Horticulture NC Ii: Competency Based Learning Materials

COMPETENCY BASED LEARNING MATERIALS
HORTICULTURE NC II
SECTOR: AGRI-FISHERY
Qualification: HORTICULTURE NC II
Unit of Competency : PRODUCE FRUIT BEARING CROPS
Module Title : PRODUCING FRUIT BEARING CROPS

How to Use this Competency-Based Learning Material (CBLM)
Welcome!
The unit of competency, "Produce fruit bearing crops" is one of the

competencies of HORTICULTURE NC II, a course which comprises the
knowledge, skills and attitudes required for Horticulture NC II trainee to possess.
The module, Producing fruit bearing crops, contains training

materials and activities related to LO1: Select and prepare site for planting; LO
2: Grow seedlings; LO3: Transplant seedlings; LO4: Grow trees; LO 5: Harvest
fruit.
In this module, you are required to go through a series of learning
activities in order to complete each learning outcome. In each learning outcome
are Information Sheets, Self Checks, Task Sheets and Job Sheets. Follow and
perform the activities on your own. If you have questions, do not hesitate to
ask for assistance from your facilitator.
Remember to:
- Read Information Sheets and complete the Self Checks. Suggested references
are included to supplement the materials provided in this module.
- Perform the Task Sheets and Job Sheets until you are confident that your
outputs conform to the Performance Criteria Checklist that follows the the
sheets.
- Submit outputs of the Task Sheets and Job Sheets to your facilitator for
evaluation and recording in the Accomplishment Chart. Outputs shall serve as
your portfolio during the evaluation. When you feel confident that you have
sufficient practice, ask your trainer to evaluate you. The results of your
assessment will be recorded in your Progress Chart and Accomplishment
Chart.
You must pass the Institutional Competency Evaluation or assessments for
this competency before moving to other competency. A certificate will be
awarded to you after passing the evaluation.
You need to complete this module before you can perform the
next module.
Recognition of Prior Learning (RPL)
Document No.
QUALIFICATION: Date Developed:
HORTICULTURE UC3-
HORTICUTURE NCII LO1
UNIT OF COMPETENCY: Developed by: Issued by: Page
Produce fruit bearing crops JOSELITO D. FLORENTINO Revision # 00 1

You may have some knowledge and skills in this particular unit of competency
because you have had training in this area or you have workedin an industry for
sometimes.
If you feel like you already have the skills/knowledge in this competency or or
if you have certificate from previous training, you may show it to your trainer and
have your prior learning formally recognized.
A Trainee Record Book (TRB) is provided for you to record important dates, jobs,
undertaken and other workplace events that will assist you in providing further
details for your trainer.
If you can demonstrate to your trainer that you are competent in particular skill,
talk to him/her about having them formally recognized so you would not have to
undergo the same training again. If you have a qualification or Certificate of
Competency from previous trainings, show it to your trainer. If the skills you
acquired are still current and relevant to this module, they may become part of the
evidence you can present for RPL. If you are not sure about the level of your skills,
discuss this with your trainer.
Contents of this Competency-Based Learning Materials

Inside this Competency-Based Learning Material are several “Learning
Activities”. Each Learning Activity guides the learner to achieve one learning
outcome.
You must follow the “Learning Activity Sheet”. The Learning Activity
Sheets will guide you through different “Instruction Sheets” that will assist
you in performing different learning activities towards the attainment of the
learning outcome.
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 Information Sheet - This will provide you with information (concepts,
principles and other relevant information) needed
in performing certain activities.
 Task Sheet - This will provide you with information (concepts,

principles and other relevant information) needed
in performing certain activities.
 Job Sheet - This is designed to guide you on how to do the job

that will contribute to the attainment of the
learning outcome.
This module is prepared to help you achieve the required competency,

Produce fruit bearing crops. This will be the source of information that will
enable you to acquire the knowledge and skills in this particular trade
independently at your own pace or with minimum supervision or help from your
instructor.
- Talk to your trainer and agree on how you will both organize the training
of this unit. Read through the learning guide carefully. It is divided into
sections which cover all the skills and knowledge you need to successfully
complete this module. Work through all the information and complete the
activities in each section and complete the self-check. Suggested
references are included to supplement the materials provided in this
module.
- Most probably your trainer will also be your supervisor or manager.
He/she is there to support you and show you the correct way to do things.
Ask for help.
- Your trainer will tell you about the important things you need to consider
when you are completing activities and it is important that you listen and
take notes.
- Talk to more experienced work mates and ask for their guidance.
- Use the self-check questions at the end of each section to test your own
progress.
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- When you are ready, ask your trainer to watch you perform the activities
outlined in the learning guide.
- As you work through the activities, ask for written feedback of your
progress from your trainer. After completing each element, ask your
trainer to mark on the report that you are ready for assessment.
- When you have completed this module (or several modules) and feel
confident that you have had sufficient practice your trainer will arrange
an appointment with you to asses you. The result of your assessment will
be recorded in your Competency Achievement Record
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HORTICULTURE NC II
LIST OF COMPETENCIES
No. Unit of Competency Module Title Code

1 Conduct pre- Conduct pre- AGR611101
horticulture farm horticulture farm
operation operation
2 Produce vegetables Produce vegetables AGR611102
3 Produce fruit Produce fruit AGR611103
bearing crops bearing crops
4 Perform post harvest Perform post AGR611104
operation of major harvest operation
tropical fruits of major tropical
fruits
5 Perform post harvest Perform post AGR611105
operation of major harvest operation of
lowland and semi- major lowland and
temperate vegetable semi-temperate
crops vegetable crops
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MODULE CONTENT
UNIT OF COMPETENCY :PRODUCE FRUIT BEARING CROPS

