

1. Main Pond
2. Head Pond
3. First Pond
4. Primary Pond
13. It is the dike that surrounds the smallest compartment.
1. Least Dike
2. Small Dike
3. Tertiary Dike
4. Third Dike
14. What is the gate in fish pond that can be found in the largest
compartment?

1. Main Dike
2. Head Dike
3. First Dike

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4. Primary Dike

15. A small unframed net enclosure with entire upper opened is called ___.
1. Fish Tank
2. Fish Pen
3. Hapa
4. Payaw
16. What is the common name of Oreochromis niloticus?
e. Nile Tilapia
f. Mozambique Tilapia
g. Red Tilapia
h. Domestic Tilapia
17. What is the common name of Penaeus monodon?
1. Giant Tiger Prawn
2. Giant Freshwater Prawn
3. Indian White Prawn
4. Banana Prawn
18. What is the common name of Scylla serrata?
1. Swamp Crab
2. Mud Crab
3. Sand Crab
4. Hermit Crab
19. What is the common name of Panulirus ornatus?
1. Ornate Spiny Lobster
2. Ornate Greasy Lobster
3. Ornate Red Lobster
4. Ornate Tiger Lobster
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20. What is the common name of Perna viridis?

1. Green Mussel
2. Black Mussel
3. Grey Mussel
4. Yellow green Mussel

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CHAPTER 8

FISHCAPTURE

take the challenge!

At the end of this chapter, the students are expected to:
Lesson 1.1: Identify the Fishing Methods and Gears
Lesson 1.2: Perform the Fishing Gear Construction and
Operation
Lesson 1.3: Identify the Fishing Gear Proper Handling and
Safety Measures
Lesson2: Identify the Common Commercial Species of
Aquatic Resources

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P RE-TEST

Test I. Multiple choice

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

1. It is the fishing method that is composed of simplest forms of gathering

aquatic resources. What is it?

a. Active Gear
b. Passive Gear
c. Alternative Gear
d. Basic Gear
2. This grappling instrument is locally known as panilo. What is the
common name for panilo?

a. Traps
b. Snares
c. Dredges
d. Hidden Holes
3. Which gear is used by man to catch fish from distance by throwing
sharp objects?

a. Throwing Gear
b. Wounding Gear
c. Distance Gear
d. Scratching Gear
4. This kind of gear is leading the fish into a enclosure from which it
cannot escape. What is this gear?

a. Dredges

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b. Traps
c. Snares
d. Net Enclosure
5. What method of fishing is with hooks and baits?
a. Fishing with Nylon
b. Fishing with Line
c. Competitive Fishing
d. Traditional Fishing
6. ______ extremely long line with a large series of baited hooks.
a. Long Lines
b. Long Nylons
c. Comprehensive Lines
d. Comprehensive Nylons
7. It is a type of gear that works on the principle of covering. What type of
gear is it?

a. Falling Gear
b. Covering Gear
c. Traping Gear
d. Snaring Gear
8. This gear is usually made of woven or knitted fibers with mesh to
confine fish. What is this gear?

a. Fish Net
b. Fish Filter
c. Fish Impounding Net
d. Fish Capturing Net
9. It is the net that take fish by submerging a hanging net and swiftly
lifting the gear to capture or enclose the fish. What is this gear?

a. Pound Nets

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b. Fyke Nets
c. Scooping Nets
d. Hanging Nets

10. A gear uses a scare line or other devices to frighten fish toward the net.
What is this gear?
a. Drive-under Gear
b. Drive-on Gear
c. Drive-out Gear
d. Drive-in Gear
11. It is a net which are pulled through the water or wear bottom or even
pelagically for an unlimited time. What is this gear?

a. Pulled Gear
b. Flowed Gear
c. Drived Gear
d. Dragged Gear
12. The process of fish capture is done by surrounding a certain area of
water with school of fish and towing the gear over this area with both
ends to a fixed point on the shore or on a vessel. In what kind of gear
belongs to this?

a. Broad Nets
b. Gill Nets
c. Surrounding Nets
d. Seine Nets
13. It is a simple walled curtain-like nets which are set vertically in water.
What is this gear?
a. Broad Nets
b. Surrounding Nets

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c. Gill Nets
d. Seine Nets
14. What is the common name for Clarias batrachus?
a. Tulingan
b. Catfish
c. Anchovy
d. Big-eyed Scad
15. What is the common name for Selar crumenopthalmus?
a. Tulingan
b. Catfish
c. Anchovy
d. Big-eyed Scad
16. What is the common name for Engraulidae?
a. Tulingan
b. Catfish
c. Anchovy
d. Big-eyed Scad
17. What is the common name for Euthynnus affinis?
a. Tulingan
b. Catfish
c. Anchovy
d. Big-eyed Scad
18. What is the local name for Decapterus macrosoma?
a. Tuna
b. Galunggong
c. Tilapia
d. Bangus
19. What is the local name for Scylla serrata?
a. Alimango
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b. Alimasag
c. Hipon
d. Sugpo
20. What is the scientific name for Bangus?
a. Oreochromis niloticus
b. Chanos chanos
c. Clarias batrachus
d. Scatophagus argus

DEFINITIONOF TERMS

Dredge is an apparatus usually in the form of an oblong iron frame with an

attached bag net used especially for gathering fish and shellfish.

Jigger is an interesting and often novel device with a practical use for catching
squids.

Trawl is a large net that boat pulls along the bottom of the ocean to catch fish.

Troll is to fish with a hook that you pull through water.

LESSON 1:

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There are various fishing gear used in catching fish and other fish

products and different methods of construction and operation are involved.

Some fishermen and their relatives practice the different ways of constructing a
gear to augment family income.

