10

TLE
Quarter 1 – Module 7:
Occupational Health and Safety in
Crop Production
English – Grade 8
Alternative Delivery Mode
Quarter 1 – Module 1: Title
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall

subsist in any work of the Government of the Philippines. However, prior
approval of the government agency or office wherein the work is created
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Borrowed materials (i.e., songs, stories, poems, pictures, photos,

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seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

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

Development Team of the Module

Writer: May Mirth P. Soroňo
Editor: Jonathan L. Bayaton
Reviewer: Eva May L. Baguio
Illustrator: Reynald M. Manzano
Layout Artist: May Mirth P. Soroňo
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, Ed.D., Ph.D. Maricel S. Rasid
Adolf P. Aguilar Elmar L. Cabrera
Nilita R. Ragay, EdD
Antonio B. Baguio,Ed.D.

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
 10

TLE
Quarter 1 – Module 7:
Occupational Health and Safety
in Crop Production
Introductory Message
For the facilitator:

Welcome to the (Agri-Crop Production ) Alternative Delivery Mode (ADM)

Module on (Occupational Health and Safety in Crop Production) !

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

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 T.L.E 10 Agri-Crop Production Alternative Delivery

Mode (ADM) Module on (Occupational Health & Safety in Crop Production) !

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:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
the module.

This part includes an activity that aims to

check what you already know about the
What I Know
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.

iii
 In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of
the lesson learned.

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 is here to
help you master the nature of Biology. 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.
Content Standard

The learners demonstrate an understanding of concepts, underlying

theories and principles in the preparation of materials, tools and equipment in
agronomic crop production.
Performance Standard

The learner prepares farm tools and equipment for agronomic crop
production based on required task.

Learning Competency TLE_AFAC9-12CW-Ia-e-1

LO 1. Prepare materials, tools and equipment for agronomic crop work.

1.3 Demonstrate correct manual handling procedures and techniques when loading
and unloading materials, tools and equipment.

1.4 Select and check suitable personal protective equipment (PPE) prior to use
according to job requirements.

1.5 Provide cropping support according to OHS requirements and workplace

information.

1.6 Identify OHS hazards and report to the teacher/ supervisor based on OHS
requirements and company reporting procedures
 The module has one lesson

• Occupational Health and Safety in Crop Production

After going through this module, you are expected to:

1. Name and Identify Personal Protective Equipment in Crop Production.

2. Explain the importance of occupational health and safety in crop
production.
3. Used (PPE) Personal Protective Equipment while working in the farm.

What I Know

Direction: Read the question below and write your answer in your activity
notebook.

1. Occupational Health and Safety was created to _________

a. Data analysis
b. To reduce hazards
c. Ecological development
d. EIA analysis
2. Under the OHS Act, employers are responsible for providing a __________
a. Safe workplace
b. Land
c. Insurance
d. Estimation
3. Occupational Health and Safety ensures that employees have been provided
with _________
a. Job
b. Personal Protective Equipment
c. Insurance
d. Security
4. Under Occupational Health and Safety, employee has the right to access
medical records_______.
a. True
b. False
5. When dealing with workplace hazards, the use of PPE_______:
a. Is the most effective way of eliminating hazards.
b. Is the least effective way of dealing with hazards.
 6. Is designed to protect workers from serious workplace injuries or illnesses
resulting from contact with chemical, radiological, physical, electrical,
mechanical, or other workplace hazards_____.
a. Head gear
b. Personal protective equipment
c. Equipment manual
d. First aid kit
7. The physical or environmental conditions of work which comply with
the prescribed OHS standards which allow the workers to perform
his/her job without or within acceptable exposure to hazards.
a. Safety
b. Health
c. Occupation
d. Process

8. This occurs when a person comes into contact with a hazard.

a. Risk
b. Exposure
c. Hazards
d. Chemicals
9. Which of the following PPE is used to protect hands from injury?
a. boots
b. Googles
c. Mask
d. Gloves
10. What PPE should a student wear when he/she is exposed to dust?
He/she should wear.
a. Eye and respiratory protection
b. Hard cap
c. Hearing protection
d. Safety footwear
Lesson
Occupational Health and
Safety in Crop Production
1
What’s In

Smooth operations of all machines are ensured if periodic maintenance

is done. These can affect performance and your safety!

