Agri FisheryQ1

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2010 Secondary Education CurriculumTechnology and Livelihood Education

Career PathwaysTechnology and Livelihood Education

In Agri Fishery Arts III

General Standard: The learner demonstrates understanding of his/her PersonalEntrepreneurial Competencies (PECs), the environment and

market, as well as the process/production and delivery ofquality products in Organic Farming in Cereal Production,Landscape Gardening, Small and Large Ruminant Raisingand Aquarium, Fishing Gear Making and Maintenance.


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Quarter 1:Organic Farming

in Cereal Production

Topic: Personal Entrepreneurial

Competencies (PECs)

Timeframe: 3-5 days

STAGE 1

Content Standard:

The learner demonstrates understanding ofPersonal Entrepreneurial Competencies(PECs)in Organic Farming in Cereal Production

Performance Standard:

The learner independently prepares a suitable activity planthat aligns his/her PECs with the PECs of successfulpractitioner/entrepreneur in Organic Farming in CerealProduction

Essential Understanding:

Aligning ones PECs with PECs of successfulpractitioner/entrepreneur helps ensure successin chosen career.

Essential Question:

How does one ensure success in a chosen entrepreneurialcareer in Organic Farming in Cereal Production.

Learners will know:

Personal Entrepreneurial Competencies(PECs)

Characteristics Attributes Lifestyles

Skills Traits

Successful entrepreneurs/practitioners in aprovince

Learners will be able to:

Assess their PECs vis--vis: Characteristics Attributes Lifestyles Skills

Traits Compare their PECs with that of the

entrepreneur/practitioner Align development areas based on the results of PECs

assessment Make a plan of action on how to improve their

development areas and further their areas of strength.


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STAGE 2

Product or Performance

Task:

Evidence at the level of

Understanding Performance

Plan of action thataddresses

personal --areas of development

based on ones PECs,and

strengths needing furtherenhancement

The learners should be able todemonstrate understanding in organic

farming in cereal production bycovering any of the six (6) facets ofunderstanding:

Describe your PECs focusing onstrengths and developmental areas.Criteria:

Comprehensiveness(Should include Characteristics,Attributes, etc)

Clarity Conciseness

Compare your PECs with those of asuccessful practitioner.Criteria:

Objectivity Credibility Conclusiveness

Apply ones PECs in pursuing a chosenentrepreneurial activity.Criteria:

Efficiency/effectiveness Level of competence Level of confidence

Assessment of the personal plan ofaction based on the following criteria:

Comprehensiveness:Strength and development areas

are identified and prioritized;Appropriate strategies are

selected;Relevant resources are

employed/considered; andAlternative course of actions are

reflected

FeasibilityCost-effective and realisticTime-bound;Actions/activities are focused on

goals


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Express your thoughts on theimportance of PECs from theviewpoint of a seasonedentrepreneur.Criteria:

Comprehensiveness RelevanceObjectiveIlluminating

Express your feelings if you are anentrepreneur who easily copes withthe PECs of a chosen career.Criteria:

Objective

Persuasive Sensible

Assess, based on the results of yourPECs, your level of confidence as aprospective manager in organicfarming in cereal production.Criteria:

ObjectiveInsightful

Conclusive

STAGE 3


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Teaching/Learning sequence:

Individuals possess different Personal Entrepreneurial Competencies (PECs). These include characteristics,attributes, lifestyles, skills, or traits that make a person different from others. When one possesses these

attributes, he/she may become ready to face the challenges of starting a business. Hence, the learners shall:

1. EXPLORE

As part of initial activities, learners shall be given an overview of the Personal EntrepreneurialCompetencies (PECs) that include characteristics, attributes, lifestyles, skills, or traits, what they areexpected to learn and how their learning will be assessed. In this stage, diagnosis of their basic

knowledge of PECs shall form part of the prerequisites.

a. Ask learners to name people in the province who are successful in their business. Why are they successful?

If you were _____ (name one successful business man in the province) what do you think are his/her

characteristics?

Do you wish to be like him/her?

Explain to learners the importance of assessing their PECs.

Guide learners in assessing their PECs on the following:

Character

Attribute Lifestyle

Skills

Traits

(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number

of students in class).


