Organic Agriculture

Production NC II
Quarter 1 – Module 2:
Plant Seedlings
Organic Agriculture Production NC II
Alternative Delivery Mode
Quarter 1 – Module 2: Plant Seedlings
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Michelle A. Morong
Editors: Rey G. Aleman
Reviewers: Janelet E. Fuentes
Illustrator: Name
Layout Artist: Name
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Name of CLMD Chief
Name of EPS In Charge of LRMS
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Quarter 1 – Module 2:
Plant Seedlings
Introductory Message
For the facilitator:

Welcome to the Organic Agriculture Production NC II Grade 11 Alternative

Delivery Mode (ADM) Module on Plant Seedlings!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

ii
For the learner:

Welcome to the Organic Agriculture Production NC II Grade 11 Alternative

Delivery Mode (ADM) Module on Plant Seedlings!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to

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 process what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends
retention of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

This module was designed and written with you in mind. It covers the
knowledge, skills and attitudes required to produce organic vegetable which
includes establishing nursery, planting seedlings, performing plant care activities
and performing harvest and post-harvesting activities. It is here to help you master
the knowledge in planting seedlings.

The scope of this module permits it to be used in many different learning

situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course. But the
order in which you read them can be changed to correspond with the textbook you
are now using.

The module is divided into two lessons, namely:

 Lesson 1 – Land preparation activities
 Lesson 2 – Transplanting and planting procedures

After going through this module, you are expected to:

1. Perform land preparations according to prescribed practice (cleaning,
plowing, and farrowing)
2. Transplant vegetable seedlings based on VPM recommendations

1
 Lesson 1 What I Know

Have a great day ahead my dear learner! Let’s test what you already know
about the first lesson.
Don’t worry to get low scores, since this is just a pre-test. I promise you that
you will get higher scores as you go along with the lessons in this module.
Get ready!

Directions: Choose the best answer by writing only the letter on your quiz
notebook.

1. Farm tools, implements and equipment are very important in agricultural crop
production because:
A. They make work faster
B. They make work easier
C. They save time and effort
D. All reasons above are correct
2. Use the appropriate tool for a specific task will result to quality performance.
Which of the following tools is least used for digging garden plots?
A. Bolo C. Pick mattock
B. Grub-hoe D. Light hoe
3. Which tool is used for cutting grasses?
A. Shovel C. Crowbar
B. Bolo D. Pick mattock
4. It is a tool with one end flattened and the other pointed at a right angle toward its
handle.
A. Bolo C. Pick mattock
B. Crowbar D. Spade
5. What tool does NOT belong to the group?
A. Crowbar C. Mattock
B. Shovel D. Pruning shear
6. Which among the following are not classified as digging tools?
A. Shovel, spade C. Pick-mattock, grub-hoe
B. Bolo, knife D. Crowbar, post hole digger
7. Farm equipment are used to facilitate initial tillage operation in a wide tract of
land. Which among the following equipment is used to perform the task stated
above?
A. Tractor with disc plow C. Tractor with rotavator
B. Tractor with disc harrow D. Tractor with seed driller
8. It is a tool with tines used to loosen the soil, dig out root crops, and turn over
materials in a compost heap.
A. Hand fork C. Pick-mattock
B. Spading fork D. Toothharrow

2
9. Which tool resembles the appearance of spoon and use for transpiring soil?
A. Spade C. Spading fork
B. Shovel D. Grub hoe
10. Which among the following is not a cultivating tool?
A. Hand fork C. Hand trowel
B. Spading fork D. Hand cultivator
11. What is the type of cultivation in which the planting area is not loosened except
for the place where the seeds are set?
A. Zero tillage C. Cultivation/tillage
B. Hoe cultivation D. Interplant cultivation
12. Which set of tools is used in preparing a garden plot?
A. Axe, knife, pick mattock
B. Shovel, pruning shears, scythe
C. Grub hoe, spade, rake, pick mattock, shovel
D. Plow and harrow
13. Which is the primary purpose of plowing?
A. To control weeds
B. To provide soil tilth
C. To provide dust mulch
D. To break compacted soils and pulverize soil clods
14. When is the best time to prepare the land for planting vegetable crops?
A. When the soil is too dry to avoid pudding
B. When the soil is not too wet and not too dry to facilitate cultivation
C. When the soil is too wet so that tilling would be easy
D. When there are no obstructions to facilitate land preparation
15. Which is NOT a factor to consider in proper land preparation?
A. Soil and climatic factors
B. Availability of skilled labor
C. Availability of tools, implements, and equipment
D. Kind and rate of fertilizer to be applied

How did you find the pre-test?

This time, try to self-check it using the answer key.
You are doing great, my dear! If not, don’t worry, I will help you master this skill as
you go along with the module.
Are you ready?

3
 Lesson
Land preparation activities
1
Land preparation is one of the basic, but most important, cultural practices
in lowland and upland vegetable production. Most of our direct-seeded and
transplanted vegetable crops give the best yields when the land for planting is well
prepared. This lesson deals with the knowledge, skills, and attitudes in land
preparation activities.

What’s In

Before, you proceed to the new lesson; recall what you have learned from the
previous lesson so that you will be ready for your next journey.

Let’s have a review!

Directions: Give all concept related to nursery establishment. Copy and answer on
your notebook.

ESTABLISH
NURSERY

4
 Notes to the Teacher
This contains helpful tips or strategies that will help you in guiding the
learners. As a facilitator, you are expected to orient the learners on how
to use this module. You also need to keep track of the learners'
progress while allowing them to manage their own learning.

What’s New

Let’s find out how much you know about land preparation activities. Some of
you have experience in farming.
In this activity you will do simple recall or will give ideas on the topics.

Directions: Choose topics that you want to discuss using words or illustration on
your notebook.
1. How do you prepare land for planting?
2. What are the tools needed in land preparation?
3. Why should we prepare land for planting?

What is It

Read and analyse the brief discussion about land preparation.

Importance of Proper Land Preparation

Proper land preparation is a major prerequisite for a good yield. The benefits
derived from well prepared soil are as follows:
1. Helps control weeds through uprooting or burying.
2. Softens the surface soil and prepare a good seedbed to allow easier
seeding of crops.