Basic Philippine Fishing Methods and Gears

1. Passive gear using bare hand – a method that is composed of the simplest
forms of gathering aquatic resources (I.e. hand picking and diving)

2. Active gear - a method that depend on the psychological reaction of fish to

certain physical or chemical properties

a. Mechanical stupefying
1. Hitting a fish directly with any object like stones, clubs, hammers
etc.
2. Hitting a submerged stone with another where fish is hiding.
3. Using of dynamite detonated by a blasting cap with a short fuse.
3. Fishing Using Miscellaneous Hand Or Grappling Instruments - are
generally used for gathering sessile or trapped animals (panikwat)

English Names Local Names

1. Shovels - Pala
2. Tongs - Sipit
3. Gafts - Gantso
4. Hoes - Panghukay
5. Picks - Patik, Piko
6. Scrapers - Pangayod
7. Spades - Pangdukal
8. Grabs - Pandakut

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9. Rakes - Kalaykay, Lawiswis, Pangahig (Tagalog)

Palunpat (Ilonggo), Tako, Sagad (Iloko)

Saliwsiw (Bikol), Kalaskas (Kapangpangan)

10. Tweezers - Pambunot
11. Dredges - Pangahig
12. Scoops - Panalok, Bithay (Tagalog), Sihud (Sebu)
Parwas, Tagban (Iloko), Sangya (Bisaya)
Sagudsod (Kapangpangan)
13. Pokers - Pangsundot
14. Clamps - Pang-ipit
15. Snares - Panilo (Tagalog), Panghilot (Bukidnon),
Hikog (Aklan)

4. Wounding Gear - gears used by man who to wound a fish from some
distance either by throwing pointed objects or using special equipment.

a. Spears, Lances and Arrows - instruments with pointed barbed or barbless

blades at the right straight tip which are not removable from the handle and

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generally thrown by hand or sometimes from a gun or bow-like device like

pana, sibat, salapang or tiksal

b. Harpoons - pointed instruments with barbed blades detachable from the

handle and either thrown by hand or discharged from a gun, panibat, or
pamaril.

c. Fishing Rifle is a fishing implement designed to launch a spear at fish or

other underwater animals.

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5. Barriers and Traps - gears that lead the fish into a situation or enclosure
from which it cannot escape or from which the way of escape is not easily
located.

a. Barricades - complete barriers made of wooden trunks, debris, mud, weeds,

banana stalks, rocks or bamboo webbing built across the natural migration
path of fish.

b. Fish shelter - a structure made of anchored bunches of twigs and bushes,

piles of rocks or poles which become the hiding place for fishes.

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c. Fish coral - a guiding barrier constructed of bamboo, brush or chicken wire

which is set in tidal waters or along natural ways of fishes.

c. Fish pots - basket-like enticing devices usually baited and made of bamboo,
chicken wire, rattan and other suitable materials.

6. Fishing with lines - method of line fishing with hooks that follows the
principle of offering the fish real or artificial bait which it tries to catch.

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a. Handlines - long simple lines with one or small series of hooks requiring
constant attention

• Simple handline or drop line-pangawil or kawil - single line with one

or two barbed hooks

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• Multiple handline - single with line series of barbed hooks

• Jigger - used in catching squids (kawil pangpusit)

• Pole and line - handline attached to a pole (bingwit) used with

various kinds baits (baliwasnan or bingwit)

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• Troll line - handline with a hook at the free end with natural or
artificial bait drawn or towed by a fast-moving banca or boat.

7. Longlines - extremely long lines with a large series of baited hooks either
set or drifting that requires only periodical attention at more or less a fixed
time intervals.

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a. Set long lines – are lines anchored or fixed and not free to move with the
current.

b. Drift long lines - lines without fixed attachments.

8. Falling Gear - a type of gear that works on the principle of covering the fish
with a gear

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a. Cover pot ( salakab)

b. Cover net (panaklob)

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c. Cast net – a conical net wich when thrown forms a circle covering the
fish.

9. Fish Impounding Nets – gear usually made of woven or knitted fibers with
mesh to confine the fish

a. Filter nets – a conical bag net without funnel – shaped valves made of
sinamay cloth or cotton netting fixed shrimps, crabs, fishes etc.

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b. Hoop nets – funnel – shaped bag-nets constructed over circular frames that
have non-return valves but no wings. Can catch fishes in rivers and places
with fast currents by straining the water (bukato na lambat)

c. Fyke nets – winged conical filter nets with a series of circular hoops leading
into a closed sac or trap with a small opening that makes exit difficult.
(dayakos)

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d. Pound nets – fixed impounding net supported by stakes or held in place or

maintained in form by a combination of floats or buoys and weights and
anchors (otoshi-ami)

10. Scooping nets – net that take fish by submerging a hanging net and swiftly
lifting the gear to capture or enclose the fish over it.

a. Dip nets (salap or salok)

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b. Carb lift nets (bintol)

c. Lift net (salambaw)

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d. Lever net (salambaw)

e. Blanket nets (paduyan)

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f. Bag net (basin)

g. New Look – a lift net is like a bag net but the handling process is
accomplished from a rectangular platform supported by four-corner posts.

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h. Two Boat or Four Boat Lift Net- lift nets in which the corners are lifted from
anchored boats.

i. Push Nets – a small triangular fishing net with a rigid frame that is pushed
along the bottom in shallow waters and is used in parts of the southwestern
Pacific for taking shrimps and small bottom-dwelling fishes.

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j. Skimming Nets – lift push nets operated in deeper water from a small banca
or raft that use a skimming motion while drifting with the boat. (anod
sulong)

11. Drive-in Gear – a gear uses a scare line or other devices to frighten the fish
toward the net. The harvest of the fish is affected by the lifting process of
the nets.

a. Drive-in-net (kalaskas)

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b. Muro-ami

12. Dragged Gear – nets which are pulled through the water or near the bottom
or even pelagically for an unlimited time

a. Dredges – net used to collect shell fish by raking or scratching action.

(kaladkad)

b. Trawls – nets in the form of a conical bag with the mouth kept open by
various devices and the entire gear is towed behind a moving boat.
(galadgad or taksay). I.e, bottom trawl and mid-water or pelagic trawl
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a. Bottom Trawl

b. Mid-water or pelagic Trawl

13. Seine nets – nets that consist of a bust or bag with very long wings or
towing warps. The capture of fish is done by surrounding a certain area of
water with school of fish and towing the gear over this area with both ends
to a fixed point on the shore or on a vessel

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a. Beach seine (bayakos or pukod)

b. Lampara or sahid

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c. Fish coral seine (segni in Bisaya)

d. Reef seine - can operate on reefs or over rough grounds.

14. Surrounding Nets - fishing devices made of long walls of webbings;

capture of fish is by surrounding the fish not only from the side but also
from beneath.

a. Round haul seine (sapyaw)

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b. Purse seine (pangulong)

c. Ring net (kubkob)

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d. Scoop nets (gayad)

e. Stop seine (pangulong)

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15. Gill Nets - simple walled curtain-like nets set vertically in water.

a. Set gill nets - are nets that anchored or fixed – largarete patuloy, palagiang
paningahan.

b. Drift gill nets - gill nets that are set free from the bottom and free to drift
with the current (panti)

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c. Encircling gill net - nets spread out in a circle and gilling process is hastened
by frightening the fish with various devices mostly by noise. (bating or
halang)

d. Trammed nets - the capture is by entangling the fish itself in the pockets or
spaces created by the nets while the fish is try to escape.

(transmalyo)

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16. Traps For Jumping or Flying Fishes - a method of catching fish that it
jumps, falls back into a horizontal floating or suspended net, raft trap, or
even in an empty boat or box (pangsiriw in Iloko).