Always Remember to Check Equipment Before Operating

A pre-operational check of all the equipment to be used will assure the

user that it is in a safe operating condition. Check the tires for proper inflation and
defects, windows for visibility, seat position, seat belts, brakes for adjustment,
steering response, rear view mirrors, slow-moving vehicle emblem, reflectors, and
running lights for day or nighttime operation.

Notes to the Teacher

Always Remember to Check Equipment Before

Operating
 What’s New

Direction: Make a short narrative report about the picture and write the possible
cause and effect in your activity note book.

https://www.google.com/search?q=accident+in+crop+production&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiP19m10
6TrAhVjKqYKHeA4D2AQ_AUoAnoECA0QBA

RUBRICS
9 7 5 3
• The report was • The report • The report was • The report was
written in an was written written with a not written
extra ordinary in an little interest clearly.
way. interesting • The report • The report gives
• The report gives way. gives some no new
a clear • Somewhat new information and
statement of the report is information very poorly
the student’s informative but poorly organized the
insight of cause and organized with caused and
and effect of the organized the cause and effect was not
incident. with the effect. mention.
cause and
effect.
 What is It

Occupational Health and Safety in Crop Production

OHS includes the laws, standards, and programs that are aimed at
making the workplace better for workers, along with co-workers, family members,
customers, and other stakeholders.

Occupational health and safety standards are in place to mandate the

removal, reduction, or replacement of job site hazards. OHS programs should also
include material that helps minimize the effects of the hazards.
Employers and company management are obliged to provide a safe
working environment for all their employees.
Many hazards are present in the farm. If the farmers are not aware of
these hazards these may cause injury to their body or may cause diseases and even
death. Farmer should always apply appropriate safety measures while working in
the farm. In this lesson the students with the guidance and supervision of their
teacher should identify farm works that involve the use of chemicals and hazardous
tools and equipment; determine the uses of Personal Protective Equipment (PPE)
and determine farm emergency procedures regarding safety working environment.

HAZARD, RISK AND EXPOSURE IN THE FARM

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

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

Anything which may cause injury or ill health to anyone at or near a
workplace is a hazard.
• Risk is the likelihood that a hazard will cause injury or ill health to anyone
at or near a workplace. The level of risk increases with the severity of the
hazard and the duration and frequency of exposure.
• Exposure occurs when a person encounters a hazard.
•

Types of Hazard Hazards are classified into five different types. They are:
1. Physical - includes floors, stairs, work platforms, steps, ladders, fire, falling
objects, slippery surfaces, manual handling (lifting, pushing, pulling), excessively
loud and prolonged noise, vibration, heat and cold, radiation, poor lighting,
ventilation, air quality
2. Mechanical and/or electrical - includes electricity, machinery, equipment,
pressure vessels, dangerous goods, forklifts, cranes, hoists
3. Chemical - includes chemical substances such as acids or poisons and those
that could lead to fire or explosion, like pesticides, herbicides, cleaning agents,
dusts and fumes from various processes such as welding
4. Biological - includes bacteria, viruses, mold, mildew, insects, vermin, animals 5.
Psychosocial environment - includes workplace stressors arising from a variety of
sources.

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

sources.

Lifting Safety

https://www.google.com/se
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PERSONAL PROTECTIVE EQUIPMENT (PPE)

Personal protective equipment, commonly referred to as "PPE", is
equipment worn to minimize exposure to hazards that cause serious workplace
injuries and illnesses. Personal protective equipment not only helps protect people
but also improves productivity and profits.
Examples of PPE in the Farm.