MODULE TITLE : PRODUCING FRUIT BEARING
CROPS
INTRODUCTION : This module covers the knowledge, skills
and attitudes required to produce fruit bearing crops including the
selection and preparation of site. This unit also includes the proper
growing of seedlings,transplant of seedlings,growing of trees and
harvesting of fruits
NOMINAL DURATION :
SUMMARY OF LEARNING OUTCOMES:
At the end of the module you must be able to:
LO1. Select and Prepare site for planting
LO2. Grow seedlings
LO3. Transplant seedlings
LO4. Grow trees
LO5. Harvest fruit
TABLE OF CONTENTS Page
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How to Use this Competency-Based Learning Material ……..........…...1
Recognition of Prior Learning (RPL)..............................……................2
Module Contents ……………………………………………..……...........…...6
Learning outcome 1 Select and Prepare site for planting
Learning Experiences....................................................................................8
Determining Learner's Training Requirements....................................10
Information Sheet 3.1-1. Site assessment in terms of soil physicochemical
properties……………………...................................12
Self-check 3.1-1..............................................................................16
Answer Key 3.1-1..............................................................................18
Information Sheet 3.1-2. Factors affecting the site for planting fruit bearing
crops…………………………………...........................19
Self-check 3.1-2...............................................................................24
Answer Key 3.1-2.................................................................................25
Information Sheet 3.1-3. Farm tools,implements,and Equipment ........26
Self-check 3.1-3...................................................................................36
Answer Key 3.1-3.................................................................................40
Information Sheet 3.1-4. Planting system.............................................41
Self -check 3.1-4 ……….......................................................................45
Answer Key 3.1-4………………………….................................................46
Information sheet 3.1-5. Irrigation system…….....................................47
Self- check 3.1-5……………………….....................................................52
Answer Key 3.1-5 ………………………………………………………………….53
Task Sheet 3.1-5 Installing irrigation system ……………………………….54
Performance Criteria Checklist 3.1-5………………………………………….56
Information Sheet 3.1-6. Digging holes ………………………………………57
Self-check 3.1-6 ……………………………………………………………………60
Answer Key 3.1-6…………………………………………………………………..61
Task Sheet 3.1-6 Digging holes ………………………………………………62
Performance Criteria Checklist 3.1-6 …………………………………………63
Task Sheet 3.1-7.Selecting and preparing site for planting………………64
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LEARNING EXPERIENCES
LEARNING OUTCOME NO. 1 SELECT AND PREPARE SITE FOR
PLANTING
CONTENTS:
 Site assessment in terms of soil physicochemical properties

 Factors affecting the site for planting fruit bearing crops
 Farm tools, implements and equipment
 Planting system
 Irrigation system
 Digging holes
 Select and prepare site for planting
ASSESSMENT CRITERIA:
1. Site is assessed in terms of its ability to fruit bearing crops production

based on factors which are elaborated in the range of variables
2. Site is 100% cleared, plowed and harrowed
3. Site is laid out and staked in accordance with the desired planting
system
4. Holes are dug enough to accommodate the roots without overcrowding
CONDITIONS
Trainees must be provided with the following:
1. Workplace Location
2. Relevant tools and equipment to produce fruit bearing crops
3. Orchard
4. Farm records
LEARNING MATERIALS:
 Manuals
 Reference Book
 Handouts
 Internet
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METHODOLOGIES:
 Demonstration
 Self-paced Instructions
 Lecture
ASSESSMENT METHOD
Competency must be assessed through:
1. Direct observation
2. Written Test
3. Demonstration
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Learning Outcome 1: Select and Prepare site for planting
Learning Activities Special Instructions

Read information sheet 3.1-1 on Site Read information Sheet 3.1-1
assessment in terms of soil After reading, the learner is encourage to
physicochemical properties answer the self-check.
Compare the answers to the answer key.
Answer self-check 3.1-1
Read information sheet 3.1-2 on Read Information Sheet 3.1-2

Factor affecting the site for planting
fruit bearing crops After reading, the learner is encourage to
answer the self-check.
Answer self-check 3.1-2 Compare the answers to the answer key.
Read information sheet 3.1-3 on Farm Read Information sheet 3.1-3
tools, implements and equipment
After reading, the learner is encourages to
answer the self check.
Answer self-check 3.1-3 Compare the answers to the answers key.
Read information sheet 3.1-4 on Read Information sheet 3.1-4
Planting system

Irrigation System
Use the performance criteria checklist for
self-evaluation.
Perform task sheet 3.1-5. Installing If you have questions about the task,
irrigation system please ask the trainer accordingly. Take
note of the trainer's feedback.
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Digging holes
After reading, the learner is
encourages to answer the self check.
Answer self-check 3.1-6 Compare the answers to the answers
key.
Use the performance criteria checklist
Perform task sheet 3.1-6. Digging
for self-evaluation.
holes If you have questions about the task,
please ask the trainer accordingly.
Take note of the trainer's feedback.
Perform task sheet 3.1-7. Selecting Use the performance criteria checklist
and Preparing site for planting for self-evaluation.
If you have questions about the task,
please ask the trainer accordingly.
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INFORMATION SHEET 3.1-1
Site assessment in terms of soil physicochemical properties
Learning Objectives:
After reading this information sheet, you must be able to :
 Assess soil properties

 Identify types of soil properties
SOIL
According to World Education (INGO) Philippines Inc. (2005),
soil is defined as the loose and friable material of the earth’s surface for plants
to grow. In certain places and under certain conditions, soil consists of two
principal layers: a more productive top r surface layer known as surface soil or
top soil and a less productive under layer known as the sub-soil. The soil is
composed of mineral matter of different sizes of particles known as soil texture
with a small proportion of microorganisms and mixed with decayed animal and
crop residues. The soil particles are arranged from the surface soil to the parent
rock. Such arrangement is called soil profile.Soil texture, as defined by soil
scientists, refers to the proportion of sand, silt and clay particles that comprise
a particular soil sample as described in Table 1.
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Table 1.Types of soil and its characteristics
Sand Silt Clay

Soil particles Soil particles particles having
having diameters having diameters diameters that are

ranging from ranging from less than
0.05 to 2.0 0.002 to 0.05 0.002 millimeters
millimeters millimeters
Gritty in Soapy slick Sticky when
Texture when moistened wet, smooth

when dry
Low in nutrients Poorly aerated Poorly drains
Prone to erosion Prone to water Compacts
Logging easily
Poor root Fairly fertile Presence of
Anchorage organic matter