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Assist learners in analyzing and interpreting the results of the assessment of their PECs.

Ask EQ below to draw out their initial understanding on how entrepreneurs succeed in their chosen

career.

How does one ensure success in a chosen entrepreneurial career in organic farming in cerealproduction.

Encourage learners to participate in the activity. (Teacher may distribute meta cards for learners to write

their answers. When done, these may be posted on the wall to be processed. Devote quality time revisit

the same during the FIRMING-UP).

2. FIRM-UP

Varied learning experiences shall be introduced to help learners challenge initial notion on PECs,examine/assess prior knowledge, and begin to discover the merits of tentative ideas in answering the

EQ; make their understanding of PECs thorough by validating what experts say about success thatmany aspiring and budding entrepreneurs share their insights that there should be a combination of skillsand traits to succeed; equip them with skills and knowledge to maximize chances of success; andundergo differentiated instruction to address their unique strengths and needs.

In order to firm up learners understanding, they may be a sked to work individually or in groups in

collecting information about how entrepreneurs succeed in their chosen careers. Some suggested

activities are the following: interview with successful entrepreneurs, inviting successful entrepreneurs as

resource persons in class, video documentaries of successful entrepreneurs, web searching, etc.

Analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences

among successful entrepreneurs in the following aspects: characteristics, traits, attributes, lifestyles, skills.

Reflect/rethink their understanding of how entrepreneurs succeed in their chosen field. Refer learners to

their answers posted on the wall.

Process learners learning and check it against EU.

Check learners understanding of processes and skills. When there are misconceptions revealed in the


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assessment for learning having administered, administer appropriate interventions as remedy to the

learning gap.

3. DEEPEN

Learners shall be engaged in processing and making meanings out of the information havingstudied, as they reflect, revisit, revise and rethink their ideas; express their understandings and engage inmeaningful self evaluation; and undergo in-depth study of PECs. When they are able to polish thesecharacteristics, they could easily shape the definition of success.

Have learners align their PECs with those of a successful entrepreneur of their choice.

Reflect on their development areas as well as their areas of strength. Ask how they would improve further

their areas of strength.

Ask learners to express the EU.

Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs).

4. TRANSFER

This phase challenges learners to organize their learning experiences on the practical applications such asin alignment and execution of their plan of action on how to further intensify areas of strength. Likewise, theytoo, are challenged to transfer their learning in a new setting or specifically when a demand for such PECs are

called for. By doing such, they could honestly say that they have the right personality type at this point in time.

Have learners prepare a plan of action that addresses their areas of development based on their PECsanalysis matrix.

Ask learners to make a plan of action on how strong PECs can be further improved. Assess learners plans of action based on the criteria provided in Stage 2 (Assessment at the level of

performance).


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Attachment A: Important Entrepreneurial Traits

The following are the fundamental characteristics of an entrepreneur:

1. Hard working: If you are determined to run your own business, you must concentrate on your work either as a

producer or a seller. The success of your business depends on how much time and effort you will spend on it.

2. Self- Confidence: You must have a strong faith in your ability despite the problems that you will encounter along

the way.

3. Future-Oriented: Once a person enters in a line of business, you must understand that you are in a non-stop

contract that an entrepreneur should understand. It may take several years to build up a business to a reasonable

standard. The goal for most successful business people is to build a secure job and stable income for themselves

based on their own ability.

4. Profit-Oriented: When you enter into the world of business, obviously, you are looking for income because you

know that this will be your bread and butter not only for you but also for your family. Therefore, you must see to it

the business can generate income. Another plan of action is to expand your own business through the use of your

generated income.

5. Goal-Oriented: An entrepreneur is forward looking. You have an advanced preparation for your business. You

set a long-term goal for the activities that are needed, an extensive preparation for the production process and

procedures that you need to go through to acquire, human and non-human resources. Everything in your business

will have to be set clearly, organized, and planned depending on the goal you want to achieve.

6. Persistence: Differences in opinion and judgment. Your opponent can be a part of the rejection on what you

intend to do for your endeavor. As an entrepreneur, you must be firm, strong-willed, and stick or follow your own


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belief.