A cti v it y

TIME TO THINK!

I. Application
Direction: Follow the instructions and answer the questions below.

Part 1- Instruction: Visit a fishing village. Observe the different techniques and
gear employed in catching fishes and other aquatic resources

1. Why is there a need to get acquainted with the different fishing gear used in
the Philippines?
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2. How are these fishing gear classified?

3. If you were given a chance to go with a fisherman to fish what would you do
to have more catch and which of the gear would you recommend? Why?

4. Do you think the kind of gear and the method of operation have a role in a
successful fishing operation? Why?

3 4 5
Accuracy The answers are The answers are The answers are
totally inaccurate mostly accurate to all accurate to the
to the questions. the questions. questions.

Correctness The answers are The answers are The answers are
totally incorrect to mostly correct to all correct to the
the questions. the questions. questions.

Part 2- Instruction: Gather pictures regarding fishing gear and their operations.

Research and analyze by means of the internet additional information on

fishing gear classifications and operations. Present your work to the class.

Analyze how effective this method is for capturing or gathering fishes.

HANDLINE MAKING

II. Application
Direction: Bring the materials and do the procedures below.

You may now start making a simple hand line. The materials needed are:
• Bamboo pole – 3 to 5 meters long, 2 inches in diameter and tapered at

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one end
• Synthetic line – no. 8, 3 ½ meters long
• Terminal tackle – a term applied to things like hooks and baits that are
attached to the end of the fishing line.
Tools needed:
• Bolo
• Spoke shave
• Hammer

After preparing the needed materials and hooks, follow the procedures below:
1. Safety first. Always work with care and safety.
2. Thread one end of the line through the hole of the hook and tie into
two knots to secure the hook.

3. Tie the other end of the line twice around the tapered end of the
pole just beside the internodes to keep this from slipping.

4. Tie with a square knot.

5. Place the bait on the hook.

A cti v it y

Direction: Investigate/research and make a journal on the safety

measures in fish capture in the following workplaces:
1. Inlands/Ponds
2. Lakes/Bays
3. Seas/Ocean

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LESSON 2:

COMMON COMMERCIAL SPECIES OF AQUATIC

RESOURCES

The main purpose of capture fisheries is to provide and sustain seafood

in the highly demanding market. In this lesson, it tackles about the common
commercial species that being patronize of today’s society. It contains the
pictures and common, local, scientific names to determine the usually known
aquatic resources. The contents are from the trusted references in the
Philippines and around the globe (such as Bureau of Fish and Aquatic
Resources the Food and Agriculture of the United Nations) for its reliable and
most accurate information.

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COMMON COMMERCIAL FISHES

Local Name: Bangus

Common Name: Milkfish
Scientific Name: Chanos chanos

Local Name: Tilapia

Common Name: Tilapia
Scientific Name: Oreochromis spp.

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Local Name: Tulingan

Common Name: Mackerel Tuna
Scientific Name: Euthynnus affinis

Local Name: Hito

Common Name: Catfish
Scientific Name: Clarias batrachus

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Local Name: Hito

Common Name: Catfish
Scientific Name: Clarias batrachus

Local Name: Dilis

Common Name: Anchovy
Scientific Name: Stolephorus commersonii

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Local Name: Tamban

Common Name: Herrings
Scientific Name: Clupea

Local Name: Galunggong

Common Name: Big-bodied Round Scad
Scientific Name: Decapterus macrosoma

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Local Name: Albacora

Common Name: Yellowfin Tuna
Scientific Name: Thnnus albacares

Local Name: Talakitok

Common Name: Bigeye Trevally
Scientific Name: Caranx sexfasciatus

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Local Name: Tambakol

Common Name: Skipjack Tuna
Scientific Name: Katsuwonus pelamis

Local Name: Hiwas

Common Name: Moonfish
Scientific Name: Mene maculate

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Local Name: Lapu-lapu

Common Name: Orange-spotted Grouper
Scientific Name: Epinephelus coioides

Local Name: Matangbaka

Common Name: Bigeye Scad
Scientific Name: Selar crumennopthalmus

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Local Name: Maya-maya

Common Name: Crimson Snapper
Scientific Name: Lutjanus erythropterus

Local Name: Sapsap

Common Name: Slip Mouth
Scientific Name: Leiognathus equulus

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Local Name: Dalagang Bukid

Common Name: Redbelly Yellow Tail Fusilier
Scientific Name: Caesio cunning

Local Name: Dumpilas

Common Name: Hamilton’s Thryssa
Scientific Name: Thryssa hamiltonii

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Local Name: Hasa-hasa

Common Name: Short-bodied Mackerel Scientific
Name:

Local Name: Salmon

Common Name: Hawaiian Salmon/Rainbow Runner

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Scientific Name: Elagatis bipinnulata

COMMON COMMERCIAL CRUSTACEAN

Local Name: Alimango

Common Name: Swamp Crab
Scientific Name: Scylla serrata

Local Name: Alimasag

Common Name: Fresh Crab
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Scientific Name: Brachyura

Local Name: Sugpo

Common Name: Giant Tiger Prawn
Scientific Name: Penaeus monodon

A cti v it y

SCIENTIFIC NAMES IDENTIFIER

Direction: Write the scientific names of the following aquatic species’
local/common name.

1. Bangus
2. Tilapia
3. Galunggong
4. Dilis

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5. Tamban
6. Crimson Snapper
7. Orange-spotted Grouper
8. Albacora
9. Swamp Crap
10. Giant Tiger Prawn

P ost -TEST

Test I. Multiple choice

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

1. It is the fishing method that is composed of simplest forms of gathering

aquatic resources. What is it?

e. Active Gear
f. Passive Gear
g. Alternative Gear
h. Basic Gear
2. This grappling instrument is locally known as panilo. What is the
common name for panilo?

e. Traps
f. Snares
g. Dredges
h. Hidden Holes

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3. Which gear is used by man to catch fish from distance by throwing

sharp objects?

a. Throwing Gear
b. Wounding Gear
c. Distance Gear
d. Scratching Gear
4. This kind of gear is leading the fish into a enclosure from which it
cannot escape. What is this gear?

a. Dredges
b. Traps
c. Snares
d. Net Enclosure
5. What method of fishing is with hooks and baits?
a. Fishing with Nylon
b. Fishing with Line
c. Competitive Fishing
d. Traditional Fishing
6. ______ extremely long line with a large series of baited hooks.
a. Long Lines
b. Long Nylons
c. Comprehensive Lines
d. Comprehensive Nylons
7. It is a type of gear that works on the principle of covering. What type of
gear is it?