Good drainage Cold soil
Better aeration
Soil structure refers to the physical arrangement of the soil

particles in relation to each other. Unlike texture, farmers can modify soil
structure through their activities like tillage and water management.
The action of worms, microbes, and insects also affect soil structure.
Soil Sampling and Soil Analysis

The accuracy of the fertilizer recommendation depends to a large
degree on the correctness of collecting representative soil samples. The
composite sample is sent to the laboratory for analysis. It should be noted
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that out of the one kilogram soil sample representing an area of as much
as 10 hectares, only a few grams are used in the actual analysis.
Soil analysis can be done using a simple tool or Soil Testing Kit (STK)
for qualitative analysis for soil pH, nitrogen, phosphorous, and potassium
or by running a complete chemical analysis in the soil laboratories.
Results of both tests will serve as the basis for the farmers in making
fertilizer recommendation on the amount of fertilizer materials to be
applied to satisfy the nutrient requirement of the crop.
Steps in Soil Sampling
Using the most common farm tools and materials such as

shovel or spade, knife or trowel, small pail and plastic bags, the
following are the steps for a proper soil sampling technique.
1. Make a map of the farm showing sampling areas (SA).
Divide the farm into sampling areas. Each sampling
area should be more or less uniform in cropping history, past
lime and fertilizer treatments, slope, degree of erosion, soil
texture, and color. Each SA should not be more than 5
hectares.
2. Collect composite soil samples from each sampling area.
In each sampling area, dig from 5 to 10 pits
and collect a sample from each pit. The number of spot soil
samples depends on the size of the sample. A spot sample is
taken in the following way:
1. Before digging the pit, clear the soil surface of litter
and vegetation.
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2. Using spade or shovel, dig a pit to a depth of 20-30
centimeters.
3. From one vertical side of the pit, take a slice of soil
2-3 cm thick with a single downward thrust of the spade.
Using a knife or a trowel, trim the slice of soil on both sides
to a bar 3-4 cm in width.
4. Place the bar of soil (representing a one spot soil
sample) in a pail or any suitable clean container.
5. If subsoil sample is needed, take a bar of
soil from the succeeding 20 to 30 cm soil depth. The
subsoil and surface sample should be placed in separate
containers.
6. Cover the pit and move to another spot.
3. Take a composite soil sample.

After collecting all the spot soil samples of a particular
sampling area, pulverizes, mix thoroughly, and remove stones
and fresh leaves. Place the composite soil sample (about ½ kg)
in a clean plastic bag. After that, composite soil sample which
represents the soil sampling area is now ready for chemical
analysis using a Soil Testing Kit (STK). This may also be sent
to a soil testing laboratory with pertinent label
and information.
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SELF-CHECK 3.1-1
Multiple choice: Choose the correct answer
1. Which of the following is not a consideration when taking soil

samples for soil analysis?
a. Slope of the area b. Cropping history
c. Past lime and fertilizer application d. Frequency of irrigation
2. Which of the following is NOT a characteristic of good soil?
a. Has good aeration b. Has plenty of minerals
c. Has high water holding capacity
d. Contains large amount of clay making the soil compact
3.Which of the following refers to the proportion of sand, silt, and clay
particles that comprise a particular soil sample?
a. Soil b. Soil profile
c. Soil texture d. Soil structure
4. The type of soil directly affects the growth and

development of fruit crops. What types of soil are best for growing fruit?
a. Clay – loam b. Sandy – loam
c. Silty – clay d. Sandy – clay
5. Why is soil analysis important?
a. To describe the type of soil
b. To know how to apply fertilizers
c. To identify the crops to be planted
d. To determine the rate and kind of fertilizers to be applied

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B..
The following statements tell how to collect composite soil samples from
each sampling area. Choose from the choices the correct procedure
in taking soil samples.
1. Place the bar of soil (representing a one spot soil sample) in a pail or any
suitable clean container.
2. Using a spade or shovel, dig a pit to a depth of 20 – 30 centimeters.
3. From one vertical side of the pit, take a slice of soil 2 – 3 cm thick with a
single downward thrust of the spade. Using a knife or a trowel, trim the slice of
soil on both sides to a bar 3 – 4 cm width.
4. Clear the soil surface of litter and vegetation before digging a pit.
a. 4,3,1,2 b. 1,3,2,4
c. 4,2,3,1 d. 2,4,3,1
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ANSWER KEY 3.1-1
1.d
2.b
3.c
4.c
5.d
B.
1.c
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Factors affecting the site for planting fruit bearing crops
After reading this information sheet, you must be able to know:
 Determine the factors in selecting the site for planting vegetable crops
Factors to consider in selecting the site for planting vegetable crops

Minimizing potential production problems is essential to all
farming operations. This is especially true for vegetable producers.
One of the most effective means of reducing potential
problems is through proper site selection.
1. Sunlight
The more sunlight the site receives the better for a
vegetable garden because sunlight is the most important
factor for growing healthy vegetables. Most vegetables need
full sun (at least six hours of direct sunlight per day) to grow
to their maximum potential, so avoid spots that are shaded by
trees or buildings during the heat of the day. Use the
traditional planting arrangement of rows running north to
south to provide a maximum and even quantity of sunlight
throughout the day.
To determine if your site has the right light conditions,
stand facing the south with your left hand pointing east (in
the direction the sun rises) and your right hand pointing
west (in the direction the sun sets). Now take your east-
facing finger and follow it to the southern sky and then down
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behind the western horizon. This is the course the sun will
take throughout the day. If there are no major obstructions
then you have a sunny spot.
2. Water and drainage
Water is the life-blood of vegetable production.