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 3. Exposes soil organic matter to oxygen and help release soil nutrients for
crop growth.
4. Reduces compaction of the soil’s bulk density to allow for rooting and
improves soil structure.
5. Helps improve the infiltration of water.
6. Incorporates any soil amendments including organic materials, lime, or
basal fertilizers.
7. Helps control various pests and diseases associated with soils.
8. Assists operations that are needed to shape or level the land in order to
allow more uniform water application.

When to plow the field?

In tropical and sub-temperate areas, the field may be plowed and then
allowed to be idle for about two weeks. The purpose is to allow weeds and plant
debris to decay and to allow weed seeds to germinate. Plowing should be done
when the soil is not too dry nor too wet in order to preserve the soil structure.

Tilling is the operation involved in stirring the soil. Soil which is properly
cultivated makes possible proper utilization of nutrients by the plants. It stimulates
micro-organisms to act on the deade leaves and animal eastes so they can be used
readily by plants.

How to determine when the soil is in a workable condition?

Get a handful of soil and press it to form a ball of soil. When the fingers are
relaxed and the mass is formed into a compressed mud ball, the soil is too wet and
sticky to work on. Working or plowing the soil in this condition makes it cloddy and
hard to work on.

On the other hand, if the soil crumbles easily in your hand, the soil is said to
be friable or very dry. This kind of soil is also not ideal to work on.
Therefore, the soil is in a workable condition when there are no droplets of
water and does not crumble as you take it in one hand and press it into a ball.

How to prepare the land thoroughly?

1. Cleaning/clearing is done to remove litter, rocks, weeds, shrubs, trees,
and other structures from the surface to make the next activities easier and
to prevent damage of tools, implements, and equipment.
2. Plowing or hoeing is the initial breaking of soil surface. Depending on the
degree of hardness and presence of weeds and other plants, plowing or
hoeing could be done two to three times from 7 - 10 days after the first
operation.
3. Harrowing is done to further breakdown the plowed or hoed slice of soil to
smaller sizes and to loosen the soil particles using the spading fork or
harrow as needed. This makes the soil particles smooth and even in size
using the same tools or equipment until such time that the desired
condition has been achieved.
The spading fork can be operated easily just like the hoe. The harrow
must be drawn either by working animals like carabao or cow or by a
tractor.

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 4. Make furrows or plot following the recommended distance of planting of
crops. (width=1m, length=10m, distance between plots=30cm for
leafy vegetable)

Zero tillage farming is defined as farming where the soil is left relatively
undisturbed from harvest to planting. At planting time, a narrow seedbed is
prepared or holes are drilled where the seeds are placed. No-till is considered
as a management tool under the conservation tillage practices.

Now, let us proceed to more activities that will challenge your knowledge about
lesson.
Kindly, follow the instructions below.
Good luck!

What’s More

Independent Activity 1

Directions:: Write TRUE if the statement is correct, and if it is FALSE, change

the underlined word or group of words to make the sentence correct. Write your
answer on your notebook.

1. Plowing and harrowing can be done two to three times at 15 day intervals.
2. The best time to prepare the land for planting vegetable crops, when the soil
is too wet so that tilling would be easy
3. Clearing is done to remove litter, rocks, weeds, shrubs, trees, and other
structures from the surface to make the next activities easier and to prevent
damage of tools, implements, and equipment.
4. Land preparation helps control weeds through uprooting or burying.
5. Compacted surface soil allows easier seeding of crops.
6. Land preparation increases the present of pests and diseases in the soils.
7. In tropical and sub-temperate areas, the field may be plowed and then
allowed to be idle for about two weeks.
8. Working or plowing the soil when too wet and sticky condition makes it
cloddy and hard to work on.
9. Plowing is done to further breakdown the plowed or hoed slice of soil to
smaller sizes and to loosen the soil particles using the spading fork or
harrow as needed.
10. Tilling is defined as farming where the soil is left relatively undisturbed from
harvest to planting.

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Check your answer based on the answer sheet or in the discussion section. Then, go
on with the Activity Assessment 1.

Great! Good luck again.

Don’t forget to stay focused if you want to have better scores.

Independent Assessment 1

Directions: Copy and answer the following question on your notebook

1. When is the land thoroughly prepared?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. What are the methods of land preparation?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3. Why land preparation is important in organic farming?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Self-check again, then, see how you are progressing.

Congratulations! Let’s move to the next activity for enhancement.

Independent Activity 2

Directions: Identify the word/s that being described. Choose your answer in the
box below. Write your answer on your notebook.

Plowing/hoeing zero tillage

Tilling Harrowing clearing

______________1. It is the operation involved in stirring the soil. Soil which is

properly cultivated makes possible proper utilization of nutrients by the plants. It
stimulates micro-organisms to act on the deade leaves and animal eastes so they
can be used readily by plants.

______________2. It is done to remove litter, rocks, weeds, shrubs, trees, and other
structures from the surface to make the next activities easier and to prevent
damage of tools, implements, and equipment.

______________3. It is the initial breaking of soil surface.

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______________4. It is done to further breakdown the plowed or hoed slice of soil to
smaller sizes and to loosen the soil particles using the spading fork or harrow as
needed.

______________5. It is defined as farming where the soil is left relatively undisturbed

from harvest to planting.

Self-check this. Keep on working, you are doing great.

How are you now? Let’s proceed to the second assessment.

Independent Assessment 2

Directions: Answer the question below.

How to determine when the soil is in a workable condition?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________________________________

Congratulations for accomplishing this task!

You are now ready to take the post test, but we need to recall the key concepts you
learned in this lesson.

What are they?

What I Have Learned

Directions: Fill in the blanks with the correct term or phrase to complete the
sentence. Choose your answer from the box below. Write your answer on your
notebook.