a. Falling Gear
b. Covering Gear
c. Traping Gear
d. Snaring Gear

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8. This gear is usually made of woven or knitted fibers with mesh to

confine fish. What is this gear?

a. Fish Net
b. Fish Filter
c. Fish Impounding Net
d. Fish Capturing Net
9. It is the net that take fish by submerging a hanging net and swiftly
lifting the gear to capture or enclose the fish. What is this gear?

a. Pound Nets
b. Fyke Nets
c. Scooping Nets
d. Hanging Nets

10. A gear uses a scare line or other devices to frighten fish toward the net.
What is this gear?
a. Drive-under Gear
b. Drive-on Gear
c. Drive-out Gear
d. Drive-in Gear
11. It is a net which are pulled through the water or wear bottom or even
pelagically for an unlimited time. What is this gear?

a. Pulled Gear
b. Flowed Gear
c. Drived Gear
d. Dragged Gear
12. The process of fish capture is done by surrounding a certain area of
water with school of fish and towing the gear over this area with both

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ends to a fixed point on the shore or on a vessel. In what kind of gear

belongs to this?

a. Broad Nets
b. Gill Nets
c. Surrounding Nets
d. Seine Nets
13. It is a simple walled curtain-like nets which are set vertically in water.
What is this gear?
a. Broad Nets
b. Surrounding Nets
c. Gill Nets
d. Seine Nets
14. What is the common name for Clarias batrachus?
a. Tulingan
b. Catfish
c. Anchovy
d. Big-eyed Scad
15. What is the common name for Selar crumenopthalmus?
a. Tulingan
b. Catfish
c. Anchovy
d. Big-eyed Scad
16. What is the common name for Engraulidae?
a. Tulingan
b. Catfish
c. Anchovy
d. Big-eyed Scad
17. What is the common name for Euthynnus affinis?

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a. Tulingan
b. Catfish
c. Anchovy
d. Big-eyed Scad
18. What is the local name for Decapterus macrosoma?
a. Tuna
b. Galunggong
c. Tilapia
d. Bangus
19. What is the local name for Scylla serrata?
a. Alimango
b. Alimasag
c. Hipon
d. Sugpo
20. What is the scientific name for Bangus?
a. Oreochromis niloticus
b. Chanos chanos
c. Clarias batrachus
d. Scatophagus argus

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CHAPTER 9

FIS Pre se rvatio n

H

take the challenge!

At the end of this chapter, the students are expected to:
Lesson 1.1: Determine the Fish Preservation Terminologies
Lesson 1.2: Identify the Body, Cuts and Market Forms of Fish
Lesson .1
2: Understand the Fish Preservation Principles
Lesson 2.2: Differentiate the Characteristics of Fresh from
Stale Fish
Lesson 2.3: Enumerate the Agents of Spoilage
Lesson 3.1: Identify the Types of Fish Curing with Principles

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Lesson 3.2: Perform the Methods of Cutting Fish

Lesson 3.3: Familiarize the Tools and Equipment

P RE-TEST

Test I. Multiple choice

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

1. It is any operation that can prevent or inhibit the natural process of

breakdown or decomposition taking place in the fish.

a. Fish Restoration
b. Fish Curing
c. Fish Preservation
d. Fish Salting
2. It refers to a mixture of salt and water.
a. Solution
b. Dilution
c. Brine
d. Salinity
3. What is the stiffening of the muscles or tissues of the fish several hours
after death?

a. Anabolism
b. Catabolism
c. Rigor Mortis
d. Putrefaction

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4. This is the form of fish whose scales, internal organs, fins, head and tail
are removed. This statement is referring to?

a. Dressed Fish
b. Eviscerated Fish
c. Viscera
d. Market Fish
5. The ribbon-liked species of fish body forms is called _______.
a. Anguilliform
b. Taeniform
c. Globiform
d. Ribboniform
6. It is the breakdown of tissues caused by enzyme.
a. Rigor Mortis
b. Putrefaction
c. Autolysis
d. Decaying
7. The eyes of fresh fish is bright, bulging pupil, velvet black corneas is
transparent. This statement is _____.

a. Assumption
b. Hypothesis
c. Fallacy
d. Factual
8. Enzyme is responsible in the breakdown of plant and animal compound
materials after death. This statement is _____.

a. Factual
b. Fallacy
c. Hypothesis
d. Assumption
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9. Microorganisms are the proteins that act as biochemical catalyst in the

other living organisms. This statement is _____.

a. Assumption
b. Hypothesis
c. Fallacy
d. Factual
10. Bacillus is the term for rod-shaped bacteria. This statement is ____.
a. Factual
b. Fallacy
c. Hypothesis
d. Assumption
11. Cold smoking is the method of smoking in which the fish are hung at
some distance from a low smoldering fire and cured at temperatures
ranging from 90˚F to 110˚F. This statement is ______.

a. Assumption
b. Hypothesis
c. Fallacy
d. Factual
12. It includes all the methods of fish preservation except refrigeration and
canning. This statement is _______.

a. Drying and Dehydration

b. Fish Pickling
c. Salting
d. Fish Curing
13. What are the devices used to measure liquids and solid ingredients?
a. Measuring Containers
b. Measuring Beaks

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c. Measuring Spoon and Cups

d. Measuring Vials

14. What are containers used for washing and for the preparation of brine?
a. Basins
b. Fish Preservation Bowls
c. Styrofoam Containers
d. Washing Containers
15. It refers to a machine or instrument that is used to close the open ends of
tin cans.

a. Tin Can Presser

b. Can Sealer
c. Can Cover
d. Can Pressure Closer

DEFINITIONOF TERMS

Aerobic is a microorganism that requires free oxygen in order to live.

Colander is a receptacle for draining purposes.

Enzymes are the proteins that act as biochemical catalysts in living organisms.

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Eviscerate is the removal of internal organs of fish.

Impure Salt is a kind of salt that is firm and rusty in color.

Smoking is a method of preserving fish by the application of smoke and other

interrelated processes such as salting, drying and heat treatment.

Splitted is the form of fish that is precluded open alongside the dorsal side from
head to tail.

Taeniform is the ribbon like body shape.

Thermophilic is a microorganism that thrives at high temperature

LESSON 1:
TERMINOLOGIES AND FORMS OF FISH

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There are methods and ways of controlling and delaying the spoilage of
fish and other fish products.

Knowledge of fish processing will help you put up your business that can
improve the standard of living of your family.

