Cblm-Performing-Nursery-Operations - LO2 Final
Cblm-Performing-Nursery-Operations - LO2 Final
Cblm-Performing-Nursery-Operations - LO2 Final
This learning material contains activities for you to complete. It covers the
knowledge, skills and attitudes required to complete the
competency: PERFORM NURSERY OPERATIONS one of the modules
in the Core Competencies for Agricultural Crops Production NC II.
You are required to go through a series of learning activities in order to
complete each of the learning outcomes of this module. In each learning
outcome, Learning Elements and Reference materials are available for
your further reading to assist you in the required activities. You are
expected to accomplish all the required activities and to answer the
self- check after each learning element. Please note that you need to
have 100% correct answers to each self check to pass the activity. You
are required to obtain answer sheets, which are available from your
trainer or at the end of eachlearning element, to reflect your answers
for each self check. If you have questions, please do not hesitate to ask
your facilitator for assistance.
You have acquired some or most of the knowledge and skills covered in
this learning material because you have:
So, if you can demonstrate to your trainer that you are competent in a
particular skill, you do not have to do the same training again. Or, if you
feel you have the skills, talk to you trainer about having them
formally recognized. You may also show certificates of Competence from
previous training . And if you acquired skills are still updated/relevant to
the module, the may become part of the evidence you can present for
RPL.
A Learner’s diary can be found at the end of this learning material. Use
this diary to record important dates, jobs undertaken and other
workplace events that will assist you in providing further details to your
trainer or assessor. Record of Achievement is also provided for your
trainer to fill-in upon completion of this module.
This module was prepared to help you achieve the required competency
in Agri-Crop Production NC II. It will serve as a source of information for
you to acquire required knowledge and skills for AGRI FISHERIES
SECTOR, with minimum supervision or help from your trainer. This
material will aid you in acquiring the competency at your own pace,
independently. To achieve the full benefit of this module.
Talk to your trainer and agree on how you will both organize your
training on this unit. Read through the Competency Based Learning
material carefully. It is divided into sections which will cover all the
skills and knowledge you need to successfully complete this module.
Most probably, you trainer will be your supervisor. He/She will be there
to support and show you the correct way to do things. Ask for help if
you need one.
Your trainer will tell you about the important things you need to
consider when doing the activities. It is important that you listen and
take notes.
When you finished each element and feel that you are ready,
demonstrate the activities outlined in the learning material to your
trainer.
As you work through the activities, your trainer will be taking note of
your performance. He/She will be providing feedback on your progress.
Your readiness for assessment will be reflected in his/her report, if and
when you have successfully completed each element.
When you have completed this module and feel confident that you
have had sufficient practice, you may request you trainer to arrange
an appointment with a registered assessor for your assessment.
The results of the assessment will be recorded in your Competency
Achievement Record.
UNIT OF COMPETENCY : PERFORM NURSERY OPERATIONS
MODULE TITLE : PERFORMING NURSERY OPERATIONS
ASSESSMENT CRITERIA:
1. Prepare tools, farm implements and simple equipment according
work requirements.
2. Perform basic pre-operative checking of tools, farm implements
and equipment in accordance with manufacturer’s manual and
GAP standard.
3. Segregate tools with wear and corrosions and treated according to
maintenance plan and procedures.
4. Maintain nursery sanitation according to GAP standard.
5. Perform repair and maintenance of nursery facilities to maximize
their efficient and effectiveness.
6. Apply preventive measures for inclement weather.
7. Practice safety measures according to OSHS.
8. Determine planting materials according to kinds and varieties.
9. Select quality seeds according to prescribed characteristics.
10. Conduct seed testing to determine the percentage germination of
the seed stock in accordance with the standard procedures
11. Treat planting materials following standard protocol.
12. Perform seed scarification for germination purposes based on type
of crop.
13. Prepare growing media according to prescribed mixture and crop
requirement.
14. Place growing media in prescribed containers according to crop
requirements.
15. Arrange and label containers according to varieties/species.
16. Prepare seedbed based on crop species.
17. Set-up nursery shed according to plant requirement
18. Selects quality seedlings based on prescribed characteristics.
19. Select propagation materials according to propagation activity.
20. Perform plant propagation techniques based on recommended
practices.
21. Maintain germinated seedlings until fully established.
22. Perform pricking and thinning of seedlings based on
recommended practices.