Vegetable crops generally require more total water and more
frequent irrigation than most other horticultural crops.
The water source should have the capability to provide
the volume required for the maximum needs of the highest
water-using crop to be planted.
(https://aggie-
horticulture.tamu.edu/vegetable/guidesorganic-vegetable-
production-guide/key-factors-in- vegetable-production.
Vegetable crops develop water requirements which are
specific to their variety, maturity, and the surrounding
atmospheric and soil characteristics. With respect to
drainage, it is the physical topography of a particular site
which assumes the most significant role. The immediate
elevation, slope, and soil structure need to be carefully
assessed before establishing the vegetable garden. The most
suitable types of location have gentle surface slopes and
contain deep and well drained soils. Many vegetable growers
prefer a moderately heavy loam with at least several feet of
topsoil. (www.organicguide.com.)
3. Topography of the land

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Topography refers to the physical characteristics of the
overall field site and includes conditions such as the contour,
soil depth, water, air drainage, and the presence of rock.
These characteristics can have a significant influence on crop
production and management. Poorly drained fields or those
with low areas can become water logged during periods of
excessive rain. Such conditions can enhance the incidence of
diseases, reduce plant vigor and yield, and, under excessive
conditions, cause plant death.
An ideal topography for vegetable production is one that
is nearly flat to slightly sloping, well drained, and free of trees,
rocks, and low areas. Efficiency of crop maintenance,
irrigation, and harvest operations are greatly enhanced in
fields with this type of topography. (https://aggie-
production-guide/key-factors-in-vegetable-production.)
4. Types of soil
Soil type refers to the physical composition or properties
of the soil. Soil basically consists of decomposed mineral
matter (sand, silt, and clay) and decomposed organic matter.
Optimum vegetable production is achieved on well-drained
sandy loam soils. Although vegetables can be grown on a wide
range of soil types, most vegetables are not well adapted to
heavy clay soil types. Soils of this type tend to have poor
aeration and drainage and can restrict root growth.
Consequently, these soils should be avoided. Soil is the
fundamental resource base for all agricultural production
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systems. (https://aggie-
production-guide/key-factors-in-vegetable-production)Most
vegetables require a mildly acidic or neutral soil with a pH
reading between six and seven. (www.organicguide.com)
5. Accessibility to road and transportation

Vegetables are highly perishable. They are best liked
when they are fresh and of good quality. If the site is accessible
to all forms of transportation, vegetable products are easily
transported without much damage.
6. Climatic requirements
The climate is mainly governed by (a) temperature, (b)
water, and (c) light.
Temperature affects some vital processes of
the plant like photosynthesis, respiration, absorption of
water and minerals, and in the germination of seeds.There are
three basic temperatures necessary for the germination and
growth of each plant species. First, the minimum temperature
limits of the growth of plants. If the temperature goes below
the minimum temperature, the plant will not grow or will be
stunted. Second, the maximum temperature the plants can
still survive. Third, the moderate temperature which is
between the maximum and the minimum temperature will
make the plants grow fast.
Plants which require cool temperature like cabbage,
lettuce, cauliflower, broccoli, carrots, snap beans, peas, and
many others, should be planted during the cool season and in
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mountainous or high places like Baguio and Benguet.
However, crops like okra, eggplant, tomato, and pepper
require a high temperature.
Water serves as a solvent. Nitrogen, phosphorus,
potassium, and other nutrient elements cannot be absorbed
by the plant unless there is water in the soil. It serves as a
solvent for the plant nutrient which is in the form of a solution
absorbed by the roots.
Light affects the growth of crop plants mainly through
affecting (1) their structural development, (2) their food
production, and (3) the time required of certain species of
varieties to produce seeds. Light is necessary for
photosynthesis and is therefore required by green plants for
the manufacturing of food. Many plants are influenced by the
length of day especially with regards to flowering, fruiting, and
production of seeds. This effect of light is
known as photoperiodism. Some plants are known as long
day plants and others as short day plants. The long day plants
need a comparatively long day for flowering and their
vegetative growth increases when the days are short.
7. Socio-economic condition.
Socio-economic factors such as the peace and
order condition in the area and cost of labor should be
considered because this will determine the profitability of the
project
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SELF CHECK 3.1-2
Direction: Read and understand the questions carefully. Write the letter of the
correct answer in your quiz notebook.
1. Which of the following factors in selecting the site is considered as the life –
blood of vegetable production?
a. Topography c. Sunlight
b. Water d. Soil
2. Access to sunlight plays a significant role in producing
vegetable crops. How long the crops should be exposed to direct sunlight every
day?
a. 3 – 5 hours c. 4 – 6 hours
b. 2 – 4 hours d. 6 – 7 hours
3. What is the best topography suited for fruit production?
a. Hilly b. Level
c. Sloping d. Slightly Sloping
4. Which of the following is not a reason why we consider accessibility to road
and transportation as one of the important factors in selecting the site?
a. fruit are harvested anytime
b. fruit are highly perishable
c. fruit are best liked when they are fresh
d. Products are transported without much damage
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ANSWER KEY 3.1-2
1.a
2.c
3.c
4.d
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Farm Tool, Implement and Equipment

 Identify the tools, implements, and simple equipment.
Tools, Implements, and Simple Equipment
Hand Tools
Hand tools are usually light and are used without the help of
animals or machines. They are used in performing farm activities
that involve small areas like the school garden and home garden.
Table 2. Classification of hand tools and their corresponding functions
Classification of Functions Illustration

Hand Tools
Cutting Tools Used for cutting weeds and
small branches of trees,
Bolo
digging small holes, and
pulverizing the soil
Axe Used for cutting

bigger posts
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Scythe/ Used for cutting
Sickle weeds
Also used for

harvesting
Pruning Used for pruning

Shears unnecessary
branches and
cutting planting
materials
Knife Used for cutting