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

Terminologies in Fish Preservation

1. Autolysis - softening of tissue due to digestive action of

enzyme

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2. Brine - mixture of salt and water

3. Can sealer - a machine used to close the open end of

tin can

4. Canning - method of preparing food in a hermetically sealed container

by the application of heat

5. Dehydration - removal of moisture under controlled

conditions

6. Drying - method of preservation by lowering the moisture content

through the application of natural or artificial heat

7. Eviscerate - removal of internal organs of fish

8. Exhausting - elimination of air inside the can

9. Gibbing - process of removing internal organs by cutting a triangular

cut at the throat of the

fish

10. Icing - the application of ice to lower the

temperature of the fish
11. pH - refers to hydrogen-ion concentration

12. Pickling - the process of curing of fish in vinegar and

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spices

13. Pressure Cooker- a closed metal fitted by a pressure gauge,

control valve and pet cock

14. Pressure Gauge - a device used to measure and maintain

pressure during processing

15. Refrigeration - method of preservation by lowering the

temperature to point wherein bacterial
growth is inhibited

16. Rigor Mortis - stiffening of the muscles or tissues of the

fish several hours after death

17. Salting - method of preserving fish with salt as its

main preservative

18. Smoking - process of preserving fish with the

application of smoke and other interrelated
processes such as salting, drying, and
heating treatments

19. Vacuum - empty space without air

20. Viscera - internal organ, entrails of fish

Market Forms and Cuts of Fish

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1. Whole or round fish is the structure of fish that is all parts are nevertheless
intact.

2. Drawn fish is the form of fish whose inside organs are eradicated with the
resource of making a slit alongside the belly wall and the entrails pulled out.

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3. Dressed Fish is the form of fish whose scales, inner organs, fins, head and
tail are removed.

4. Steaks are cross sections of a cleaned fish which are around 1-2 cm
thick.

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5. Splitted is the form of fish that is precluded open alongside the dorsal side
from head to tail.

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6. Live fish is the form of fish that is furnished alive.

7. Fillets are the fleshy facets of the fish which are separated from the backbone
and the ribs.

a. Butterfly Fillet is the fillets that are joined mutually on the ventral sides
through performance of the underside skin.

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b. Single Fillet is the fillet form whose side of a fish cut away from the
backbone.

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8. Sticks are the cuts kinds fillets or steaks. They are typically from fish that has
been minced and shaped, breaded and frozen.

Common Body Forms of Fish

1. Fusiform is the torpedo like physique shape. Ex: galunggong

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2. Compressiform is the flat and compress laterally. Ex: Slipmouth

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3. Depressiform is the depressed dorsal vertically. Ex: Stringray

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4. Taeniform is the ribbon like body shape Ex: hairtail

5. Anguilliform is the serpentine like physique shape. Ex: Eel

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6. Globiform is the round and globular like physique shape. Ex Puffer

fish

A cti v it y

TEST YOUR FISH PRESERVATION VOCABULARY

I. Identification. Identify the following given statements.

1. It is the stiffening of the muscles or tissues of the fish several
hours after death.

2. It is the removal of internal organs of fish.

3. It is the mixture of salt and water.
4. It is the process of curing of fish in vinegar and spices.
5. It is a method of preservation by lowering the moisture content
through the application of natural or artificial heat

6. It is a market forms and cuts of fish whose internal organs are

removed by making a slit along the belly wall and the entrails
pulled out.

7. It is a market forms and cuts of fish that is cut open along the
dorsal side from head to tail.

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8. It is a market forms and cuts from fillets or steaks. They are

usually from fish that has been minced and shaped, breaded
and frozen.

9. It is a kind of fillets that are joined together on the ventral

sides by the underside skin.

10. It is a market form and cuts of fish that are cross sections of a
cleaned fish which are around 1-2 cm thick.

11. It is a body form of fish that are torpedo-shaped like.

12. It is a body form of fish that are flat and compressed laterally.
13. It is a body form of fish that are serpentine-shaped like.
14. It is a body form of fish that are ribbon-shaped like.
15. It is a body form of fish that are short, round and globular
body.
LESSON 2:
FISH PRESERVATION PRINCIPLES
AND AGENTS OF SPOILAGE

Principles of Fish Preservation

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1. Prevent or delay microbial decomposition of fish

2. Prevent or delay self-decomposition.

3. Prevent other causes of spoilage of fish like physical damage

Changes in Fish After Death

1. Changes in Appearance are the color starts to fade until it becomes dull
as spoilage progresses.

2. Rigor mortis is characterized by the stiffening of the muscle tissue. This

state lasts only for a few minutes in some fish to several hours in others.

The fish in this state is considered fresh.

3. Autolysis is the breakdown of tissues caused by enzymes. Since it
softens the tissue, it proves the activity of microorganisms.

4. Putrefaction is the state when the components of the flesh are assimilable
forms. It is accompanied by a foul odor, which is the result of the breakdown of
protein. The fish at this stage is spoiled and undesirable.

Characteristics of Fresh and Stale Fish

Fresh Fish Stale Fish

Bright, bulging pupils Dull, wrinkled, sunken

velvet, black corneas pupils, dull black
Eyes
transparent corneas opaque

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Dull brown or gray,

Bright red, covered with slime cloudy, odor under
Gills clear slime, fresh odor gill cover sour and
under gill cover offensive

Firm, stiff body; Soft and flabby;

impression made by
Flesh impression made by
fingers do not remain
fingers remain

Often ruptured, viscera

Belly walls Intact protruding

Pinkish, especially
Muscle Tissue White around backbone

Vent Pink, not protruding Pale brown protruding

Odor Fresh, fishy odor Stale, sour or putrid
Color Bright Faded and dull

Fresh Fish

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Stale Fish

Agents of Spoilage

1. Microorganisms

Three Main Groups of Microorganism

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a. Bacteria - responsible in the breakdown of plant and animal material and

the possible the return of simple inorganic compounds to the soil. The result of
this breakdown is spoilage, fermentation and decay. Since fish is an organic
matter, it spoils easily. As soon as it dies, bacteria act on it.

b. Molds - fuzzy or cottony organisms that grow on the surface of the food.
They are responsible for the white, orange, black, green or blue green colonies
on the surface of the food.

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c. Yeasts - whitish to yellowish colonies on the surface of the food. They

appear as a film on the surface of the liquid or as sediments at the bottom.

2. Enzymes - proteins that act as biochemical catalysts in living

organisms. They are normally present along the digestive tract and help in the
breakdown of food into assimilable forms.