LEARNING OUTCOMES
LEARNING OUTCOMES #2 MAINTAIN NURSERY FACILITIES
CONTENTS:
• Nursery sanitation base on GAP standard
• Repair and maintenance of nursery facilities
• Preventive measures for inclement weather
• Safety measures according to OSHS
ASSESSMENT CRITERIA:
2.1 Maintain nursery sanitation according to GAP standard.
2.2 Perform repair and maintenance of nursery facilities to
maximize their efficiency and effectiveness.
2.3 Apply preventive measures for inclement weather.
2.4 Practice safety measures according to OSHS.
CONDITIONS:
The students/trainees must be provided with the following:
• Writing materials
• References
• Handouts
• Farm tools and equipment
• PPE
METHODOLOGIES:
• Modular self-paced
• Lecture/discussion
• Demonstration/role play
ASSESSMENT METHODS:
Learning Objective:
INTRODUCTION
2. More time for life. No need to commute, other than down the
garden path. Eradicating that twice daily journey has gifted you
with extra time, morning and evening. Most garden-based
professionals choose to spend it working but others share the
school run or take up a gym membership.
TRUE OR FALSE:
1. True
2. True
3. True
4. True
3. Most plants employ their own maintenance staff. This can include
workers such as on-site engineers, whose job is to make sure that
machines continue to operate effectively. This is an especially
important for plants that use equipment designed for assembly
lines, since a stoppage of the line can be financially damaging.
TRUE OR FALSE:
Direction: Write TRUE if the statement is correct and FALSE if the
statement is wrong. Write your answer in separate sheet.
1. True
2. True
3. True
4. True
5. True
Learning Objective:
INTRODUCTION
Heat
Wind
Wind is a huge part of abiotic stress. There is simply no way to stop the
wind from blowing. This is definitely a bigger problem in some parts of
the world than in others. Barren areas such as deserts are very
susceptible to natural wind erosion. These types of areas don’t have any
vegetation to hold the soil particles in place. Once the wind starts to
blow the soil around, there is nothing to stop the process. The only
chance for the soil to stay in place is if the wind doesn’t blow. This is
usually not an option.
When soil is not blowing due to the wind, conditions are much better for
plant growth. Plants cannot grow in a soil that is constantly blowing. Their
root systems do not have time to be established. Also, when soil particles
are blowing they wear away at the plants that they run into. Plants are
essentially “sand blasted.”
Drought
3. Wind Protection
2. Establishment of windbreaks
Plant at right angles to the direction of prevailing wind
TRUE OR FALSE
5. Preventative measures are the only way that humans can protect
themselves and their possessions from abiotic stress.
1. TRUE
2. FALSE
3. TRUE
4. FALSE
5. TRUE
INFORMATION SHEET 1.2-4
Learning Objective:
INTRODUCTION
What is hazard?
Hazards are any things that can harm workers. There are health hazards
and safety hazards.
Health Hazards
Safety Hazards
A safety hazard is anything that could cause a physical injury, such as cut
or fracture. Safety hazards cause harm when safety hazard controls are
not adequate. Remember to check the adequacy of controls during
your inspections.
Common sense
Information from past accidents, near accidents and
other experiences
Information from your family, employees, neighbor
Product literature and information from suppliers
Next, determine the risk of harm for the hazard(s) you’ve spotted. The
risk of harm is the chance (or like hood) that the hazard will
actually harm someone. Risk assessment mainly depends on two
factors:
The risk also depends on factors such as the physical and mental abilities
of the individual, the weather terrain and how the equipment is used.
Step 3: Make the Change
There are several ways to control hazards. Pick the way(s) that’s
reasonable and practical for the circumstance you face.
Hierarchy of Control
Most Preferred Eliminate Remove from
use
Substitute Use other
machine,
Least Preferred pesticide
Barriers/instructions Modify, repair,
work, procedure
Training Wear hearing
Protection,
Supervision masks, goggles,
gloves, etc
PPE
Below are examples of how this system is used. Using tractors is a very
dangerous farm task. Tractor hazards have a high risk of death or
disabling injury.
Tractor Hazard
Silos, manure pits and dugouts are work areas that can cause people to
biological hazards. Risk caused by farm chemical increases if containers
are not labelled or labelled improperly.
The risks of chemical and biological hazards are often ignored because
the effects may appear only after long-term exposure. The
long-term consequences however can be severe and even deadly. Some
chemicals, including anhydrous ammonia and some viral agents such as
Hantavirus can be life threatening.
SELF-CHECK 1.2-4
MULTIPLE CHOICE
Direction: Choose the best answer form the choices given by writing
the letters only on a separate answer sheet
3. Examples of biohazards
A. Acids
B. Dust
C. Pesticides
D. Animal borne diseases
1. D
2. C
3. D
4. A
5. D
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