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com/yhs/search;_ylt=AwrwJUUk com/yhs/search;_ylt=AwrwJUUk ch?q=personal+protective+eq
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NAqYKHcnIDfIQ2-cCegQIABAA
 All personal protective equipment should be safely designed and
constructed and should be maintained in a clean and reliable fashion. It should fit
comfortably, encouraging worker use. If the personal protective equipment does not
fit properly, it can make the difference between being safely covered or dangerously
exposed.

Hard hat Protect your head with a hard hat when performing
construction work, trimming trees, repairing machinery, and
doing other jobs with head injury risks. Use a sun safety hat
(one with a wide brim and neck protection) to assist in the
prevention of skin cancer.
Googles Protect your vision with appropriate safety eyewear
(safety glasses, goggles, face-shields) when applying pesticides,
fertilizers, working in the shop, or in heavy dust conditions.
Face mask Protect your lungs with the correct respiratory
equipment (dust masks, cartridge respirators, gas masks, air
pacts) when working in dusty or moldy conditions, spray
painting, applying chemicals, working in bins, tanks, silos, and
manure storage places.
Earmuffs Protect your hearing with acoustic earmuffs or plugs
when operating noisy equipment such as grain dryers, feed
grinders, older tractors, chain saws, etc.
Booths/foot guards and safety shoes, leggings (e.g., leather or
other appropriate material) can help prevent injuries by
protecting workers from hazards such as falling or rolling
objects, sharp objects, wet and slippery
Gloves workers exposed to harmful substances causing skin
absorption, severe cuts or lacerations, severe abrasions,
chemical burns, thermal burns, and harmful extreme
temperature

https://ph.images.search.yahoo.com/yhs/search;_ylt=AwrwJUUk2DtfB00ATAAGIYpQ;_ylu=X3oDMTBsZ29xY3ZzBHNlYwNzZWFyY2gEc2xrA2J1dHRvbg
--;_ylc=X1MDMTM1MTIyOTcwMgRfcgMyBGFjdG4DY

Some ways you can reduce the risk of hazards from chemicals are:

• Use personal protective equipment such as respirators, waterproof clothes,

rubber gloves and waterproof footwear.
• Make sure chemicals are safely stored and cupboards locked.
• Never spray chemicals on days when there is a high wind.
• Know first aid procedures.
• Keep a list of all hazardous substances used on the farm.
 Pre-Operational Checks for Tractors

https://extension.psu.ed
u/pre-operational-
checks-for-tractors

A pre-operational check of all the equipment to be used will assure

the user that it is in a safe operating condition.

Before even starting the tractor, go through the following

checklist items:
• Fuel level - You always want to make sure you have sufficient fuel in the
tank.
• Check your battery - Make sure that the battery terminals are not
corroded.
• Check your tires - Not only should you check the air pressure but also
make sure that the lug nuts are tight and look at the condition (e.g., tread)
of the tires. If you notice that you have low tire pressure, look for air leakage
from around the valve stem.
• Loose or defective parts - Take time to really examine the tractor to look
for loose or defectives parts such as a frayed or worn fan belt. Replace,
tighten or make necessary repairs before heading out to the field.
• SMV Emblem - If your SMV emblem is faded or distorted in color or shape,
it is time to replace it with a new SMV emblem to increase your visibility to
others.
• Fluid leaks - Look for any fluid leaks on the ground beneath the tractor.
Also check fluid levels for coolant, engine oil, and hydraulic oil levels as well.
You can do some very serious damage to your tractor if you run out of these
fluids.
• Operator's platform area - You may spend much of your day on the
operator platform so check the steps to make sure you can get safely on and
 off of the tractor. Examine the area around the seat to make sure it is clear
of debris or tools that could cause you to trip. You should have a ROPS on
your tractor so always make sure your seat belt is operable and that you
buckle it.
• Fire extinguisher - Check your fire extinguisher to make sure it is charged.
• Lighting/flashers - Check headlights and warning lights/flashers to make
sure all of the lights are working and replace bulbs if necessary.
• Visibility from operator's seat - Clean any dirty cab windows to provide the
best visibility for you from the operator's seat.
You may think this will take too much time, but it is better to take the time
rather than have a break down in the middle of the road or to cause serious
damage (e.g., engine seizes) to your equipment.