7-10 damage furrow harrowing

hoeing litter spading pork weeds

smaller sizes smooth

Cleaning/clearing is done to remove _______________, rocks, _______________,

shrubs, trees, and other structures from the surface to make the next activities
easier and to prevent _______________ of tools, implements, and equipment. Plowing
or _______________ is the initial breaking of soil surface. Depending on the degree of
hardness and presence of weeds and other plants, plowing or hoeing could be done
two to three times from _______________ days after the first operation.
_______________ is done to further breakdown the plowed or hoed slice of soil to

9
_______________ and to loosen the soil particles using the _______________ or harrow
as needed. This makes the soil particles _______________ and even in size using the
same tools or equipment until such time that the desired condition has been
achieved. Make _______________ or plot following the recommended distance of
planting of crops.

Wow! Are you having fun?

You are getting smarter. Come and try other learning ideas.
Let us proceed now.

II. Directions: Fill the blanks with the correct answer based on your prior learning.
Write your answer on your notebook.
A. Give the importance of proper land preparation.

1.________________________________________________________________________________
2.________________________________________________________________________________
3.________________________________________________________________________________
4.________________________________________________________________________________
5._______________________________________________________________________________

B. Give the steps of preparing the land?

1.________________________________________________________________________________
2.________________________________________________________________________________
3.________________________________________________________________________________
4.________________________________________________________________________________
5._______________________________________________________________________________

This time, you are ready to apply the skills you learned in this lesson.
Are you ready? I can’t wait to see the result of your activity.
Enjoy and good luck!

What I Can Do

“Preparing the Land for Planting”

Group output:
The class will be group into five and to be assigned in a specific area of the
school garden. Each group will prepare the land for a specific kind of crop different
from the others. Follow the steps and procedure in land preparation. Use proper
tools and equipment. Wear PPE and observe safety precaution in while doing the

10
activity. Make a reflection of your experience and take some picture. Your
performance will be rated using the rubric below.
Or Individual output:
This time go to your backyard garden or school garden. The learners will
prepare the land for planting organic vegetables while doing the activity. Make a
reflection of your experience in preparing land for planting and take some picture.
Your performance will be rated using the rubric below.
Rubrics for rating the output:

CRITERIA LEVEL 4 ( 5 LEVEL 3 ( 4 points) LEVEL 2 (3 LEVEL 1(1

points) points) point)
1. Effort/Output Willingly to Needs encouragement Requires No effort and
complete work. to complete the work. prompting to output
complete the
work.
2. Skills/Processes a. Properly uses a. Good use of a. Needs a. There is no
a. Handling of materials materials. materials. assistance in attempt to
b. Follow steps b. Follows all b. Misses some steps. handling of handle tools.
steps tools. b. There is no
correctly. b. Does not attempt to do
follow the the work.
steps
correctly.
3. Safety Measures Uses of PPE all the UsesPersonal Requires No PPE is used.
time. Protective Equipment prompting to
(PPE) sometimes. use PPE.
4. Use of materials Uses complete and Fails to use 2 specific Fails to use No materials are
specific materials. materials. more than two used.
specific
materials.

5. Timeliness Finishes work Finishes 75% of the Finishes 50% of Finishes 25% of
before the work. the work. the work.
deadline.

Congratulations! You are now at the last part of this lesson.

To test your mastery of the skill, kindly answer the lesson assessment.

Lesson 1 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on
your notebook.

1. Farm tools, implements and equipment are very important in agricultural crop
production because:
A. They make work faster
B. They make work easier

11
 C. They save time and effort
D. All reasons above are correct
2. Use the appropriate tool for a specific task will result to quality performance.
Which of the following tools is least used for digging garden plots?
A. Bolo C. Pick mattock
B. Grub-hoe D. Light hoe
3. Which tool is used for cutting grasses?
A. Shovel C. Crowbar
B. Bolo D. Pick mattock
4. It is a tool with one end flattened and the other pointed at a right angle toward its
handle.
A. Bolo C. Pick mattock
B. Crowbar D. Spade
5. What tool does NOT belong to the group?
A. Crowbar C. Mattock
B. Shovel D. Pruning shear
6. Which among the following are not classified as digging tools?
A. Shovel, spade C. Pick-mattock, grub-hoe
B. Bolo, knife D. Crowbar, post hole digger
7. Farm equipment are used to facilitate initial tillage operation in a wide tract of
land. Which among the following equipment is used to perform the task stated
above?
A. Tractor with disc plow C. Tractor with rotavator
B. Tractor with disc harrow D. Tractor with seed driller
8. It is a tool with tines used to loosen the soil, dig out root crops, and turn over
materials in a compost heap.
A. Hand fork C. Pick-mattock
B. Spading fork D. Toothharrow
9. Which tool resembles the appearance of spoon and use for transpiring soil?
A. Spade C. Spading fork
B. Shovel D. Grub hoe
10. Which among the following is not a cultivating tool?
A. Hand fork C. Hand trowel
B. Spading fork D. Hand cultivator
11. What is the type of cultivation in which the planting area is not loosened except
for the place where the seeds are set?
A. Zero tillage C. Cultivation/tillage
B. Hoe cultivation D. Interplant cultivation
12. Which set of tools is used in preparing a garden plot?
A. Axe, knife, pick mattock
B. Shovel, pruning shears, scythe
C. Grub hoe, spade, rake, pick mattock, shovel
D. Plow and harrow
13. Which is the primary purpose of plowing?
A. To control weeds C. To provide dust mulch
B. To provide soil tilth D. To break compacted soils and pulverize soil clods
14. When is the best time to prepare the land for planting vegetable crops?

12
 A. When the soil is too dry to avoid pudding
B. When the soil is not too wet and not too dry to facilitate cultivation
C. When the soil is too wet so that tilling would be easy
D. When there are no obstructions to facilitate land preparation
15. Which is NOT a factor to consider in proper land preparation?
A. Soil and climatic factors
B. Availability of skilled labor
C. Availability of tools, implements, and equipment
D. Kind and rate of fertilizer to be applied

Additional Activities

Farmers-Students Encounter
Interview at least three farmers in your community. Ask them how they
prepare their field for planting vegetable crops. Take note of the common tools,
implements, and equipment they used in preparing the field. Discuss the results of
your interview and write on your notebook.