7. Copes with Failure: Learn from your mistakes. As an entrepreneur, you must learn how to deal with the

frustrations and failures instead, turn these into productive learning experiences.

8. Responds to Feedback or Open to Feedback: You must be concerned to know how well you are doing and

keep track of your performance. You must obtain useful feedback and advice from others.

9. Take the Initiative: A successful entrepreneur takes the initiative. You must put yourself in a position where you

personally are responsible for the failure or success of your business.

10. Willing to Listen: Take time to listen to the advice, suggestions, and recommendations of fellow entrepreneurs. It

will help your business grow.

11.Set your Own Standards: This involves developing and using logical, step-by-step plans to reach the goals, or

offering evaluation alternatives, monitoring progress, and switching to successful strategies for the goal you want

to achieve. To be a successful entrepreneur you must take into consideration that sales and production depend

on your own standards.

12. Copes with Uncertainty: Pursue your vision to be a successful entrepreneur, you should know how to handle

unusual events that may happen in the business which include problems in managing the workers, problems on

the delivery of goods and services, and the problems on demand and production. You must be patient in dealing

with these uncertainties.

13. Committed: You should know that in your business, personal needs, attachment to your friends, families and

relatives are set aside. You must separate the money for your business from the amount that you need to spend

for personal obligations and lifestyles.


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14. Builds on Strengths: Successful business people base their work on strengths. Use your manual skills, knowledge in

creating products or services, knowledge in trade and industry, ability to make and use of a wide network of

contacts to build your business.

15.Reliable and has Integrity: An entrepreneur must build a good reputation, possess the courage to do the right

thing, do what you say, walk your talk, be loyal, and be fair in dealing with the subordinates and costumers.

16.Risk-Taker: Risk sometimes cannot be anticipated. When misfortunes happen, consider these as challenges and

work them out and set good alternatives. Risks may result to loss of your business or even bankruptcy.

Personal EntrepreneurialCompetencies of an

Entrepreneur

My Personal Entrepreneurial Competencies

Strength Needs to be developed

Hardworking

Self-confident

Builds for the future

Profit-oriented


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Goal-oriented

Persistent

Copes with failure

Responds to feedback

Demonstrates initiative

Willing to listen

Sets own standards

Copes with uncertainty

Committed

Builds on strengths

Reliable and has integrityRisk-taker

TOTAL

1. Ask learners to thoughtfully study and understand the meanings of PECs as described in the preceding page;2. Let them objectively assess themselves by indicating a check (/) mark in either strengths and/or development

areas column;3. Have them interpret the results by counting the total number of check marks in each of the columns;4. Ask learners to work in groups. Let them compare and/or validate their own interpretation. Challenge each

group to prepare a presentation that describes their groups profile.


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Attachment B: Plan of action on PECs that need to be developed

My PECs that need to

be developedActivities to align PECs with that

of a successful entrepreneurResources needed Time Frame

1. Creative 1.

2.

3.

2. Organized 1.

2.

3.

3. Competent 1.

2.4. 1.

2.

Attachment C: Plan of Action on how PECS can be further improved

My strong PECs Activities to further improvePECs

Resources needed Time Frame

1. Resourceful 1.

2.

3.

2. Observant 1.

2.


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3.

3. Committed 1.

2.

4. 1.

2.

Instructions:

1. Let learners use the suggested matrices above to indicate their plan of actions on the two areas: (a) PECs thatneed to be developed; and (b) PECs that are already strong. (Note: The above matrix has few examples. Pleasetell learners not to copy the examples indicated therein);

2. Challenge them to supply information in all of the columns to indicate their plans, activities, resources needed,and time frame to attain the desired level of PECs;

3. Ask volunteers to present before the class the results of this activity.

4. Conduct a short processing by highlighting the importance of these matrices to their lives as future entrepreneurs.Remind learners that the same would keep track of their plans and timelines of activities that will ensure a holisticdevelopment of ones PECs.

Attachment D


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PERSONAL ENTREPRENEURIAL COMPETENCIES (PECs)

Instructions

1. This questionnaire consists of 55 brief statements. Read each statement and decide how well it describes you. Be honest about yourself.