What’s More

Direction: Read the questions carefully and choose the correct answer by writing
the letter and words in your activity notebook.
1. It is the potential for harm, or adverse effect on an employee ‘s health. Anything
which may cause injury or ill health to anyone at or near a workplace
a. Chemicals
b. Exposure
c. Risk
d. Hazard

2. Under the OHS Act, employers are responsible for providing a __________
a. Estimation
b. Land
c. Insurance
d. Safe workplace

3. Under Occupational Health and Safety, employee has the right to access medical
records_______.
a. True
b. False

4. It is the likelihood that a hazard will cause injury or ill health to anyone at or
near a workplace.
a. Chemicals
b. Exposure
c. Hazard
d. Risk
5. It is the process of walking around the tractor from time to time.
a. delegation of work
b. check the oil
c. Inspect around
d. check the fuel

What I Have Learned

Direction:Using the scrambled letters find the words that related to the
Occupational health and safety in the farm. Write the correct words in your activity
notebook.
1.DRAZAH=____________
2.KISR=____________
3. CEALPKROW=_________
4. FETYSA=__________
5. GRIATURALCUL=__________
6. CALPHYSI=___________

What I Can Do

Direction: Conduct a hazard report in your locality and write it in your activity
notebook.
INSTRUCTIONS:
1. Observe your surroundings and farm near your home.
2. List all the possible hazards observed
3. Classify these hazards if it is physical, mechanical, chemical, biological,
psychosocial environment.
4. Identify persons who are at risk with this hazard
5. Suggest all possible solution to reduce or eliminate the risk
6. Report your findings to your teacher by writing it in your activity notebook.

RUBRICS
10 8 6 4
▪ Potential ▪ Potential ▪ Hazards are ▪ Hazards
hazards are hazards are classified are not
properly identified ▪ Reports are classified
identified ▪ Reports are made but clearly
▪ Report are made not clearly ▪ Poor
properly ▪ Suggestion ▪ Poor reports are
made are made to suggestions made
▪ Suggest are reduce the are made to ▪ Not clear
 made to risk reduce the suggestions
reduce the ▪ Potential risk are made to
risk victims are ▪ Potentials reduce the
▪ Potential classified. victims are risk
victims are not clearly ▪ Potential
properly identified victims are
identified not
identified.

Assessment

Direction: Read the questions carefully and answer by writing the correct letter
and words in your activity notebook.

1. Is designed to protect workers from serious workplace injuries or illnesses

resulting from contact with chemical, radiological, physical, electrical,
mechanical, or other workplace hazards_____.
a. Head gear
b. Personal protective equipment
c. Equipment manual
d. First aid kit
2. Occupational Health and Safety was created to _________
a. Data analysis
b. To reduce hazards
c. Ecological development
d. EIA analysis
3. Under the OHS Act, employers are responsible for providing a __________
a. Safe workplace
b. Land
c. Insurance
d. Estimation

4. The physical or environmental conditions of work which comply with

the prescribed OHS standards which allow the workers to perform
his/her job without or within acceptable exposure to hazards.
a. Safety
b. Health
c. Occupation
d. Process
5. Kind of hazards that includes floors, stairs, work platforms, steps,
ladders, fire, falling objects, slippery surfaces.
a. Biological hazard
b. Chemical hazard
c. Physical hazard
d. Mechanical hazard
 6. This hazard includes electricity, machinery, equipment, pressure vessels,
dangerous goods, forklifts, cranes, hoists.
a. Chemical
b. Biological
c. Psychosocial environment
d. Mechanical