Classification of Bacteria According to Shape

1. Coccus - round
2. Bacillus - rod-shaped
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3. Spirillus - spiral
4. Staphylococcus - grapelike
5. Streptococcus - chainlike

Classification of Bacteria According to Their Temperature Requirement

1. Thermophilic - thrive at high temperature (heat loving)
2. Psychrophilic - thrive best at low temperature
(cold-loving organisms)
3. Mesophilic - those that thrive between low and high
temperatures

Classification of Bacteria According to Their Oxygen Requirement

1. Aerobic - requires free oxygen in order to live
2. Anaerobic - lives in the absence of free oxygen
3. Facultative - grows with or without free oxygen

Types of Enzymes
1. Lipolytic - enzyme that acts on fats
2. Proteolytic - enzyme that acts on proteins
3. Amylolitic - enzyme that acts on carbohydrates

A cti v it y

I. True or False. Write True if the characteristics of fish in the

statement is fresh and False if it is otherwise.
1. The eyes of fish are dull, wrinkled, sunken pupils, dull black and
corneas opaque.

2. The gills of fish are bright red, covered with clear slime.
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3. The flesh of the fish is soft and flabby.

4. The belly walls of the fish are viscera protruding.
5. The muscle tissues of the fish are pinkish.
6. The vent of the fish is pink.
7. The odor of the fish is putrid.
8. The color of the fish is bright.

II. Enumeration
1. Two agents of spoilage
2. Three main groups of microorganism
3. Classification of bacteria according to shape
4. Classification of bacteria according to temperature requirement
5. Classification of bacteria according to oxygen requirement
6. Types of enzymes

III. Essay.
1. How important is the fish preservation principles to ensure and secure the
quality of the fish products? Why do you say so?

2. Why do you need to know the characteristics of fresh and stale fish?
3. Why do you need to know and understand the agents of spoilage?

LESSON 3:
1. Fish Curing

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METHODS OF FISH PRESERVATION
374

It includes all the methods of fish preservation except refrigeration and

canning. It is the process of preservation by the use of preservatives and other
chemicals for the purpose of keeping fish and other fishery products fresh for
future use.

Types of Fish Curing

A. Salting is the application of salt to product. It is considered the basis of all

methods of fish preservation

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Salt is the colorless or white crystalline compound known chemically as

sodium chloride (NaCl) occurring abundantly in nature, both in solid form and
in solution.

Factors Affecting Salting

a. Composition of Salt

 Pure Salt is the better quality salt. It is soft and flabby and has
yellowish white color.

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 Impure Salt is firm and rusty in color.

b. Temperature
Its condition makes the certain object require enough quantity and quality
of efforts to produce the favourable state. High temperature makes salt dissolve
faster, permitting a rapid penetration of the product with salt.

c. Methods of Salting
 Kench Salting
 Dry Salting to Make Brine
 Brine Salting
 Fermenting

d. Methods of Cleaning
 Whole Fish
 Splitted Fish
 Gutted Fish

e. Size of the Fish

It defines how required salt is needed and depends on how the speed of
salting occurs. The small sized of fish is salted faster than larger size of fish

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f. Storage of Fish

B. Drying and Dehydration is the lowering of water content of the product to a

degree where bacteria cannot grow and reproduce with the aid of heat.

 Drying known as natural drying used

 Dehydration is of chemical devices to provide artificial heat for
drying
Factors Affecting Drying
a. Humidity of air
b. Velocity of the wind
c. Intensity of the sunshine
 Humidity – amount of moisture in air
 Velocity – speed of air/wind

Factors Affecting Dehydration

a. Kind of drier used
b. Temperature range
c. Storage of finished product
d. Relative humidity
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The finished products of drying and dehydration are commonly called

daing or tuyo.

C. Smoking is a method of preserving fish by the application of smoke

and other interrelated processes such as salting, drying and heat treatment.

Smokehouse - an airtight container where smoke can be introduced

Types of Smoking

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 Hot Smoking or barbecuing - a slow type of broiling that places the

product in close proximity to the fire. The food is cooked and smoked in
temperature ranging 150◦F to 190◦F.

 Cold smoking - method of smoking in which the fish are hung at some
distance from a low smouldering fire and cured at temperatures ranging
from 90◦F to 110◦F.

Factors Affecting Smoking

 Kind of Fish - fat fish are preferable to lean ones. Scaly fish are usually
used to obtain an attractive appearance of the finished product

 Condition of raw materials

 Kind of smoke-producing materials
a. Hard wood - good quality of smoke is produced
b. Soft wood - thin smoke is produced; thus, a low grade of smoked
product

 Length of smoke curing

C. Pickling is the preservation of food by the use of vinegar and other

spices. Pickling of fish as a method of preservation is not commercially done in
the Philippines because the preservative action of vinegar is short. Pickling has
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some digestive action in fish which renders it softer and pastier. Pickled fish is
usually used as appetizer so preservation by this method is recommended for
use at home.

2. Canning or Bottling is the application of heat to food in a hermetically

sealed container at a temperature and for a period of time sufficient to destroy
microorganisms and to render any bacterial cell for a definite period of time.
Basic Canning Equipment

 Can sealer is a machine or instrument that is used to close the open ends
of tin cans.

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 Pressure cooker is a modern household device used for processing food

for a definite period of time and pressure.

 Tin cans and glass jars are containers locally available for canning
purposes only.

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 Measuring spoons & cups are devices used to measure liquids and solids
ingredients.

 Colander is a receptacle for draining purposes.

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 Basins are containers used for washing and for the preparation of brine.

 Thermometer is a device used to check temperatures of cooking, drying

and cold storage.

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 A clock is an instrument used to determine the length of processing,

salting, steaming or frying

 Knives are tools used in cleaning, cutting fish into accurate sizes

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 Cutting board is a durable board used primarily as guide so that exact

sizes of fish will fit into the different containers.

A cti v it y

I. Identification
1. It is a type of fish curing that lowering of water content of the product a
degree where bacteria cannot grow and reproduce.

2. It is a type of fish curing that applies of salt to the fish.

3. It is a type of fish curing by the application of smoke and other
interrelated processes such as salting, drying and heat treatment.

4. It is a type of fish curing that the preservation of food by the use of

vinegar and other spices.

5. It is a machine or instrument that is used to close the open end of tin

cans.

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6. It is containers locally available for canning purposes only.

7. It is a receptacle for draining purposes.
8. It is a device used to check temperatures of cooking, drying and cold
storage.

9. It is a modern household device used for processing food for a definite

period of time and pressure.

10. It is an instrument used to determine the length of processing, salting,

steaming or frying.