Notes to the Teacher

Before seeds are sown or planted in the field they must be tested to
determine if these are viable, clean, true-to-type, disease free, and
others. By doing such, the grower will not entail losses in agricultural
inputs, time, and energy.

Congratulations! You have successfully passed the assessment.

Get ready for the next lesson!

13
 Lesson 2 What I Know

Let’s test how much do you already know about the next lesson.
Don’t worry to get low scores, since this is just a pre-test. I promise you that you will
get higher scores as you go along with the lessons in this module.
Get ready!

Directions: Choose the best answer by writing only the letter on your quiz
notebook.

1. Cropping season is considered when selecting a planting method to follow. This

method is simply placing the seeds in one spot at definite intervals in the row.
What is the best planting method for cucurbits or vine crops?
A. Furrow-planting C. Drill-planting
B. Hill-planting D. Ridge-planting
2. Which of the following set of vegetables are directly planted in the field?
A. Eggplant, lettuce, ampalaya
B. Pepper, snap beans, tomato
C. Spinach, pechay, mustard
D. Squash, patola, pole sitao
3. There are factors to consider in selecting seedlings of vegetable crops. Which of
the choices is NOT a consideration?
A. Seedlings should be free from insects and diseases.
B. Seedlings should come from productive mother plants.
C. Seedlings should be uniform in size and weak.
D. Seedlings should come from a plant that is vigorous and of known identity.
4. The rate of planting should be taken into consideration when planting
vegetables. When should more seeds be planted?
A. When there are possible ravages of insects in the area.
B. When the soil and weather condition are favorable.
C. When seeds are viable seedlings.
D. When seeds produce sturdy and vigorous seedlings.
5. Depth of planting is the most important factor in direct seeding. Which is not
considered in determining the depth of planting?
A. Shape of the seed C. Types of soil
B. Size of the seed D. Amount of moisture in the soil
6. Which of the following are made from a vegetative portion of the plant such as
stems, modified stems (rhizomes, tubers, corms, and bulbs), leaves, or roots.?
A. Seeds C. Runners
B. Cuttings D. Bulb

14
7. Which of the following are long, thin, above the ground stems with few or no
leaves and suckers are young plants that enlarged beside the mother plant and
can be used for planting materials.
A. Seeds C. Runners
B. Cuttings D. Bulb
8. Which of the following is composed of shortened branches that later develop with
thickened petioles as exemplified by onion.
A. Seeds C. Runners
B. Cuttings D. Bulb
9. Which of the following is simply placing the seeds in one spot at definite intervals
in the row?
A. Ridge planting C. Drill - planting
B. Hill - planting D. Furrow planting
10. Which of the following method when the seeds are sown in individual holes at
the required spacing for growth
A. Ridge planting C. Drill - planting
B. Hill - planting D. Furrow planting
11. Which of the following is practiced one week before transplanting as a
preparation for transplanting?
A. blocking C. transplanting
B. hardening D. thinning
12. Which of the following can be done in several ways and should be started 7-10
days before transplanting?
A. blocking C. transplanting
B. hardening D. thinning
13. Which of the following is NOT a characteristic of good quality seedlings?
A. Uneven in growth C. Healthy and sturdy
B. Free from diseases D. Free from off-types
14. Which of the following is NOT a reason why transplant vegetable seedlings?
A. to allow sufficient space for stocky development of the plants
B. to select good, healthy and sturdy seedlings
C. to eliminate diseased and weak seedlings
D. to produce weak seedlings
15. Which of the following is NOT a rule in transplanting?
A. Keep the newly uprooted seedlings from direct sunlight.
B. Settle the soil around the roots when watering.
C. Handle seedlings carefully to avoid damage.
D. Transplant seedling anytime of the day.
16. Which of the following is NOT consideration in proper spacing between rows
and hills in transplanting?
A. allow growth of plants C. ease of cultivation
B. efficient use of space D. depth of planting
17. Which of the following is the planting distance of pechay?
A. 15x15 C. 20x15
B. 20x20 D. 35x30
18. Which of the following is the planting distance of radish?
A. 15x15 C. 20x15
B. 20x20 D. 35x30
19. Which of the following is the planting distance of eggplant?
A. 75x40 C. 100x75

15
 B. 95x65 D. 150x85
20. Which of the following is the depth of planting of vegetable crops?
A. 1-2 C. 2-4
B. 2-3 D. 5-6

How did you find the pre-test?

This time, try to self-check it using the answer key.
You are doing great, my dear! If not, don’t worry, I will help you master this skill as
you go along with the module.
Are you ready?

Lesson
Transplanting and Planting
2 Procedures

Many vegetable crops are best started by sowing their seeds directly into a
well-prepared soil. Generally, large seeded vegetables are commonly planted
directly in the field. A well-prepared soil is not necessary in transplanting.
However, a well prepared soil ensures optimum growth and development of crops..
This lesson deals with the knowledge, skills, and attitudes in transplanting and
planting procedures

What’s In

Before, you proceed to the new lesson; recall what you have learned from the
previous lesson so that you will be ready for your next journey.

Let’s have a review!

Directions: With the use of the table below, input ideas about land preparation:
Copy and answer on your notebook.

Land Preparation Importance of Proper Tools and Equipment in

Activities Land Preparation Land Preparation

16
 Notes to the Teacher
This contains helpful tips or strategies that will help you in guiding the
learners. As a facilitator, you are expected to orient the learners on how
to use this module. You also need to keep track of the learners'
progress while allowing them to manage their own learning.

What’s New

Have you experienced planting seeds and seedlings of vegetable crops? What
were your considerations in selecting planting materials? Look at the pictures of
different models of gardening in the internet or books available. Draw ideas from
the pictures. Think of a concept that will give aesthetic beauty to your vegetable
garden. Shortly discuss your concept and ideas on your notebook.

What is It

Read and analyse the brief discussion about transplanting and planting procedures.
Direct sowing is a method of planting in which the seeds are directly
planted in the soil. This applies to large-seeded vegetables, including legumes.
Direct planting is commonly practiced in large farms. Where pest control and water
management are not problems, direct-seeded seedlings have better stand due to
continuous exposure to the natural environment since the start of growth and
subsequently do not experience root damage and transplanting shock, so, growth is
not disturbed.