7. This hazard includes bacteria, viruses, mold, mildew, insects, vermin,

animals.
a. Biological
b. Chemical
c. Physical
d. Mechanical

8. This hazard includes chemical substances such as acids or poisons and

those that could lead to fire or explosion.
a. Physical
b. Chemical
c. Biological
d. Psychosocial environment

9. It includes workplace stressors arising from a variety of sources.

a. Psychosocial environment
b. Biological
c. Chemicals
d. Mechanical and/or electrical
10. What PPE should a student wear when he/she is exposed to dust?
He/she should wear.
a. Eye and respiratory protection
b. Hard cap
c. Hearing protection
d. Gloves

11. This pre-operational check of all the equipment Make sure that the battery
terminals are not corroded.
a. Fuel level
b. Check your tires
c. Defective tires
d. Check your battery

12. Pre-operational check on headlights and warning lights/flashers to make

sure all of the lights are working and replace bulbs if necessary.
a. Defective parts
b. Fuel level
c. Lighting/flashes
d. SMV Emblem
13. Ways you can reduce the risk of hazards from chemicals are: except one.
a. Never spray chemicals on days when there is a high wind.
b. Make sure chemicals are safely stored and cupboards locked.
 c. Use personal protective equipment such as fashion jewelries.
d. Know first aid procedures.

14. This PPE can help prevent injuries by protecting workers from hazards such as
falling or rolling objects, sharp objects, wet and slippery.
a. Crocs sandals
b. Booths
c. Slippers
d. school shoes

15. Operational check that examine the tractor to look for loose or defectives
parts such as a frayed or worn fan belt.
a. check your tires
b. check your battery
c. lighting/ flashes
d. Loose or defective parts

Additional Activities

Direction: In your activity notebook arrange the steps in lifting safety by

writing numbers 1-4 using your activity notebook.
1. Keep the weight close =____
2. Assess the Load=______
3. Keep your back straight=_____
4. Lift with your legs=______
References
file:///D:/LESSON/Module/k_to_12_crop_production_learning_modules.pdf

file:///C:/Users/Asus/Desktop/New%20Normal/Writer/agri-cropgrade10lm-150629030552-lva1-
app6892.pdf

https://ph.images.search.yahoo.com/yhs/search;_ylt=AwrwJUh71Ttf1iMA2hIGIYpQ;_ylu=X3oDMTBs
Z29xY3ZzBHNlYwNzZWFyY2gEc2xrA2J1dHRvbg--

https://ph.images.search.yahoo.com/yhs/search;_ylt=AwrwJUUk2DtfB00ATAAGIYpQ;_ylu=X3oDMT
BsZ29xY3ZzBHNlYwNzZWFyY2gEc2xrA2J1dHRvbg--
;_ylc=X1MDMTM1MTIyOTcwMgRfcgMyBGFjdG4DY

https://ph.images.search.yahoo.com/yhs/search;_ylt=AwrwJUUk2DtfB00ATAAGIYpQ;_ylu=X3oDMT
BsZ29xY3ZzBHNlYwNzZWFyY2gEc2xrA2J1dHRvbg--
;_ylc=X1MDMTM1MTIyOTcwMgRfcgMyBGFjdG4DY

https://www.google.com/search?q=ohs+in+carrying+load&tbm=isch&source=iu&ictx=1&fir=sHjtCn
NlpoKJlM%252CBr2h1yCSmmkckM%252C_&vet=1&usg=AI4_kRrtEil36W5ysx8ZkNMie4tJSuBlQ&sa=
X&ved=2ahUKEwjNw8ic
4qTrAhWMwpQKHdizCuIQ9QEwAHoECAoQBQ&biw=1517&bih=675#imgrc=sHjtCnNlpoKJlM

https://www.safeopedia.com/definition/439/occupational-health-and-safety-ohs
https://extension.psu.edu/pre-operational-checks-for-tractors
For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net