II. Application
1. Research a proper tutorial video on how to perform all methods of fish
cutting.

2. Bring and prepare all tools and materials needed to perform fish cutting.
(fish, sharp knife, cutting board, gloves, apron, hairnet, facemask)

3. Make all market forms and cuts of fish properly while presenting it to the
class.

4. Clean your working area.

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

1. Accuracy 60%
2. Presentation 20%
3. Neatness 10 %
4. Safety 10%

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P ost -TEST

Test I. Multiple choice

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

1. It is any operation that can prevent or inhibit the natural process of

breakdown or decomposition taking place in the fish.

a. Fish Restoration
b. Fish Curing
c. Fish Preservation
d. Fish Salting
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2. It refers to a mixture of salt and water.

a. Solution
b. Dilution
c. Brine
d. Salinity
3. What is the stiffening of the muscles or tissues of the fish several hours
after death?

a. Anabolism
b. Catabolism
c. Rigor Mortis
d. Putrefaction
4. This is the form of fish whose scales, internal organs, fins, head and tail
are removed. This statement is referring to?

a. Dressed Fish
b. Eviscerated Fish
c. Viscera
d. Market Fish

5. The ribbon-liked species of fish body forms is called _______.

a. Anguilliform
b. Taeniform
c. Globiform
d. Ribboniform
6. It is the breakdown of tissues caused by enzyme.
a. Rigor Mortis
b. Putrefaction
c. Autolysis
d. Decaying

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7. The eyes of fresh fish is bright, bulging pupil, velvet black corneas is
transparent. This statement is _____.

a. Assumption
b. Hypothesis
c. Fallacy
d. Factual
8. Enzyme is responsible in the breakdown of plant and animal compound
materials after death. This statement is _____.

a. Factual
b. Fallacy
c. Hypothesis
d. Assumption
9. Microorganisms are the proteins that act as biochemical catalyst in the
other living organisms. This statement is _____.

a. Assumption
b. Hypothesis
c. Fallacy
d. Factual

10. Bacillus is the term for rod-shaped bacteria. This statement is ____.
a. Factual
b. Fallacy
c. Hypothesis
d. Assumption
11. Cold smoking is the method of smoking in which the fish are hung at
some distance from a low smoldering fire and cured at temperatures
ranging from 90˚F to 110˚F. This statement is ______.

a. Assumption
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 390

b. Hypothesis
c. Fallacy
d. Factual
12. It includes all the methods of fish preservation except refrigeration and
canning. This statement is _______.

a. Drying and Dehydration

b. Fish Pickling
c. Salting
d. Fish Curing
13. What are the devices used to measure liquids and solid ingredients?
a. Measuring Containers
b. Measuring Beaks
c. Measuring Spoon and Cups
d. Measuring Vials
14. What are containers used for washing and for the preparation of brine?
a. Basins
b. Fish Preservation Bowls
c. Styrofoam Containers
d. Washing Containers

15. It refers to a machine or instrument that is used to close the open ends of
tin cans.

a. Tin Can Presser

b. Can Sealer
c. Can Cover

d. Can Pressure Closer

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LEARNING MODULE IN AGRI-FISHERY ARTS

 6) Agricultural Engineering
a nsw er keys 7) Pomology
8) Olericulture
9) Nomadic Pastoralism

CHAPTER 1 PRE-TEST 10) Swine Farming

Test I. Multiple Choice

1) C. Agriculture
2) C. Olericulture
3) C. Perennial Crops Test II. Modified True or False
4) C. Poultry Farming
1) True
5) B. Agricultural Economics
2) False, Industrial Crops
6) D. Agricultural
3) False, Cross Pollinated
Engineering
Crops
7) C. Pomology
4) False, Fiber Crops
8) D. Horticulture
9) A. Nomadic Pastoralism 5) False, Asexual Crops

10) C. Agriculture 6) False, Oil Crops

7) True
Test II. True or False 8) True
1) False 9) False, Lianas
2) False 10)False, Biennial
3) True Test III. Fill in the blank
4) True
1) Oryza sativa Linn 2)
5) False
Zea mays L.
CHAPTER 1 POST TEST
3) Niyog
Test I. Identification
4) Saccharum officinarum L.
1) Agriculture
5) Saging
2) Crop Production or
6) Pinya
Agronomy
3) Apiculture 7) Coffea sp.
4) Poultry Farming 8) Mangga
5) Agricultural Economics
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ARTS
 393

9) Nicotiana tabacum 13)Sweet Potato

10)Archis hypogaea Linn. 14)Lycopersicon esculentum
11)Munggo 15)Bawang
12)Kamoteng Kahoy

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ARTS
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Test IV. Identification 1) F

1) Leaf 2) T
3) T
2) Lamina
4) F
3) Xylem 5) T
4) Phloem
5) Transpiration
CHAPTER 2 POST-TEST
6) Androecium
7) Gynoecium Test I. Identification
8) Root Cap 1) Bolo
2) Grab-Hoe
9) Fruit
3) Knife
10)Venus Fly Trap 4) Sprayer
Test V. Essay 5) Water Pail
The essay is to be assessed and 6) Sickle
7) Rotavator
graded by teachers’ criteria.
8) Axe
9) Pruning Shear
CHAPTER 2 PRE-TEST 10)Hand Fork

Test I. Multiple choice Test II. Enumeration

1) C. Grab Hoe 1) - Bolo

2) B. Bolo - Crowbar
3) B. Pruning Shear - Pick-mattock
4) D. All of the Above - Grab-hoe
5) C. Rake - Spade
6) B. Shovel - Shovel
7) C. Wheel Barrow - Rake
8) D. Native Harrow - Light hoe
9) A. Disc Harrow - Hand trowel
10)B. Knife - Hand cultivator
11)D. Pick-Mattock - Hand fork
12)B. Hand Tools - Pruning shears

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ARTS
 395

13)D. Rake - Axe

14)C. Farm Implements - Knife
15)C. Farm Equipments - Sprinkler
- Water pails
- Sprayers

Test II. True or False

- Wheel barrow Tractor

- Sickle 6) D. Pulling Of Seedlings
7) B. Fertilizer
2) - Hand Tractor 8) K. Seeds
- Four Wheel Tractor 9) A. Pest Control
- Water Pump 10)C. Fertilizer Application
- Thresher
Test IV. Essay
- Corn Dehusker
- Rice Harvester The essay is to be assessed and
- Grass Cutter graded by teachers’ criteria.
- Rice Seeder
- Miller

3) - Plow CHAPTER 3 PRE AND POST

- Harrow TEST
- Rotavator Test I. Calculation

Test III. Matching Type A. 1) 100cm

2) 5m
1) G. Plowing Using
3) 8,000m
Animal 2) E. Clearing of
4) 100,000cm
the Land Using Hoe
5) 3km
3) J. Plowing Using Tractor
4) H. Transplanting Of
B. 1) 250,000m2
Seedlings
2) 400,000m2
5) F. Harrowing Using
Hand 3) 300,000m2