Scissors planting
materials
Prunning
shears
Cross-cut Used for cutting

Saw big branches and
trunks of trees
Digging Tools
Post hole Used for digging
digger holes
Pick Used for digging

mattock canals
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Used for removing
stumps and stones
Crowbar Used for digging

up big stones and
tree stumps
Spade Used for digging

canals and
ditches
Shovel Used for digging

loose soil,
removing trash,
moving soil from
one place to
another, and for
mixing soil media
Transplanting Tools
Hand trowel Used for balling
seedlings
Cultivating
Tools Used for
cultivating soil
Hand trowel
around the
plants
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Grub hoe Used for
breaking hard
topsoil and
pulverizing soil
Pick Used for

mattock breaking hard
topsoil and
pulverizing soil
Hand Used for

cultivator cultivating garden
plot by loosening
the soil and
removing young
weeds around the
plants
Hand fork Used for inter-

row cultivation
Spading Used or
fork loosening the soil,
digging out root
crops, and turning
over the materials
in a compost
heap
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Rake Used for levelling
the topsoil and
cleaning the ground
Harvesting
Tools Used for
harvesting
Pruning
vegetable fruits,
shears
shoots, and
Scissors flowers
Knife
Measuring
Tools
Meter stick
Used for
Foot rule measuring the
height of plants
Steel tape and land area
Weighing Used for

scale weighing
fruit
produce
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Carpentry
Tools Used for
constructing and
Hammer
repairing the
Cross-cut saw temporary shed,
vicinity fence, etc.
Reap saw
Pliers
Screw driver
Plumbing
Tools Used when
Hack saw working with
Basin or sink water systems

wrench
Sleeve puller
Pipe wrench
Pipe bender
Pipe threader
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Others
Wheel Used for hauling

barrow trash, compost,
and fertilizers
Sprinkler Used for

Watering
Knapsack Used for

sprayer spraying pesticides
and liquid fertilizers
in wide areas
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Trigger Used for
Sprayer spraying in small
areas
Water Used for

Hose Watering
Farm Implements
Farm implements are accessories either being pulled by

animals or mounted on machinery. These are made out of different
materials. For native plow and harrow, these are made of wood and
some parts are metal. In the case of disc plow, disc harrow and
rotavator, these are made out of metal. These implements are
generally used to till, pulverize, level the soil, and make furrows.
Table 3. Classification of farm implements and their corresponding

functions
Farm Implements Functions Illustration
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Native /disc Used for tilling the
Plow Land
Used for
Native/disc pulverizing and
Harrow levelling the soil
Rotavator Used for tilling and

pulverizing the soil
Equipment
Equipment are machineries used in horticultural farm operations.
Table 4. Farm equipment and their uses
Equipment Use Illustration

s
Hand Used to plow and
Tractor harrow in
preparing a large
area of land
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Water Used to draw
water
Pump
from a source
Portable Used to cut bigger

Chainsaw Trees
Grass Used to cut/trim

cutter Weeds
Power Used for spraying

sprayer fruit trees
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SELF CHECK 3.1-3
Instruction :Identify the following tools , implements and equipment:
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ANSWER KEY 3.1-3
GRASS CUTTER
WATER PUMP
CARPENTRY TOOLS
SPRINKLER
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WEIGHING SCALE
BOLO
GRUB HOE
KNAPSACK SPRAYER
SPADING FORK
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Planting system
Learning Objective:
 Determine the different planting system
Planting Systems in Horticulture
Square system
It is the most commonly used method and easy to layout in the field.
In this system, plant to plant and row to row distance is the same. The
plants are at the right angle to each other, every unit of four plants forming
a square. This system facilitates the interculture in two directions after the
orchard is planted.
Advantages
 Most easy and popular one.

 In this row to row and plant to plant distance is kept
similar.
 Plants are exactly at right angle to each other.
 Interculture operations can be done in both the
directions.
 Adequate space for inter-cultivation of remunerative
crops like vegetables.
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Rectangular system
In this system, the plot is divided into rectangles instead of squares

and trees are planted at the four corners of the rectangle in straight rows
running at right angles.
Like square system, this system also facilitates the inter-culture in

two directions.
The only difference is that in this system more plants can be

accommodated in the row keeping more space between the rows.
Advantages
Lay out in rectangular shape.
More space between row to row.
Inter-cultural operations can be done in both the ways.
Plants get proper space and sunlight.
Hexagonal system
In hexagonal system, the trees are planted in the corners of

equilateral triangles. Six trees thus form a hexagon with another tree at
its centre.
This system, though a little difficult for execution but accommodates

15 percent more plants.
Cultivation of land between the tree rows is possible in three

directions with this system. This system is generally followed where the
land is costly and very fertile with ample provision of irrigation water.
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Advantages
Accommodates 15 % more plants than the square system.
Plants are planted at the corner of equilateral triangle.
Six trees are planted making a hexagon.
The seventh tree is planted in the centre and called septule.
This requires fertile land.
Disadvantage
Lay out is difficult and cumbersome.
Quincunx system
This system is exactly like the square system but one additional
tree is planted in the centre of each square.
The number of plants per acre by this system is almost doubled

than the square system.
Fruit trees like papaya, kinnow, phalsa, guava, peach, plum etc.
can be planted as fillers in the permanent trees provides an additional
income to the grower in the early life of the orchard.
The filler trees are uprooted when the main orchard trees start
commercial fruiting.
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Contour system
This system is usually followed in the hilly areas with high slopes
but it is very much similar to the square/rectangular system.Under such
circumstances, the trees may be well planted in lines following the
contour of the soil with only a slight slope.
Triangular system
In this system, trees are planted as in the square system but the plants
in the 2nd, 4th, 6th and such other alternate rows are planted midway between
the 1st, 3rd, 5th and such other alternative rows.
This system provides more open space for the trees and for intercrop.
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SELF CHECK 3.1-4
Enumeration: Enumerate the following item listed below:
1.Advantage of using Rectangular System
2. Advantage of using Square System
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ANSWER KEY 3.1-4
1. Advantage
 Lay out in rectangular shape.

 More space between row to row
 .Inter-cultural operations can be done in both the ways.
 Plants get proper space and sunlight.
2. Advantages
 Most easy and popular one.