Plant parts that can be directly planted in the soil such as:

1. Seeds

17
Seed is a small embryonic plant enclosed in a covering called the seed coat and
usually with some stored food.

2. Cuttings
Cuttings are made from a vegetative portion of the plant such as stems, modified
stems (rhizomes, tubers, corms, and bulbs), leaves, or roots.

3. Runners and Suckers

Runners are long, thin, above the ground stems with few or no leaves and
suckers are young plants that enlarged beside the mother plant and can be used
for planting materials. The runners or suckers are detached from the parent plants
and then planted in the field before they get dry. They are usually set in ridges and
rows. Examples of crops that produce runners and suckers are strawberry,
arrowroots, ginger, taro or gabi, gerbera, and many more.

4. Bulb
A bulb is composed of shortened branches that later develop with thickened
petioles as exemplified by onion. The bulb portion of the plant is used as a planting
material. Examples are garlic and onion.

5. Root and tuber

Some crops are best propagated or planted by the sections of the roots or tubers.
The root or tuber is cut into halves or quarters. Each section of which should have
at least two or three alive buds or “eyes.”

Methods of Direct Planting

1. Ridge planting. Seeds are placed on top of the ridge. This is usually practiced
during wet season to prevent the stem and roots from rotting.
2. Hill - planting. This is simply placing the seeds in one spot at definite intervals
in the row. This is the best method for cucurbits or vine crops.
3. Drill - planting. In this method, the seeds are sown in individual holes with a
drill at the required spacing for growth. Sow two to three seeds in each hole and
thinned down to one as seedlings emerge.
4. Furrow planting. After land preparation, the seeds are planted at specified
depth at the bottom of the furrow and are covered with fine soil.
5. Broadcasting. Using your hand, broadcast the seeds evenly in the field. For
small seeds, mix your seeds with a small amount of fine sand or fine soil to add
some weight and to help them scatter more evenly. Thinning is done when
necessary.
6. Raised beds. Make your bed at least one meter wide to a desired length and
raise to at last 15 cm high. Most vegetables benefit from a raised bed during wet
season, but smaller vegetables such as lettuce, pechay, onions, radish, and
spinach really thrive with this type of planting.

Advantages of raised beds

1. Solve soil problems. Garden soil can be amended with organic matter if you
have poor soil and drainage. And because you don’t step on the beds as you work,
the soil stays fluffy, providing the perfect conditions for root growth.
2. Reduce work. By growing your vegetables in raised beds, you can maximize
your fertilizing and watering so that more nutrients and water are actually used by
plants rather than wasted in the pathways.

18
3. Attractive. For landscape vegetable gardens, you can make raised beds in
almost any shape you like – rectangle, square, circle and triangle. Your garden can
take on a whimsical design with a little creativity.

Rate of Planting

Factors to be considered with regard to the quantity or rate of seeds to plant

are:
1. The viability of the seeds. Seeds known to be low in viability should be planted
more thickly than those having high viability. Seeds held over from one year to the
next planting season should be tested for germination. If the percentage of
germination is low or if the sprouts are weak, the seeds should not be planted.
2. The condition of the soil. When the soil and weather conditions are
unfavorable, more seeds should be planted than when the conditions are favorable.
3. The size and vigor of the plants. Seeds that produce delicate and weak plants
such as carrots should be planted quite thickly to ensure a good stand. Any excess
of plants may be removed to prevent crowding.
4. The possible ravages of insects. In planting seeds, it is a common practice to
plant freely in order to have several times as many plants that are needed to give
allowance to ravages of insects. Later on, you can practice thinning if you found
out that your plants are crowding.

Depth of Planting
The most important factor in direct seeding is the planting depth. Depth of
planting depends on the soil moisture and soil type. Soil particles should be fine
when small seeds are planted. For large-seeded crops, such as squash, the need for
thorough land preparation is less.

Seeds should be placed deeper in light (sandy) soils to prevent them from
drying up. Shallow planting is required in heavy soils. As a rule of thumb, the soil
cover after setting should be about five times the diameter of the seed.

Planting Distance of Directly Seeded Vegetable Crops

Proper spacing between hills and rows is important to allow growth of plants,
ease of cultivation, and efficient use of space. Generally, the depth of planting
depends on the size of the seed. The recommended distance of planting, depth of
planting, and rate of seeding of selected vegetable crops are given in the table
below.

Table 1. Distance of planting, depth of planting, and rate of seeding of selected vegetable
crops according to Canare et. al (2012).
Distance of Depth of Rate of
Planting Planting Seeding
Crop (cm) (per hill)

Row (cm) Hill (cm)

19
 Squash 100 75 2-3 1-2
Dishrag gourd 150 100 2-3 1-2
Bottle gourd 150 100 2-3 1-2
Bitter gourd 100 75 2-3 1-2
Ladies finger 100 75 2-3 2-3
Cowpea 75 30 2-3 2-3
String beans 100 50 2-3 2-3
Winged bean 100 75 2-3 1-2
Pole Snap beans 100 50 2-3 2-3
Bush Snap beans 75 30 2-3 2-3
Pole Lima beans 100 30 2-3 2-3
Bush lima bean 75 30 2-3 2-3
Mungbean 75 30 2-3 2-3

Transplanting Vegetable Seedlings

After the soil has been prepared, the next activity is to transplant
seedlings. Seedlings are considered ready to be transplanted when they are sturdy
enough to withstand field conditions. While still in the seedbed or container in a
confined area, they are carefully guarded against environmental stresses.
The age or size of the seedling at the time of transplanting is very
important. Generally, the smaller the seedling, the easier it is to transplant and the
quicker its recovery.
When several seedlings are grown in seed boxes where root zone is shallow,
blocking is practiced one week before transplanting as a preparation for
transplanting. A knife is passed along the row and between plants so that a
seedling is confined to a block. The process cuts all the roots along the path of the
knife. Regeneration occurs mostly within the blocked area. Thereby, it is expected
that root destruction at transplanting will be less.
Hardening can be done in several ways and should be started 7-10 days
before transplanting. It is a continuous process ending when the seedlings are set
in the field. One way of hardening is to expose plants gradually to strong sunlight
and to withhold water to make the plant wilt temporarily but not allowing it to
lapse into a state of permanent wilting.