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ARTS
 396

4) 560,000m2 13)C. Construction of Levees

5) 720,000m 2
14)A. Strip Length
15)D. Sprinkler Irrigation
C. 1) 9 trees
were Test II. True or False
replaced
2) 6 hectares are 1) True
harvested 2) True
3) 80 farmers are 3) False
present 4) True
4) P125
5) True
increase in
6) False
farmers family
7) False
5) 45kg of seeds are
8) False
dormant
9) True
10)True

CHAPTER 4 PRE AND

POST TEST
CHAPTER 5 PRE- TEST
Test I: Multiple Choice
Test I. Multiple Choice
1) C. Row Planting
2) C. Multiple Row 1) D. Hazard
Planting 2) A. Risk
3) D. Direct Seeding 3) B. Exposure
4) A. Spatial Arrangement 4) D. Physical
5) D. Topographic Data 5) A. Mechanical and/or
6) D. Water Capacity 7) D. Electrical
Soil and Crop
6) A. Chemicals 7) A.
Characteristics Biological
8) D. Surface Irrigation 8) A. Psychosocial
9) A. Border Irrigation Environment
10)D. Strip Width
9) A. Safety
11)B. Strip Slope
10)A. Occupational Safety
12)D. Selection of the CHAPTER 5 POST
Advance TEST
Stream
Test I. Multiple Choice
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ARTS
 397

1) D. Hazard and ensure that no spots are

2) A. Risk missed.
•Rinse with safe water, if there are
3) B. Exposure parts of the equipment that cannot
4) D. Physical be rinsed with water, use a clean
5) A. Mechanical and/or wet towel and follow the same
procedures for cleaning.
Electrical
•Ensure that small equipment and
6) A. Chemicals 7) A. tools do not touch the ground
Biological floor after the cleaning
8) A. Psychosocial procedures.
Environment •When possible place in the full
9) A. Safety sun for rapid drying.
10)A. Occupational Safety •Store equipment and tools
properly to avoid contamination.
Test II. Enumeration
Tips In Cleaning Areas For
Tips In Cleaning Equipments,
Handing And Storing Fresh
Tools
Produce
And Garbage Cans

•The farmer and/or farm workers

•Remove as much as possible
responsible for cleaning these
plant debris, soil and residues
areas must adhere as much as
of any kind, use a brush or
possible to the following
another appropriate tool when
procedures:
necessary.
•Unplug any electrical equipment
•Inspect equipment for physical
and if possible, cover with plastic
damage which might injure,
electrical motors, electrical boxes,
spoil and contaminate fresh
connections, light fixtures, etc. do
vegetables, if found, repair
not use packaging materials for
them.
this task.
•Inspect equipment, tools and
•Remove trash and any
garbage cans for any missed
accumulated plant debris from the
plant debris, soil and residues,
floors.
if found, clean again. •If
cleaning and/or disinfection
chemicals are used, follow Tip In Cleaning Hygienic
label instructions for mixing. Facilities
•As required, apply cleaning
materials such as detergent •As required, apply cleaning
and/or disinfection chemicals, materials or disinfection

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ARTS
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chemicals to entire floor CHAPTER 6 PRE AND POST

surface area, scrub areas with TEST
brush if needed, and ensure that
no spots are missed. Test I. Multiple Choice
•Rinse floor and drains.
1) B. Ichthyology
•Remove excess water and
2) A. Fish Culture
allow drying out at room
temperature. 3) A. Endemic Or Indigenous
•Ensure that hygienic facilities 4) C. Educational And
have enough toilet paper, soap Cultural or Scientific
and disposable towel. Pursuit
5) B. Competition
Environment Laws 6) B. 42,000 Years Ago
7) B. Cave
• Presidential Decree (PD) 8) A. Egypt
1152 (Philippine
9) C. Gill Net
Environmental
10) D. Recreational
Code)
11) B. Fish Capture
12) A. Fish Preservation
• Republic Act (RA) 6969
13) C. Fish Propagation
(Toxic Substances,
Hazardous and Nuclear 14) A. Fish Cultivation
Wastes Control Act) 15) B. Fish Conservation
16) D. Scales
• PD 984 (Pollution Control 17) C. Caudal Peduncle
Law)
18) C. Kidney 19) A. Liver
20) B. Nostril
• PD 1586 (Environmental
21) B. Placoid
Impact Assessment System
Law) 22) D. Ganoid
23) A. Gill Filament 24) C.
Gill Rakers
• RA 8749 (Clean Air Act)
25) C. Gill Arch

• RA 9003 CHAPTER 6 PRE AND POST

(Ecological Solid TEST
Waste Management Act)
Test I: Multiple Choice

1) B. Fish Cultivation

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2) C. Fish Propagation 12)B. Head Pond

3) D. Fish Conservation 13)C. Tertiary Dike
4) B. Recreation 14)A. Main Gate
5) B. Fish Pen 15)C. Hapa
6) D. Salinity
7) A. Anadromous CHAPTER 8 PRE AND POST
8) B. Catadromous TEST
9) A. Competition
10)B. Food Chain Test I. Multiple Choice
11)C. Nursery Pond 1) B. Passive Gear
12)B. Head Pond 2) B. Snares
13)C. Tertiary Dike 3) B. Wounding Gear
14)A. Main Gate 4) B. Traps
15)C. Hapa 5) B. Fishing with Line
16)A. Nile Tilapia 6) A. Longlines
17)A. Giant Tiger Prawn 7) A. Falling Gear
18)A. Swamp Crab 8) C. Fish Impounding Net
19)A. Ornate Spiny Lobster 9) C. Scooping Nets
20)A. Green Mussel 10)D. Drive-in Gear 11) D.
CHAPTER 7 PRE AND Dragged Gear
POST 12)Seine Nets
TEST 13)C. Gill Nets
14)B. Catfish
Test I. Multiple Choice 15)D. Big-eyed Scad
1) B. Fish Cultivation 16)C. Anchovy
2) C. Fish Propagation 17)A. Tulingan
3) D. Fish Conservation 18)B. Galunggong
4) B. Recreation 19)B. Alimasag
5) B. Fish Pen 20)B. Chanos chanos
6) D. Salinity
7) A. Anadromous CHAPTER 9 PRE AND POST
8) B. Catadromous TEST
9) A. Competition
Test I. Multiple Choice
10)B. Food Chain
1) C. Fish Preservation
11)C. Nursery Pond
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2) C. Brine
3) C. Rigor Mortis
4) A. Dressed Fish
5) B. Taeniform
6) C. Autolysis
7) D. Factual
8) B. Fallacy
9) C. Fallacy
10)A. Factual
11)D. Factual
12)D. Fish Curing
13)C. Measuring Spoons
& Cups
14)A. Basins
15)B. Can Sealer

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