 In this row to row and plant to plant distance is kept similar.
 Plants are exactly at right angle to each other.
 Interculture operations can be done in both the directions.
 Adequate space for inter-cultivation of remunerative crops like
vegetables.
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IRRIGATION SYSTEM
Learning Objective:
 Identify different type of irrigation system

 Install irrigation system
Irrigation is a critical part of modern farming today, there are many

different farm irrigation systems available to do this. With the right installation,
it is possible to keep unlimited acres of fields productive, even when they are far
from any water source of water or if rainfall is not sufficient. Deciding on the best
irrigation method for each farm requires some planning, so working with an
experienced farm irrigation system supply company is a farmer’s best choice.
Categories of Agricultural Irrigation
There are many different types of farm irrigation systems currently in use today
and are included in the four main
categories of flood, sprinkler, drip,
and micro irrigation.
1. Flood Irrigation
Companies that supply farm irrigation

systems have equipment to distribute
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water for flood irrigation in these ways:
 Furrow Irrigation – Irrigation water is directed down furrows that have

usually been graded to a specific gradual slope for the most uniform
application. Water to the furrows is supplied by above-ground PVC pipe
with an opening called a “gate” at each furrow. The opening of the gate
can be varied to adjust the flow to the furrow. In some cases, a large
diameter thin wall poly pipe is used and a hole is punched to divert water
to each furrow.
 Graded Border Irrigation – Irrigated water is directed down a narrow

strip of a field with raised earth borders on each side. The length of the
border is graded to a specific gradual slope for the most uniform
application. Water is usually supplied to the high end of the border from
an underground pipeline with a riser and valve.
2. Sprinkler Irrigation
Sprinkler irrigation can be used to

irrigate fields of most any size, slope, or
shape. Listed below are the different ways
sprinklers are used in farm irrigation
systemsto distribute water over a field.
 Hand Move Pipe – Sprinklers are attached to the end of a thirty or forty
foot section of aluminum or PVC pipe. These pipes are installed end to
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end down a row or section of field and are called a lateral. Laterals are
usually spaced about forty feet apart.
 Solid Set – Permanent underground PVC pipe is installed throughout a

field with risers coming off of them with a sprinkler installed on top.
Spacings between the sprinklers can be from forty to over one hundred
feet depending on the size and type of sprinkler used.
 Center Pivots or Other Mechanical Move Irrigation

Systems – Sprinklers for this irrigation method are installed along the
machine suspended from rigid or hose drops. They are usually installed
just above the top of the crop but can be put close to the ground for
some farm irrigation systems.
 Hose Reel or Traveling Gun Systems – One large sprinkler is installed

on a cart attached to hose on a larger reel. The cart is connected to a
tractor and is pulled down the field for setup, unreeling the hose from
the reel. When water runs through the system, the sprinkler
operates and the reel turns, winding up the hose and pulling the
sprinkler and cart in.
3. Drip Irrigation
Drip irrigation involves the

use of small diameter poly tubing
with emitters and is used to apply
water to a small area directly to the
root zone of a crop. The emitters can
be installed into the tubing by hand
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to water a specific tree or plant. Also used is emitter tubing which has drip
emitters installed at the factory on a specific spacing to reduce installation
costs. Drip systems can be installed above ground or can be buried to reduce
damage to the tubing. Drip tape is a type of drip irrigation which has drip
emitters installed in a very thin tube which is shipped flat in coils or rolls. The
emitters are spaced from 6 to 12 inches apart. Drip tape is usually used to
irrigate vegetable crops and gardens but can be buried to irrigate crops such as
cotton or corn.
4. Micro Irrigation
Micro irrigation involves the use

of small, low volume sprinklers called
micro-sprinklers on farm irrigation
systems that irrigate orchards and
vineyards. In most cases, the micro-
sprinkler is installed at the base of a
tree to water only that tree. In some
cases, the micro-sprinkler is installed
between two trees. Water can be provided to the micro-sprinklers from above
ground polyethylene or poly pipe, or by PVC pipe buried below ground.
Deciding on which system installation is best for farm or field

irrigation requires a farmer to consider many different things: water source,
budget, crops being grown, watering requirements, setup and convenience, and
numerous other factors. When considering the purchase of a new farm irrigation
system, it is so helpful to work with a company that provides farm irrigation
system supplies and repair services, a company that can help a farmer make the
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best choices for their individual farm irrigation needs! Purpose of Irrigation
system:
1. Irrigation makes it possible to grow cas h crops which give good

returns to the cultivators. Examples of cash crops are; sugarcane, potato,
tobacco etc.
2. It improves the groundwater storage as water lost due to seepage

adds to groundwater storage.
3. It improves the yields of crops which mean more income for the
farmer people prosperous.
4. We use it to help the growth of crops during the period of

inadequate rainfall.
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SELF CHECK 3.1-5
Multiple Choice: Select the correct answer:
1. Involves the use of small diameter poly tubing with emitters and is used to
apply water to a small area directly to the root zone of a crop.
a.micro irrigation b. drip irrigation
c. hand move pipe irrigation d. furrow irrigation
2. Irrigation water is directed down furrows that have usually been graded to a
specific gradual slope for the most uniform application.
a.graded border irrigation b. furrow irrigation
c. solid set irrigation d. center pivot irrigation
3. Sprinklers for this irrigation method are installed along the machine
suspended from rigid or hose drops.
a.center pivot irrigation b. solid set irrigation
c. hand move pipe irrigation d. hose reel system irrigation
4. Permanent underground PVC pipe is installed throughout a field with risers
coming off of them with a sprinkler installed on top.
a.center pivot irrigation b. solid set irrigation
c. hand move pipe irrigation d. hose reel system irrigation
5. Irrigated water is directed down a narrow strip of a field with raised earth
borders on each side.
a.graded border irrigation b. furrow irrigation
c. solid set irrigation d. center pivot irrigation
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ANSWER KEY 3.1-5
1. B
2. B
3. A
4. B
5. A
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TASK SHEET 3.1-5
Title: Installing Irrigation system
Performance Objective: Given the materials and ingredients needed, you