Characteristics of Good Quality Seedlings

1. Uniform in growth
2. Healthy and sturdy
3. Free from diseases
4. Free from off-types

Why transplant vegetable seedlings?

1. to allow sufficient space for stocky development of the plants
2. to select good, healthy and sturdy seedlings
3. to eliminate diseased and weak seedlings

When to Transplant Seedlings?

The best time to transplant seedlings is just before or after a rain,
provided the soil can be worked and during cloudy days. During sunny days,
transplanting should be done late in the afternoon to lessen transplanting shock
and to hasten seedling recovery.

20
Rules in Transplanting
1. Keep the newly uprooted seedlings from direct sunlight.
2. Keep the roots moist and the tops dry while transferring the seedlings.
3. Keep as much soil on the roots as possible.
4. Settle the soil around the roots when watering.
5. Handle seedlings carefully to avoid damage.
6. Transplant late in the afternoon or on a cloudy day and shade the seedlings.

Steps in Transplanting Vegetable Seedlings

1. Water the seedlings a day before transplanting.
2. Uproot the desired number of seedlings to be planted.
3. Dig a hole big enough to receive the root system without bending it into the
space.
4. Plant one seedling per hill.
5. Cover the roots properly and the shoot apex should be higher than the ground
level of the bed or the soil should not cover the first leaves after planting
6. Press the soil after planting to have better contacts of the roots with the soil.
7. Irrigate the transplanted seedlings.
8. If necessary, provide the seedlings a temporary shade for at least 3 – 4 days for
faster recovery.

Planting Distance of Transplanted Seedlings

Proper spacing between rows and hills is important to allow growth of plants,
ease of cultivation, and efficient use of space. Generally, the depth of planting
depends on the kinds of crop and size of the seedling. Recommended distance of
planting, depth of planting, and rate of seeding of selected vegetable crops is shown
in the table below.

Table 2. Distance of planting, depth of planting, and rate of seeding of selected vegetable crops
according to Canare et. al (2012).

Distance of Planting Depth of Rate of

Crop Planting Seeding
Row (cm) Hill (cm) (cm) (per hill)
Tomato 100 75 2-3 1
Eggplant 100 75 2-3 1
Pepper 100 75 2-3 1
Pechay 15 15 2-3 1
Cabbage 75 40 2-3 1
Carrot 15 15 2-3 1
Cauli flower 35 30 2-3 1
Radish 20 15 2-3 1
Onion 15 15 2-3 1
Mustard 15 15 2-3 1
Lettuce 20 20 2-3 1

Now, let us proceed to more activities that will challenge your knowledge about
lesson.
Kindly, follow the instructions below.

21
 Good luck!

What’s More

Independent Activity 1

Directions: Categories the plants in the box weather it is directly planting or

transplanting. Copy and answer on your notebook.

Bottle gourd Bitter gourd Eggplant

Ladies finger Lettuce Pechay
Pepper Squash String beans Tomato

Direct Planting Transplanting

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

Check your answer based on the answer sheet or in the discussion section. Then, go
on with the Activity Assessment 1.

Great! Good luck again.

Don’t forget to stay focused if you want to have better scores.

Independent Assessment 1

Directions: Copy and answer the following question on your notebook.

1. What were your considerations in selecting planting materials??

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. What is the difference between direct and indirect seeding?

22
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3. What are the advantages and disadvantages of direct planting?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

4. Why transplant vegetable seedlings?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

5. When to Transplant Seedlings?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Self-check again, then, see how you are progressing.

Congratulations! Let’s move to the next activity for enhancement.

Independent Activity 2

Directions: Arrange the steps in transplanting vegetable seedlings. Write numbers

1-8 on the space provided. Write your answer on your notebook.

_____ Cover the roots properly and the shoot apex should be higher than the
ground level of the bed or the soil should not cover the first leaves after planting

_____Dig a hole big enough to receive the root system without bending it into the
space

_____ If necessary, provide the seedlings a temporary shade for at least 3 – 4 days
for faster recovery.

_____ Irrigate the transplanted seedlings.

_____ Plant one seedling per hill.

_____ Press the soil after planting to have better contacts of the roots with the soil.

_____ Uproot the desired number of seedlings to be planted.

_____ Water the seedlings a day before transplanting.

Self-check this. Keep on working, you are doing great.

How are you now? Let’s proceed to the second assessment.

23
Independent Assessment 2
Directions: Match the items in Column A with the items in Column B. Write
only the letter of the correct answer on your notebook.
COLUMN A COLUMN B
_____1. Transplanting time a. young plant that emerged from a seed
_____2. Hardening b. small-seeded vegetables
_____3. Quality seedlings c. transplanting tool
_____4. Hand trowel d. 1-2 weeks before transplanting
_____5. Temporary shade e. eliminate diseased and weak seedlings
_____6. Seedlings f. late in the afternoon
_____7. Rate of seeding g. produced are handled with extra care
_____8. Transplanted vegetable h. one seed per hill
crops
_____9. Principles of TLC i. healthy and sturdy
_____10. Advantage of transplanting j. newly transplanted seedlings
Congratulations for accomplishing this task!

You are now ready to take the post test, but we need to recall the key concepts you
learned in this lesson.

What are they?

What I Have Learned

I. Directions: Fill in the table with the correct answer. Copy and answer on your
notebook.

1. For direct planting seeds

Distance of Depth of Rate of
Planting Planting Seeding
Crop (cm) (per hill)

Row Hill (cm)

(cm)
Squash 2-3 1-2
Dishrag gourd, Bottle 2-3 1-2
gourd
Bitter gourd, Ladies 2-3 1-2
finger, Winged bean
Cowpea, Bush Snap 2-3 2-3
beans, Bush lima bean,

24
 Mungbean
String beans, Pole Snap 2-3 2-3
beans, Pole Lima beans

2. For transplanting seedlings

Distance of Planting Depth of Rate of
Crop Planting Seeding
Row (cm) Hill (cm) (cm) (per hill)
Tomato, Eggplant, 2-3 1
Pepper
Pechay, Carrot, 2-3 1
Onion, Mustard
Cabbage 2-3 1
Cauli flower 2-3 1
Radish 2-3 1
Lettuce 2-3 1

Wow! Are you having fun?