Remember, no one does anything very well, nor is it even good to do everything very well. Besides that, your rating of the individual questions

remains your secret and you may take this questionnaire home.

2. Select one of the numbers below to indicate how well the statement describes you:

5 Always

4 Usually

3 Sometimes

2 Rarely

1 Never

3. Write the number you select on the line to the right of each statement. Here is an example:

I remain calm in stressful situations 2

The person who responded to the item above wrote a 2 to indicate that the statement describes him very little.

4. Some statements may be similar but no two are exactly alike.

5. Please answer all questions.

Attachment E


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PECS SELF RATING QUESTIONNAIRE

RATING

1. I look for things that need to be done. ________

2. When faced with a difficult problem, I spend time

trying to find a solution. ________

3. I complete my work on time. ________

4. It bothers me when things are not done very well. ________

5. I prefer situations in which I can control the outcomes

as much as possible. ________

6. I like to think about the future. ________

7. When starting a new task or project, I gather a great deal

information before going ahead. ________

8. I plan a large project by breaking it down into

smaller task. ________

9. I get others to support my recommendations. ________

10. I feel confident that I will succeed at whatever

I try to do. ________

11. No matter whom Im talking to, Im a good listener. _______

12. I do things that need to be done before beingasked to do so by others. ________

13. I try several times to get people to do

what I would like them to do. ________

14. I keep the promises I make. ________

15. My own work is better than that of

other people I work with. _______

16. I dont try something new without making

sure I will succeed. ________

17. Its a waste of time to worry about what to do with

your life. ________

18. I seek the advice of people who know a lot about thetasks Im working on. _________

19. I think about the advantages and disadvantages or

different ways of accomplishing things. _________


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Quarter 1: ORGANIC FARMING IN

CEREAL PRODUCTION

Topic: Environment and Market Timeframe: 5-7 days

STAGE 1

Content Standard:

The learner demonstrates understanding of environmentand market that relates with career choice in OrganicFarming in Cereal Production

Performance Standard:

The learner independently determines a good businessidea based on the analysis of the environment andmarket in ones province fororganic farming in Cereal

Production

Essential Understanding:

A successful business venture starts with the generation ofa good business idea.

Essential Question:

How does one generate a good business idea ?

Learners will know:

Environment and Market

Consumers needs and wants Industry that relates with a career choice Product/service that satisfies the needs and wants of

customers


Conduct SWOT analysis Seek and seize business opportunity

STAGE 2


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Product or Performance Task:Evidence at the level of


Formulation of a business idea basedon the analysis of the environmentand market from ones province.

Explain what is revealed when oneanalyzes the environment and marketin a certain province.

Criteria:ThoroughInsightfulObjective

Make meaning of the information asrevealed in the data analysis of theenvironment and market in onesprovince.Criteria:

ConclusiveInsightfulObjective

Propose a method for classifying the

needs and wants of the target marketin ones province.Criteria:

PracticalityAppropriatenessEffectiveness

See from the perspectives of buyersand sellers the importance of ones

environment and market.Criteria:

Assessment of the formulatedbusiness idea based on the followingcriteria:

profitability / feasibility practicality responsiveness to customers needs innovativeness


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InsightfulObjectiveConclusive

Assume roles performed byentrepreneurs when they try to excelover a competition on the same typeof business in a certain province.Criteria:

ResponsivenessAppropriatenessEffectiveness

Deepen ones understanding of theimportance of SWOT analysis prior todeciding an entrepreneurial activity tobe pursued.Criteria:

InsightfulnessAppropriatenessEffectiveness

STAGE 3


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Environment and Market

Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, andsocial conditions prevailing in the community. Needs and wants of people in a certain community that are not met byexisting business establishments may be considered as business opportunities. Identifying the needs of the community,its resources, available local specialized skills, and appropriate technology can help a new entrepreneur in seizing a

business opportunity.

1. EXPLORE

As part of initial activities, learners shall be given an overview of topics on environment and market, what theyare expected to learn and how their learning will be assessed. In this stage, diagnosis of their basic knowledge ofthe socio-political conditions in community, the needs and wants of the target market, business opportunities thatthey might be seized for possible business venture shall serve as prerequisites of the lesson.