should be able to install irrigation system
Supplies/ Materials:
 Sprinkler
 Hose
 Gate valve
 Pvc hose
 Spade
 Grub hoe
 Bolo
 Plumbing tools
Steps/Procedures:
1. Manually till and weed a small plot of land (no more than 200 square
meters).
2. Make fruit beds.
3. Find a source of mulch for your site. Mulch should not contain seeds .
4. Cut mulch and let it dry.
5. Install drip irrigation on the site.
6. Put dried mulch on the entire area including the furrows between the
vegetable beds. Mulch should be at least 2.5 inches thick.
7. With your hands, push mulch and expose soil (about 2 inches in
diameter). Dig a hole and put fruit seed or fruit transplant in the hole.
Depending on the type of mulch you use, you will likely need to add nitrogen
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fertilizer at this point.
8. After planting is complete, turn on drip irrigation. Check that water drips
from each emitter.
9. After a few days, inspect for weeds and make sure to weed by hand
immediately, including in furrows.
10. Keep manually weeding on a regular basis.
11. Inspect mulch. When parts of the mulch degrade, add new mulch to keep
the area well covered.
12. Make plans for planting the next (different)fruit crop before the current
fruit crop is harvested.
13. If possible, plant the next vegetable crop between the current crop. Do
not till. Do not remove drip tape. No need to rebuild vegetable beds. If properly
mulched, the vegetable beds should still be intact and weeds should be under
control.
14. Repeat the process of weeding, inspecting mulch, and replanting a new
crop before harvest.
Assessment Method:
Demonstration and Direct Observation
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Performance Criteria Checklist for Task Sheet 3.1-5
Trainee’s Name: Date:
CRITERIA YES NO
Did you....
Apply proper hygiene before and after the operation?
Prepare the necessary tools and equipment?
Wear PPE while performing his/her job?
Observe safety procedures during the activity?
Install properly the irrigation system?
Clean the tools, equipment and the area after operation?
Comments / Suggestions:
Trainer: Date:
Document No.
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DIGGING HOLES
Learning Objective:
After reading this information sheet, you must be able to :
 Perform dig hole
The better the foundation, the better the end result. That’s true not only
for buildings and ideas, but also for trees! Make sure your fruit trees get off to
the best possible start by giving
their roots a great place to grow.
Elmer walks through the easy steps
of how to dig the perfect planting
hole: the foundation of success for
any fruit tree grower.
Growing an exceptional tree starts

with the simplest thing: a good
planting hole. Dig a great hole, grow
a great tree! Today we’re going to
show you how to dig and prepare
the best planting spot for your fruit tree.
Materials
You’re only going to need a few things to prepare the perfect planting hole:
1. A brick of coco-fiber growing medium (optional)
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2. A bucket
3. Some warm water
4. A good digging shovel
There are 3 things your fruit tree will need from the soil:
 air (yep! even in the soil)
 adequate water drainage
 nutrients
To make sure that your soil can meet all 3 of these needs, we’re recommend
amending (mixing) it with coco-fiber medium. Soak your coco-fiber brick at
least 15-20 minutes before planting, to ensure that it’s loose and mixable with
the soil.
Digging the Hole
For a 2-year-old bare-root tree from Stark Bro’s, we recommend digging a hole
that’s at least 2 feet around and deep to accommodate the tree’s root system
with room to grow. A perfectly dug hole should give the roots enough room to
spread out comfortably. Now you have a great start to any fruit-bearing tree or
plant: all-natural, soil-enriching coco-fiber and a roomy planting hole. You’re
ready to plant!
Procedure in digging holes:
1.Choose the spot in which you want to plant the tree. Spread a plastic
tarp on the ground on one side of it on which to deposit dirt. That way, all you
have to do is lift the tarp to backfill the hole.
2. Loosen an area of the ground equal to about two to three times the
diameter of the tree's root ball. Use a pickaxe if the ground is rocky. If the
ground isn't rocky, use a round-point shovel, pushing it into the ground
repeatedly with your foot.
3. Dig the hole with a round-point shovel. Push the blade about halfway
into the ground, tilt it back to loosen the dirt, then lift the dirt out of the hole.
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Don't push the shovel in too deeply, or you could crack the handle when tilting.
Save your back by filling the shovel about halfway -- not all the way -- with
dirt.
4.Dig the hole no deeper than the height of the root ball. Loosen the soil
in the bottom of the hole to a depth of 8 to 12 inches, as well as the soil on the
sides of the hole, with the shovel. The pressure of the shovel usually compacts
this soil on the sides, especially if it contains a lot of clay.
5. Build a 4-inch berm around the edge of the hole after you're finished
planting the tree and fill the berm with mulch. This makes it easier to water the
tree and keeps weeds away.
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SELF CHECK 3.1-6
ENUMERATION:
1. Enumerate the procedure in digging holes?
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ANSWER KEY 3.1-6
Procedure in digging holes:
1.Choose the spot in which you want to plant the tree. Spread a plastic
tarp on the ground on one side of it on which to deposit dirt. That way, all you
have to do is lift the tarp to backfill the hole.
2. Loosen an area of the ground equal to about two to three times the
diameter of the tree's root ball. Use a pickaxe if the ground is rocky. If the
ground isn't rocky, use a round-point shovel, pushing it into the ground
repeatedly with your foot.
3. Dig the hole with a round-point shovel. Push the blade about halfway
into the ground, tilt it back to loosen the dirt, then lift the dirt out of the hole.
Don't push the shovel in too deeply, or you could crack the handle when tilting.
Save your back by filling the shovel about halfway -- not all the way -- with
dirt.
4.Dig the hole no deeper than the height of the root ball. Loosen the soil
in the bottom of the hole to a depth of 8 to 12 inches, as well as the soil on the
sides of the hole, with the shovel. The pressure of the shovel usually compacts
this soil on the sides, especially if it contains a lot of clay.
5. Build a 4-inch berm around the edge of the hole after you're finished
planting the tree and fill the berm with mulch. This makes it easier to water the
tree and keeps weeds away.
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TASK SHEET 3.1-6
Title: Digging holes
Performance Objective: the trainee should be able to dig a hole within 1hr
with the recommended standard.
Supplies/Materials:
 Pose digger Spade