You are getting smarter. Come and try other learning ideas.
Let us proceed now.

II. Directions: Fill the blanks with the correct answer. Write your answer on your
notebook.
A. Plant parts that can be directly planted in the soil
1. ______________________________
2. ______________________________
3. ______________________________
4. ______________________________
5. ______________________________

B. Method of direct planting

1. ______________________________
2. ______________________________
3. ______________________________
4. ______________________________
5. ______________________________

C. Characteristics of Good Quality Seedlings

1. ______________________________
2. ______________________________
3. ______________________________
4. ______________________________

This time, you are ready to apply the skills you learned in this lesson.

25
 Are you ready? I can’t wait to see the result of your activity.
Enjoy and good luck!

What I Can Do

Activity No. 1 “Performing Planting”

You’re through with the garden plan and you have learned the different parts
of a vegetable crop that can be directly planted. You are now ready to perform your
next activity. Prepare plastic container and prepare the potting media for the
planting. The learners will perform direct planting using are follows:
Task 1 – Seedlings or Seeds
Task 2 – Stem cutting (ornamental plants)
Group 3 –Bulbs and tubers (eg, onion, garlic, taro)
After the planting, prepare schedule of activities for monitoring purposes. This will
tell you how far have you gone with your activities. Make also a reflection of your
experience and take some picture. Your performance will be rated using the rubric
below.
Safety Reminders:
 Wear Personal Protective Equipment (PPE)
 Use appropriate tools

Rubrics for rating the output:

CRITERIA LEVEL 4 ( 5 LEVEL 3 ( 4 points) LEVEL 2 (3 LEVEL 1(1

points) points) point)
1. Effort/Output Willingly to Needs encouragement Requires No effort and
complete work. to complete the work. prompting to output
complete the
work.
2. Skills/Processes c. Properly c. Good use of c. Needs c. There is no
c. Handling of uses materials. assistanc attempt to
materials materials. d. Misses some steps. e in handle
d.Follow steps d. Follows all handling tools.
steps of tools. d. There is no
correctly. d. Does not attempt to
follow the do the
steps work.
correctly.
3. Safety Measures Uses of PPE all UsesPersonal Requires No PPE is
the time. Protective Equipment prompting to used.
(PPE) sometimes. use PPE.
4. Use of materials Uses complete Fails to use 2 specific Fails to use No materials
and specific materials. more than are used.
materials. two specific
materials.

26
 5. Timeliness Finishes work Finishes 75% of the Finishes Finishes 25%
before the work. 50% of the of the work.
deadline. work.

Activity No. 2 “Transplanting Seedlings”

Go to your farm nursery; inspect your seedlings if they are ready for
transplanting. Find out if the number of seedlings ready for transplanting is
enough to plant your area. Follow the steps in transplanting correctly. Observe the
principles of TLC to avoid damaging the seedlings. Use appropriate tools in your
activity to do your work easier and faster. Make also a reflection of your experience
in direct planting and take some picture. Your performance will be rated using the
rubric below.
Note: If seedlings are not available, plant pechay or mustard seeds. After two
weeks, perform transplanting.

Rubrics for rating the output:

Performance Levels W
W
(%
P
)
Criteria
4 3 2 Satisfactory 1
Outstanding Very Needs
Satisfactory Improvement
1.Workmanship Satisfies all Satisfies only 3 Satisfies only 2 Satisfies only 50
the following: of the of the 1 or none of
a.Proper following: following: the following:
planting a.Proper a.Proper a.Proper
of planting of planting of planting of
seedlings seedlings seedlings seedlings
b.Proper b.Proper b.Proper b.Proper
alignment alignment of alignment alignment
of seedlings seedlings of seedlings of seedlings
c.Proper c.Proper c.Proper c.Proper
distance in distance in distance in distance in
transplanti transplantin transplanti transplanti
ng g seedlings ng seedlings ng
seedlings d.Even d.Even seedlings
d.Even distribution distribution d.Even
distribution of seedlings of seedlings distribution
of seedlings per hill per hill of seedlings
per hill per hill
a.
2.Cooperation All the 1 of the 2 of the 3 or more of 25
members of members of members of the members
the group the group did the group did of the group
cooperated in not cooperate not cooperate did not
the activity. in the activity. in the activity. cooperate in
the activity.
3.Time Work was Work was Work was Work was 25
management completed completed just completed 1-30 completed
ahead of time. on time. minutes late. more than 30
minutes after
the time
frame.
Final Grade 10
0

27
 Congratulations! You are now at the last part of this lesson.

To test your mastery of the skill, kindly answer the lesson assessment.

Lesson 2 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Cropping season is considered when selecting a planting method to follow. This

method is simply placing the seeds in one spot at definite intervals in the row.
What is the best planting method for cucurbits or vine crops?
A. Furrow-planting C. Drill-planting
B. Hill-planting D. Ridge-planting
2. Which of the following set of vegetables are directly planted in the field?
A. Eggplant, lettuce, ampalaya
B. Pepper, snap beans, tomato
C. Spinach, pechay, mustard
D. Squash, patola, pole sitao
3. There are factors to consider in selecting seedlings of vegetable crops. Which of
the choices is NOT a consideration?
A. Seedlings should be free from insects and diseases.
B. Seedlings should come from productive mother plants.
C. Seedlings should be uniform in size and weak.
D. Seedlings should come from a plant that is vigorous and of known identity.
4. The rate of planting should be taken into consideration when planting
vegetables. When should more seeds be planted?
A. When there are possible ravages of insects in the area.
B. When the soil and weather condition are favorable.
C. When seeds are viable seedlings.
D. When seeds produce sturdy and vigorous seedlings.
5. Depth of planting is the most important factor in direct seeding. Which is not
considered in determining the depth of planting?
A. Shape of the seed C. Types of soil
B. Size of the seed D. Amount of moisture in the soil
6. Which of the following are made from a vegetative portion of the plant such as
stems, modified stems (rhizomes, tubers, corms, and bulbs), leaves, or roots.?
A. Seeds C. Runners
B. Cuttings D. Bulb
7. Which of the following are long, thin, above the ground stems with few or no
leaves and suckers are young plants that enlarged beside the mother plant and
can be used for planting materials.
A. Seeds C. Runners
B. Cuttings D. Bulb