Guide learners in assessing their prior knowledge on environment and market as an entrepreneurial lens in

generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools. Have learners assess theirprovinces environment and market to determine the existing industries, needs and

wants of target market with the use of the following: Survey questionnaire; Interview guide; Checklist, etc. SWOT analysis

Ask EQs to draw out their understanding of environment and market in generating business ideas. Considerstudent responses as tentative EUs that they need to explore further.

How does one generate a good business idea that relates with Organic farming in Cereal Production?

Encourage learners to work in group to come up with tentative answers to the question posted. (Teacher may

distribute meta cards for learners to write their answers. When done, these may be posted on the wall to be

processed. Devote quality time revisit the same during the FIRMING-UP).


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2. FIRM-UP

Varied learning experiences shall be introduced to help learners challenge their misconceptions on the

importance of invironment and market in seizing a potential business opportunity, examine/assess priorknowledge, and begin to discover the merits of tentative ideas in answering the EQ; make their understanding ofthe needs and wants of market and industries in aid of predicting their chances of success; and undergodifferentiated instruction to address their diverse strengths and needs.

Lead learners in analyzing the assessment conducted on the environment and market in a certain province. Assist learners in conducting a community mapping to identify business establishments or industries in a province. Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering

activity such as: interview, survey, community mapping, etc.,

Help learners in presenting the result of the data gathering activity reflective of the needs and wants of thetarget market.

Encourage learners to reflect/rethink their understanding of how entrepreneurs succeed in seizing a potential

business venture.

Process learners learning of processes and acquisition of skills .

Ask learners to do supplementary reading and other compensatory activity to support the informationpresented.

Administer assessment for learning to gauge whether there are misconceptions revealed.

Administer appropriate interventions whenever necessary as a remediation activity to the learning gap.

3. DEEPEN

Learners shall be engaged in processing and making meanings out of the information having studied, asthey reflect, revisit, revise and rethink their ideas; express their understandings and engage in meaningful selfevaluation; and undergo in-depth study of how to seize a business venture that will manufacture, render or

2010 S d Ed ti C i l


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deliver products and services to ultimately meet the discriminating needs and wants of the markets.

Ask learners to interview seasoned entrepreneur to gather salient information on the manner he/she was able toseize a business opportunity.

Compare whether the information collected during the interview will complement/harmonize with their skill informulating business ideas.

Assess the students level of understanding by administering an assessment of learning. (Note: Refer to theassessment in Stage 2).

Check learners understanding to determine whether they are: still far from the desired level of understanding/already close to the desired level of understanding/ beyond the targeted level.

Consider an intervention and appropriate compensatory activity/practical exercises to help learners who are stillstruggling to achieve the desired level of understanding.

4. TRANSFER

This phase challenges learners to organize their learning experiences on the practical applications of KSAs inseixing a business idea as answer to market demand. Likewise, they are challenged to transfer their learning in a newsetting or when a demand for such competency are called for. By doing such, chances of success can be predicted.

Ask learners to formulate business ideas as a result of the SWOT analysis of environment and market fororganicfarming in cereal production

Assess learners business ideas based on the criteria provided in Stage 2. (Assessment at the Level ofPerformance).

Attachment A: Seizing a Business Opportunity

2010 Secondary Education Curriculum


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Instructions:

1. Challenge learners ability to generate a business idea? Ask them to study the sample vicinity map of a

community with a population of one thousand people. The OCESTH Empire, a housing project will be

constructed along Gen Aguinaldo Hi-Way, its main road, where the commercial establishments are situated. This

housing project as the brochure announces, targets young couples with two kids.

2. Ask learners to answer questions below that may lead to the generation of a probable business. The answers to

these questions will serve as bases in formulating their own business ideas.



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a. Who do you think are your target consumers/markets?

b. Where is the most ideal location to situate your business?

c. Which products or services would appeal to your target consumers/markets?

d. Can you say that you have seized the most feasible business opportunity?

3. Request learners to present the result of this activity. Assess the merits of their accomplishments using the suggested

rubric.

Quarter 1 : Topic: Organic Farming in Cereal Time Frame: 35 Days



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ProductionStage 1

Content Standard:The learner demonstrates understanding of the

concepts/knowledge and skills in producing and marketingcereals through organic farming.

Performance Standard:The learners independently produce quality and marketable cereals

through organic farming.

Essential Understanding(s):Producing cereals through organic farming may guide

the students in starting a profitable business venture.Organic farming helps in maintaining the health of the

people and cleanliness of the environment.

Essential Question(s):Why is it important to observe appropriate cultural practices in

producing cereals through organic farming?

Why is there a need to practice organic farming in cereal production?

Learners will know:

4 Ms in cereal production through organic farming

selecting seeds for organic farming in cerealproduction

preparing land for planting/transplanting planting/transplanting seeds/seedlings in organic

farming

maintaining the growth and development of cerealsin organic farming

harvesting and treshing cereals in organic farming

marketing products or organic farming in cerealproduction

analyzing break-even point in marketing cerealproducts


list the 4 Ms of producing cereals through organic farming.

select/purchase seeds from reputable sources.

compute percentage germination of seeds on the basis of a given

formula. Plow and harrow the paddies/fields 2-3 times.

Plant/transplant seeds/seedlings using random or straight rowmethod.

Maintain irrigation requirement in cereal production throughorganic farming.

Apply organic fertilizer in paddy fields.

Eliminate and control weeds regularly using organic weedicides.by hand weeding and other suitable processes.

Control and prevent plant pests & diseases using organicpesticides/germicides.

Harvest cereal grains based on the maturity of the crop. Sell cereal products in the market based on the cost of production

Plan effective advertisement for cereal product.

Determine the profitability of organic farming.

Calculate depreciation cost.

Prepare financial statement based on correct format.



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Stage 2Product or Performance task Evidence at the Level of


Product:Marketable cereal/crops through

organic farming.

Explanation:Discuss the steps of organic farming in

cereal production.Criteria:

Comprehensive

Accurate

Thorough

CompleteInterpretation

Evaluate the profitability of organicfarming in cereal productionCriteria:

Meaningful Significant

Conclusive

CorrectApplication

Produce cereal crops through organicfarming following the steps in theproduction process.

Productive

Profitable

Purposeful

LogicalPerspective

Differentiate methods of plantingcereals.

Assessment of production and marketing ofcereals from organic farming:

Procedural Quality of plants

Proper use of inputs

Logical steps followedTools :

Rubrics for assessment of production andmarketing of cereals from organic farming.

Assessment of the cultural practices inorganic farming in cereal production

Use of appropriate tools Quality of work

Speed

Use of local resourcesTools :

Rubrics/scorecard for assessment of thecultural practices/inorganic farming in cerealproduction



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yTechnology and Livelihood Education

Criteria:

Informative

Revealing

Credible

PreciseEmpathy

Relate the feelings of a successfulorganic farmerCriteria:

Satisfying

Sense of worth

Fulfilling

Sense of prideSelf-knowledge

Reflect/recognize past experienceswith organic farming

Criteria: Reflective

Insightful

Objective

Self-adjusting

Assessment for marketing cereals producedthrough organic farming.

Price

Demand

Promotion

Standardized/grading method used

Tools:

Rubrics/scorecard for marketing cerealsproduced though organic farming.



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Technology and Livelihood Education

2010 Secondary Education CurriculumT h l d Li lih d Ed i


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Stage 3Teaching and Learning Sequence

Organic Farming in Cereal ProductionProductivity is the main focus of agricultural activities coupled with responsibility in maintaining the environment where plants,

animals and human beings live. With the use of organic pesticides and fertilizers, beneficial insects are not destroyed, soils are notconverted into acidic stage, organic wastes are efficiently turned into usable forms and more importantly balance of nature ismaintained.

1. EXPLOREo Uncover the prior knowledge and understanding of the students in organic farming by way of any of the pre-assessment

checks below:- Formal checks1. Checklist Put a check mark in the appropriate column based on your answer to the following items:

YES NODo you have experiences in organic farming? _____ _____

Have you seen organic pesticides? _____ _____Have you tried applying organic fertilizer in your garden? _____ _____Can you differentiate organic from inorganic farming? _____ _____Can you cite the advantages of organic farming? _____ _____

2. Essay Writing- Why choose organic farming?- How will you prepare organic fertilizer?- Why do you advocate the use of organic pesticides?

3. Written Diagnostic test:3.1 Which of the following is not considered as organic fertilizer?

a. bat manure c. humusb. compost d. muriate of potash

3.2 Why is organic farming being advocated?a. to maintain balance of natureb. to preserve the soilc. to control pests & diseasesd. to increase harvest

2010 Secondary Education CurriculumT h l d Li lih d Ed ti


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Informal Check :(Misconception Check)Direction: Ask students to agree or disagree to the following common or predictable misconception in organic farming and

let them explain their response.The product(s) of organic farming is good for the health but not friendly to the growers pocket.

o Guide the learners in understanding the content and performance standards, the direction of the course, and how aretheir level of understanding and level of performance going to be assessed.

o Have the learners answer the essential questions, accepting temporarily all responses in the process.o Motivate the learners by conducting a word factory game (see attachment)o Process learners responses in the word factory game..o Stimulate the learners interest by showing a movie/film on the subject.o Guide the learners in eliciting their understanding of the movie/film viewed.o Guide the learners in gaining initial understanding of the concepts and principles of organic farming in cereal

production.o Encourage learners to ask questions, assess their understanding and welcome tentative responses as guide to

exploration.

Instruction to WORD FACTORY GAMEWrite words you can think of using the phrase below without repeating the letter. Scoring system is as follows. 1 pt. or 2-letter words, 2pts. or 3-letter words, 3 points or 4-letter words and 5 pts. or 5-letter words and words that has something to do with cereal production.

ORGANIC FARMINGPossible answers

2-letterwords

3-letterwords

4-letterwords

5-letter words & above

1. or2. on3. of4. in

1. ago2. arm3. air4. arc

1. afar2. rain3. rang4. roar

1. cargo2. gaming3. organ4. going

16. grains17. ranging18. mango19. managing



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5. if6. an7. go8. no9. fa10. fi

11. ri12. ma13. mi14. out

5. rag6. ran7. ram8. rig9. gin10. nor

11. nag12. con13. cog14. car15. can16. for17. fog18. far19. fan20. fin21. fig

22. man23. mar

5. roam6. ring7. gram8. grin9. corn10. coir

11. morn12. farm13. form14. frog15. main

5. aiming6. aging7. again8. icing9. airing10. racing

11. raging12. raining13. roaming14. caning15. caring

20. facing21. faring22. forging23. forcing24. forming25. firming

26. mining27. mincing28. out29. caging30. morning31. naming

2. FIRM UP

o Have learners gather essential information related to cereal production through organic farming from sources like:- reading materials (reference books, pamphlets, etc.)- web-based resources- successful organic farmers

o Guide the learners to think of an activity where essential information related to cereal production through organic farmingcan be presented and analyzed.

o Assist the learners in making generalizations/abstractions from the analysis of essential information.o Have the learners correlate the generalizations/abstractions with the essential questions (EQ), probing questions and

tentative responses raised during the exploration phase.o Encourage learners to reflect, revise, and rethink their understanding in consideration of the processed

information/learning in producing cereals through organic farming.



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o Have the learners self-assess their understanding of the concepts in producing cereals through organic farming and checkit against the content standard.

o Have the learners check their understanding through a summative evaluation. Below are sample items:

1. Two to three plowing of the field/paddies alternately with harrowing will turn it to a condition wherein it is_______:A. prepared ready for plowing

B. prepared ready for harrowingC. prepared ready for weedingD. prepared ready for planting/transplanting

2. Supplying the growing cereals with fertilizer will develop the vegetative parts of the crops. What fertilizer isdescribed?

A. nitrogenous fertilizerB. fertilizer rich in potassiumC. fertilizer rich in phosphorousD. fertilizer rich in sulfur

3. The use of organic fertilizers & pesticides will result_______.A. in a high yield

B. in a balanced natureC. in a higher profitD. in a lower expenditures

4. The art of composting using dried leaves, weeds, animal manures and other materials is a farm chore thatshould be practiced by farmers because_______.

A. the project may emit odorous substanceB. the project may cut the cost of inorganic fertilizerC. the project may bring pests and diseases.D. the project may cause weeds to spread

5. Which of the following could be used in making organic pesticides?A. malunggay leavesB. makahiya leaves.C. squash flowerE. pepper fruits



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Checking for Process

1. In composting, which of the following should not be done with rice straw?A. shred them.B. burn them.

C. Collect them.D. Chop them2. In eradicating weeds, which of the following will be a result?A. destroyed harborageB. more compost materialsC. diseases are controlledD. lessened compost materials

3. Which of the following add value to crops?A. storingB. dryingC. watering

D. advertising4. How will you increase your profit in organic farming?A. use organic fertilizer.B. use commercial insecticidesC. use organic fertilizerD. use commercial fertilizer

5. Why do we use seeds of known variety of cereals?A. to produce similar varietyB. to produce different varietyC. to produce inferior varietyD. to produce superior variety

Note to the teacher: Formative test may be recorded but should not be used in grading the learners.



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4.DEEPEN

Checking for Understanding

Pre-Assessment

1. Ask students to create a web or concept map to show the chronological order (relationships) of the following culturalpractices in organic farming.

IrrigationFertilizer applicationHarvestingLand preparationMarketingPlanting/TransplantingPest controlWeeding

2. In organic farming, what two cultural practices when attended proficiently and well would contribute to having high yield?Why?________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________.3. Which of the cultural practices in organic farming demands intense labor ? Why? Justify your answer.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

o Guide the learners in creating organic germicides and organic fertilizer using indigenous materials.o Engage learners into a guided discussion on the factors that may affect the different practices and

marketing strategies of cereal production through organic farming.o Have learners prepare production/marketing plan in cereal production through organic farming of their

choice.o Encourage learners to validate their plan by experts or successful practitioners in cereal production through



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organic farming.o Encourage learners to reflect, revise & rethink their understanding on their essential understanding.o Have their learners express their understanding and checks their mastery of the understanding (EU) and

content standards using the facets of understanding.

Assessment on the level of understanding

Direction: Answer the following questions open-mindedly

A.One interesting observation in organic farming is that it gives more yield from less land. Do you agree with theobservation? If yes, why?____________________________If no, why?_____________________.

B.What are the implications of organic farming to life in so far as the following aspects are concern?1. Economic___________________________________________________________________________2. Ecological___________________________________________________________________________3. Nutritional___________________________________________________________________________

Assessment for Understanding (Summative Assessment Using the Six Facts of Understanding)

1. The following can be adopted as Criteria for Assessment and Performance Levels in developing Rubric is assess the fact

EXPLANATION (Discuss the Steps in organic farming in cereal production) as shown in the document

Criteria of Assessment

Comprehensive

Accurate

Thorough

Completeness



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Performance Level

4-Excellent: Exceeds Standards

(If all criteria are evident)

Performance Level

3- Very Satisfactory (Meets Standard)

(If only 3 of the criteria is evident)

Performance Level

1-Does not meet standard

(If 1 or none is evident)

2. The same format of the Rubric can be used to assesses other Facts of Understanding using its respective criteria of assessment as

found in the document.

Performance Level

2- Satisfactory: Partially meets standard




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4. TRANSFER

o Pre-assessment: Checking for Transfer

Can you produce cereal crops?

Yes______

No_______

Not Sure______

o Have the learners produce quality and marketable cereals through organic farmingo Compute the cost of production to determine the profitability of the projecto Assess learners level of performance using the tools/criteria presented below



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Criteria of Assessment

Comprehensive

Accurate

Thorough

Completeness

Performance Level

4-Excellent: Exceeds Standards

(If all criteria are evident)

Performance Level

3- Very Satisfactory (Meets Standard)


Performance Level

2- Satisfactory: Partially meets standard




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Performance Level

1-Does not meet standard

(If 1 or none is evident)

Grasps Task Design Prompts

GoalYour goal is to produce cereal.

RoleYour job is an organic farmer.

AudienceYou need to convince farmers the advantage of organic farming.

SituationThe context you find in your self is the popularity of inorganic farming.

Product, Performance & PurposeYou will produce cereals in order to prove the profitability of organic farming.

Standards & Criteria for SuccessYour product must meet the following standards: No Insect Damages.



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