 Trowel Bolo
 Grub hoe
Steps/Procedures:
1.Choose the spot in which you want to plant the tree. Spread a plastic tarp on
the ground on one side of it on which to deposit dirt. That way, all you have to
do is lift the tarp to backfill the hole.
2. Loosen an area of the ground equal to about two to three times the diameter
of the tree's root ball. Use a pickaxe if the ground is rocky.
3.Dig the hole with a round-point shovel. Push the blade about halfway into
the ground, tilt it back to loosen the dirt, then lift the dirt out of the hole.
4.Dig the hole no deeper than the height of the root ball. Loosen the soil in the
bottom of the hole to a depth of 8 to 12 inches, as well as the soil on the sides
of the hole, with the shovel.
5.Build a 4-inch berm around the edge of the hole after you're finished planting
the tree and fill the berm with mulch.
Assessment Method:
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Trainee’s Name: Date:
CRITERIA YES NO
Did you...
Dig hole properly?
Clean the tools, equipment and the area after operation?
Trainer: Date:
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TASK SHEET 3.1-7
Title: Select and Prepare site for Planting
Performance Objective: the trainee be able to select and prepare site for
planting
Supplies/Materials:
 Pose digger
 Spade
 Trowel
 Bolo
 Grub hoe
 Sprinkler
 Hose
 Gate valve
 Pvc hose
 Plumbing tools
Steps/Procedures:
1. Select site
2. Stake the site
3. Install irrigation
4. Dig hole
Assessment Method:
Document No.
HORTICULTURE UC3-

CRITERIA YES NO
Did you...
Select site properly
Install irrigation?
Dig holes?
Clean the tools, equipment and the area after the

operation?
Trainer: Date:
Document No.
HORTICULTURE UC3-

REFERENCES
ASUNSION, R.G., JR 1991 Technology and Home economics 1 Agricultural Arts: Abiva
Publishing House, Inc. Quezon City
DEPARTMENT OF EDUCATION (DEPED).2012 K to 12 Basic Education Curriculum

Technology and Livelihood Education Learning Module in Horticulture NC
II Exploratory Course. Deped Complex, Meralco Ave.,Quezon City
MENDIOLA, N.B 1959. PRINCIPLES of Crops Production. United Circulation, Inc. Malabon
Rizal
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY(TESDA). December 2004.

Competency-Based Curriculum in Horticulture NC II. Taguig City,Metro
Manila
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY (TESDA) December 2004.

Training Regulation in Horticulture NC II. Taguig City,Metro Manila
Document No.
HORTICULTURE UC3-

Horticulture NC Ii: Competency Based Learning Materials

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COMPETENCY BASED LEARNING MATERIALS

Unit of Competency : PRODUCE FRUIT BEARING CROPS

Module Title : PRODUCING FRUIT BEARING CROPS

The unit of competency, "Produce fruit bearing crops" is one of the

The module, Producing fruit bearing crops, contains training

UNIT OF COMPETENCY: Developed by: Issued by: Page

Produce fruit bearing crops JOSELITO D. FLORENTINO Revision # 00 1

Contents of this Competency-Based Learning Materials

UNIT OF COMPETENCY: Developed by: Issued by: Page

Produce fruit bearing crops JOSELITO D. FLORENTINO Revision # 00 2

 Task Sheet - This will provide you with information (concepts,

 Job Sheet - This is designed to guide you on how to do the job

This module is prepared to help you achieve the required competency,

UNIT OF COMPETENCY: Developed by: Issued by: Page

Produce fruit bearing crops JOSELITO D. FLORENTINO Revision # 00 3

UNIT OF COMPETENCY: Developed by: Issued by: Page

Produce fruit bearing crops JOSELITO D. FLORENTINO Revision # 00 4

No. Unit of Competency Module Title Code

UNIT OF COMPETENCY: Developed by: Issued by: Page

Produce fruit bearing crops JOSELITO D. FLORENTINO Revision # 00 5

UNIT OF COMPETENCY :PRODUCE FRUIT BEARING CROPS

TABLE OF CONTENTS Page

UNIT OF COMPETENCY: Developed by: Issued by: Page

Produce fruit bearing crops JOSELITO D. FLORENTINO Revision # 00 6

UNIT OF COMPETENCY: Developed by: Issued by: Page

Produce fruit bearing crops JOSELITO D. FLORENTINO Revision # 00 7

 Site assessment in terms of soil physicochemical properties

1. Site is assessed in terms of its ability to fruit bearing crops production

Trainees must be provided with the following:

UNIT OF COMPETENCY: Developed by: Issued by: Page

Produce fruit bearing crops JOSELITO D. FLORENTINO Revision # 00 8

Competency must be assessed through:

UNIT OF COMPETENCY: Developed by: Issued by: Page

Produce fruit bearing crops JOSELITO D. FLORENTINO Revision # 00 9

Learning Activities Special Instructions

Read information sheet 3.1-2 on Read Information Sheet 3.1-2

Read information sheet 3.1-5 on Read Information sheet 3.1-5

UNIT OF COMPETENCY: Developed by: Issued by: Page

Produce fruit bearing crops JOSELITO D. FLORENTINO Revision # 00 10

UNIT OF COMPETENCY: Developed by: Issued by: Page

Produce fruit bearing crops JOSELITO D. FLORENTINO Revision # 00 11

Site assessment in terms of soil physicochemical properties

After reading this information sheet, you must be able to :

 Assess soil properties

UNIT OF COMPETENCY: Developed by: Issued by: Page

Produce fruit bearing crops JOSELITO D. FLORENTINO Revision # 00 12

Sand Silt Clay

having diameters having diameters diameters that are

Gritty in Soapy slick Sticky when

Texture when moistened wet, smooth

Prone to erosion Prone to water Compacts

Anchorage organic matter

Soil structure refers to the physical arrangement of the soil

Soil Sampling and Soil Analysis

UNIT OF COMPETENCY: Developed by: Issued by: Page

Produce fruit bearing crops JOSELITO D. FLORENTINO Revision # 00 13

Steps in Soil Sampling

Using the most common farm tools and materials such as

UNIT OF COMPETENCY: Developed by: Issued by: Page

Produce fruit bearing crops JOSELITO D. FLORENTINO Revision # 00 14

3. Take a composite soil sample.

UNIT OF COMPETENCY: Developed by: Issued by: Page

Produce fruit bearing crops JOSELITO D. FLORENTINO Revision # 00 15