28
8. Which of the following is composed of shortened branches that later develop with
thickened petioles as exemplified by onion.
A. Seeds C. Runners
B. Cuttings D. Bulb
9. Which of the following is simply placing the seeds in one spot at definite intervals
in the row?
A. Ridge planting C. Drill - planting
B. Hill - planting D. Furrow planting
10. Which of the following method when the seeds are sown in individual holes at
the required spacing for growth
A. Ridge planting C. Drill - planting
B. Hill - planting D. Furrow planting
11. Which of the following is practiced one week before transplanting as a
preparation for transplanting?
C. blocking C. transplanting
D. hardening D. thinning
12. Which of the following can be done in several ways and should be started 7-10
days before transplanting?
C. blocking C. transplanting
D. hardening D. thinning
13. Which of the following is NOT a characteristic of good quality seedlings?
A. Uneven in growth C. Healthy and sturdy
B. Free from diseases D. Free from off-types
14. Which of the following is NOT a reason why transplant vegetable seedlings?
A. to allow sufficient space for stocky development of the plants
B. to select good, healthy and sturdy seedlings
C. to eliminate diseased and weak seedlings
D. to produce weak seedlings
15. Which of the following is NOT a rule in transplanting?
A. Keep the newly uprooted seedlings from direct sunlight.
B. Settle the soil around the roots when watering.
C. Handle seedlings carefully to avoid damage.
D. Transplant seedling anytime of the day.
16. Which of the following is NOT consideration in proper spacing between rows
and hills in transplanting?
A. allow growth of plants C. ease of cultivation
B. efficient use of space D. depth of planting
17. Which of the following is the planting distance of pechay?
A. 15x15 C. 20x15
B. 20x20 D. 35x30
18. Which of the following is the planting distance of radish?
A. 15x15 C. 20x15
B. 20x20 D. 35x30
19. Which of the following is the planting distance of eggplant?
A. 75x40 C. 100x75
B. 95x65 D. 150x85
20. Which of the following is the depth of planting of vegetable crops?
A. 1-2 C. 2-4
B. 2-3 D. 5-6

29
 You deserve applause for mastering the competency.
Congratulations! As an enhancement activity, you will accomplish this last exercise.

Additional Activities

Farmers-Students Encounter
Interview at least two farmers near your community who are engaged in
vegetable farming. Ask them about their practices in planting. Identify their
common practices. Write your findings on your notebook.
Situational Activity
You are a farm technician; a farmer consulted you regarding his problem on
the low survival of his transplanted tomatoes. Suggest how to solve his problem or
to avoid it to happen again. Write your answer on your notebook.

Notes to the Teacher

Direct seeding is done in several methods such as planting in a

ridge, hill, furrow, and raised beds. Consider the depth of planting as
the most important factor in direct planting. As a rule, smaller seeds
are planted in shallow holes. On the other hand, bigger seeds are
planted a little bit deeper. Recommended distance of planting for
vegetables must be followed to facilitate weeding, cultivation, and
fertilizer application.
Take note that the amount of seeds needed per unit area
depends on many factors: the viability of the seeds, the condition for
seed germination, and the types of soil. More seeds should be planted
when seeds have poor germination and when the soil is clayey. Next
lesson is about transplanting of seedlings.

30
 Congratulations! You have successfully passed the assessment.

Get ready for the next lesson!

Answer Key

Lesson 1 What I Know Lesson 2 What I Know

1. D 1. B
2. D
2. A
3. C
3. B 4. A
4. C 5. A
5. D 6. B
7. C
6. B
8. D
7. B 9. A
8. A 10. B
9. A 11. A
12. B
10. B
13. A
11. A 14. D
12. C 15. D
13. D 16. D
17. A
14. B
18. C
15. D 19. C
20. B

LESSON 1

31
Assess What I Have What's More What's
ment Learned More
1. D 1. Litter Independent
2. A 2. Weeds Activity 2
Independent
3. B 3. Damage
Activity 1
4. C 4. Hoeing 1. Tilling
5. D 5. 7-10
6. B 6. Harrowing 1. False- 7 - 10
7. B 7. Samaller sizes 2. Clearing days after the
8. Spading pork first operation.
8. A
9. A 9. Smooth 3.
10. furrow 2. False- B.
10. B Plowing/hoeing
11. A When the soil is
not too wet and
12. C
13. D
4.Harrowing not too dry to
facilitate
14. B cultivation
15. D 5. Zero tillage

32
LESSON 2

Assess What I Have What's More What's More

ment Learned
1. B Independent Independent Activity
1. 100 x75
2. D
2. 150 x 100 Activity 2 1
3. C
4. A 3. 75 x 30 FOR DIRECT
5. A 4. 100 x 50 15
1. Bottle gourd
6. B
5. 100 x 30 2. Bitter gourd
7. C
8. D 3 3. Ladies finger
9. A 4. Aquash
10. B 5. String beans
11. A 8
12. B
13. A FOR TRANSPLANTING
14. D 7
15. D 1. eggplant
16. D 2. lettuce
17. A 4 3. pechay
18. C 4. pepper
19. C
20. B 6 5. tomato

References
Technology and Livelihood Education, Agricultural Crop Production NC II Grade 10
Module 2 Prepare Land for Planting Vegetable Crops, 2013 pp 16-38

Technology and Livelihood Education, Agricultural Crop Production NC II Grade 10

Module 4 Direct Planting and Transplanting. First Edition, 2013 pp 1-26

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For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph