Common 1 LO3 PDF

ENHANCED COMPETENCY-BASED LEARNING MATERIALS
Sector: AGRI - FISHERY
Qualification: ORGANIC AGRICULTURE PRODUCTION NC II
Unit of Competency: APPLY SAFETY MEASURES IN FARM OPERATIONS
Module Title: APPLYING SAFETY MEASURES IN FARM OPERATIONS
Learning Outcomes 3: Safe keep / Dispose Tools

TABLE OF CONTENTS
TITLE PAGES
PLAN TRAINING SESSION . . . . . . 4

CHARACTERISTICS OF LEARNERS . . . . . 5
SELF- ASSESSMENT CHECK . . . . . . 8
COMPETENCY- BASED LEARNING MATERIALS . . 10
HOW TO USE THE COMPETENCY BASED
LEARNING MATERIALS . . . . . . . 11
PARTS OF THE COMPETENCY BASED . . . . . 12
LIST OF COMPETENCIES . . . . . . . 13
MODULE CONTENT . . . . . . . 14
LEARNING OUTCOME NO. 3 Safe keep/Dispose Tools,
Materials and Outfit . . . . . . . 15
LEARNING EXPERIENCE . . . . . . . 16
INFORMATION SHEET 1.3-1Procedure in Cleaning and
Storing Tools and Outfits . . . . . . . 17
SELF-CHECK 1.3-1 . . . . . . . 25
INFORMATION SHEET 1.3-2 Technique in Storing Materials
and Chemicals . . . . . . . . 27
SELF-CHECK 1.3-2 . . . . . . . . 38
INFORMATION SHEET 1.3-3. Government Requirement
Regarding Farm Waste Disposal . . . . . . 40
SELF-CHECK 1.3-3 . . . . . . . . 48
INFORMATION SHEET 1.3-4. Waste Management System . . 49
SELF-CHECK 1.3-4 . . . . . . . . 56
FACILITATE LEARNING SESSION . . . . . 58

EVIDENCE PLAN . . . . . . . . 59
TABLE OF SPECIFICATION . . . . . . 60
Date Developed: Document No.00

ORGANIC AGRICULTURE
PRODUCTION NC II Issued By
November, 2022
Applying Safety Measures Revision #00 Page 2 of

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ITEM ANALYSIS . . . . . . . . 61
WRITTEN EXAMINATION FOR ASSESSMENT . . . . 62
QUESTIONING TOOLS . . . . . . . 65
EXPECTED ANSWER FOR QUESTIONNING TOOL . . . 66
REFERENCES . . . . . . . . 69

ORGANIC AGRICULTURE
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Plan
Training
Session

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Name: _____________________________________ Date: __________________
Please answer the following instrument according to the characteristics

described below. Encircle the letter of your choice that best describes you as a
learner. Blank spaces are provided for some data that need your response.
Characteristics of Learners
Language, literacy and Average grade in: Average grade in Math:
numeracy English a. 95 and above
(LL & N) a. 95 and above b. 90 to 94
b. 90 to 94 c. 85 to 89
c. 85 to 89 d. 80 to 84
d. 80 to 84 e. 75 to 79
e. 75 to 79
Cultural and language Ethnicity/Culture:
background a. Ifugao
b. Igorot
c. Ibanag
d. Gadding
e. Muslim
f. Ibaloy
Others (please specify) _______________
Education and general Highest Educational Attainment

knowledge a. High School Level
b. High School Graduate
c. College Level
d. College Graduate
e. With Units in Master’s Degree
f. Masteral Graduate
g. With units in Doctoral Level
h. Doctoral Graduate
Sex a. Male
b. Female
Age Your age: ______________
Physical ability 1. Disabilities (if any) _____________________

2. Existing Health Conditions (Existing illness if
any)
a. None
b. Asthma
c. Heart disease
d. Anemia
e. Hypertension
f. Diabetes
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g. Others (please specify) _______________
Previous experience Horticultural/Agricultural Certificates

with the topic a. Farm Technician
b. Research Assistant
c. Farmer
d. Government Employee
Number of years as a competency trainer ___
Previous learning List down training programs and training

experiences
Training level completed Qualification and NC level
Characteristics of learners
Special Courses Other courses related to Horticulture
a. Agricultural Graduate
b. Degree in Agricultural Engineering
c. Degree in Animal Science
d. Degree in crop science
e. Degree in Horticulture
f. Degree in Agronomy
g. Degree in forestry
h. Degree in Aqua Fisheries
i. Others (please specify)________________

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Learning Styles a. Visual - The visual learner takes mental pictures of
information given, so in order for this kind of learner
to retain information, oral or written, presentations of
new information must contain diagrams and
drawings, preferably in color. The visual learner can't
concentrate with a lot of activity around him and will
focus better and learn faster in a quiet study
environment.
b. Kinesthetic - described as the students in the

classroom, who have problems sitting still and who
often bounce their legs while tapping their fingers on
the desks. They are often referred to as hyperactive
students with concentration issues.
c. Auditory- a learner who has the ability to remember

speeches and lectures in detail but has a hard time
with written text. Having to read long texts is
pointless and will not be retained by the auditory
learner unless it is read aloud.
d. Activist - Learns by having a go
e. Reflector - Learns most from activities where they can

watch, listen and then review what has happened.
f. Theorist - Learns most when ideas are linked to

existing theories and concepts.
g. Pragmatist - Learns most from learning activities that

are directly relevant to their situation.
Other needs a. Financially challenged

b. Working student
c. Solo parent
d. Others (please specify) ______________
__________________________
Printed Name and Signature

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SELF-ASSESSMENT CHECK
Name: _____________________________________ Date: _______________________

INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary data or
information which is essential in planning training sessions. Please
check the appropriate box of your answer to the questions below.
BASIC COMPETENCIES
CAN I…? YES NO
1. Participate in workplace communication
 Obtain and convey workplace information x
 Perform duties following workplace instructions x
 Complete relevant work-related documents x
2. Work in a team environment
 Describe team role and scope x
 Identify one’s role and responsibility within team x
 Work as a team member x
3. Solve/Address routine problems
 Identify routine problems x
 Look for solutions to routine problems x
 Recommend solutions to problems x
4. Develop career amd life decisions
 Manage one’ x
 Develop reflective practices x
 Boost self-confidence and develop self-regulations x
5. Contribute to workplace innovation
 Identify opportunities to do things better x
 Discuss and develop ideas with others x
 Integrate ideas for change in the workplace x
6. Present relevant information
 Gather data/information x
 Assess gathered data/information x
 Record the present information x
7. Practice occupational safety and health policies and procedures
 Identify OSH compliance requirements x
 Prepare OSH requirements for compliance x
 Perform tasks in accordance with relevant OSH policies and x
procedures

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BASIC COMPETENCIES
CAN I…? YES NO
8. Exercise efficient and effective sustainable practices in the workplace
 Identify the efficiency and effectiveness of resource utilization x
 Determine causes of inefficiency and/or ineffectiveness of x
resource utilization
 Convey inefficient and ineffective environmental practice x
9. Practice entrepreneurial skills in the workplace
 Apply entrepreneurial workplace best practices x
 Communicate entrepreneurial workplace best practices x
 Implement cost-effective operations x
COMMON COMPETENCIES
CAN I…? YES NO
1. Apply safety measures in farm operations
 Identify work tasks in line with farm operations x
 Apply appropriate safety measures while working in farm x
 Safe keep/dispose tools, materials and outfit x

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COMPETENCY
BASED
LEARNING
MATERIAL

ORGANIC AGRICULTURE
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Applying Safety Measures Revision #00 Page 10

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ELMA A. ACUZAR
HOW TO USE THIS COMPETENCY- BASED LEARNING
MATERIALS
Welcome!
The unit of competency, Apply Safety Measures in Farm Operations is

one of the competencies of ORGANIC AGRICULTURE PRODUCTION NCII, a
course which comprises the knowledge, skills and attitudes required for a TVET
trainer to possess. The module, Applying Safety Measures in Farm Operations,
contains training materials and activities related to identifying learner’s
requirements, preparing session plan, preparing basic instructional materials
and organizing learning and teaching activities for you to complete. 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-check. 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
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 Institutional Competency Evaluation.
When you feel confident that you have had 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 for this competency before moving to
another competency. A Certificate of Achievement will be awarded to you
after passing the evaluation.

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PARTS OF A COMPETENCY-BASED LEARNING MATERIAL
Performance Criteria Checklist
Operation/Task/Job Sheet
Self-Check Answer Key
Self-Check
References
Information Sheet
Learning Experiences
Learning Outcome Summary
Module Content
Module Content
List of Competencies
Module Content
Front Page
In our efforts to standardize

CBLM, the above parts are
recommended for use in
Competency Based Training
(CBT) in Technical Education
and Skills Development
Authority (TESDA) Technology
Institutions. The next sections
will show you the components
and features of each part.

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ORGANIC AGRICULTURE PRODUCTION NC II
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competency Module Title Code
Applying safety
Apply safety measures AGR321201
1. measures in farm
in farm operations
operations
Use farm tools and Using farm tools and AGR321202

2.
equipment equipment
Perform estimation and Performing estimation AGR321203

3. calculations and calculations
Develop and update Developing and update TRS311201

4. industry knowledge industry knowledge
Performing record AGR321205

5. Perform record keeping
keeping

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MODULE CONTENT
UNIT OF COMPETENCY : APPLY SAFETY MEASURES IN FARM

OPERATIONS
MODULE TITLE : APPLYING SAFETY MEASURES IN

FARM OPERATIONS
MODULE DESCRIPTOR:
This module covers the knowledge, skills and attitudes required to
perform safety measures effectively and efficiently.
NOMINAL DURATION: 20 hrs.
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
LO1. Determine areas of concern for safety measures
LO2. Apply appropriate safety measures while working in farm
LO3. Safe keep/dispose tools, materials and outfit
ASSESSMENT CRITERIA:
 Safety measures is applied based on work requirement and farm
procedures
 Tools and materials are utilized in accordance with specification and
procedures
 Outfit are worn in accordance with farm requirements
 Effectively, shelf life and or expiration of materials are checked against
manufacturers specifications
 Hazard in the workplace are identified and reported in line with farm
guidelines
 Sanitation and cleanliness program are implemented based on GAHP
requirements and PNS.
 Organic wastes for fertilizer production are collected according to PNS.
 Suitable small ruminants for harvest are selected based on PNS
guidelines and market demand.
 Production record is accomplished according to enterprise procedure
 Used tools and outfit are cleaned stored in line with farm procedure
 Unused materials are labeled and stored according to manufacturer’s
recommendation and farm requirements
 Waste materials are disposed according to manufacturers, government
and farm requirements

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LEARNING OUTCOME NO. 3
SAFE KEEP/DISPOSE TOOLS, MATERIALS AND OUTFIT
ASSESSMENT CRITERIA:
1. Used tools and outfit are cleaned after use and stored in designated
areas
2. Unused materials are properly labeled and stored according to
manufacturer’s recommendation and farm requirements
3. Waste materials are disposed according to manufacturers, government
CONTENTS:
1. Procedure in cleaning and storing tools and outfits

2. Technique in storing materials and chemicals
3. Government requirement regarding farm waste disposal
4. Waste management system
CONDITIONS:
The students/trainees must be provided with the following:
 Learning elements
 Service manual
 Organizational manuals
METHODOLOGIES:
 Buzz session
 Group discussion
 Role playing
ASSESSMENT METHODS:
 Written examination
 Interview

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Learning Experiences
Learning Outcome 3
SAFEKEEP / DISPOSE TOOLS, MATERIALS AND OUTFIT
Learning Activities Special Instructions
Read Information Sheet 1.3-1 on

Always remember the procedures in
procedure in cleaning and storing
cleaning and storing tools and outfits.
tools and outfits.
Answer self-check 1.3-1 on procedure

Try to answer the Self-check without
in cleaning and storing tools and
looking at the answer key
outfits.
Compare answer to answer sheet Double check your answer using

1.3-1 answer key 1.3-1

Identify techniques in storing
technique in storing materials and
materials and chemicals in the farm
chemicals
Answer self-check 1.3-2 on technique Try to answer the self-check without

in storing materials and chemicals looking at the answer key

Read Information Sheet 1.3-3 on Try to identify government

government requirement regarding requirements regarding farm waste
farm waste disposal disposal
Answer self-check 1.3-3 on

Try to answer the self-check without
government requirement regarding
farm waste disposal
Always remember the policies on
waste management system
waste management system
Answer self-check 1.3-4 on waste
Try to answer the self-check without
management system
Compare answer to answer sheet 1.3- Double check your answer using
4 answer key 1.3-4
Information Sheet 1.3-1

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PROCEDURE IN CLEANING AND STORING
TOOLS AND OUTFITS
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Enumerate procedures in proper cleaning and storing tools and

outfits.
2. Demonstrate proper procedures in cleaning and storing tools and

outfits.
How to Take Care of Your Tools
Good tools can be quite an investment, but if you take good care of
them, they'll return the favor. Keeping your tools properly stored, cleaned, and
maintained will save you time and money and make your DIY endeavors that
much more rewarding.
We're mostly talking about hand tools, power tools, and garden tools in
this article, but much of the same advice applies whether your tools of choice
are kitchen knives, crafting tools, or whatever else. Store them well, keep them
clean and well-maintained, and you won't be sorry.
 You have to work with the space you have.
Maybe you hang them on pegboards, maybe you store them in

boxes, bags, or chests, or maybe you keep them in drawers or on shelves
in your shop. Whatever works for you is best.
 Pegboards make a great storage system for tools.
They let you see all your tools at a glance and they can make use
of wall space in a pretty efficient way. If you don't have enough wall
space, though, you can still take advantage of pegboards by building a
hinged system, a rolling pegboard, or even a portable pegboard storage
system.

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 Build a Hinged Pegboard Storage System for Your Workshop
If one pegboard simply isn't enough to hang your tools, this flip board
system just might give you…
 Toolboxes also make for great tool storage, offering the primary
advantage of portability.
While some people opt to store all their tools in toolboxes, for
most, the toolbox is a way of carrying around your most-used tools while
leaving the bulk safely stored on pegboards, shelves, or drawers. No
matter what you're doing, though, you can build a well-equipped
 Rust is public enemy number one when it comes to tools.
To avoid rust when storing your tools:
 Keep your tools in a dry place. It seems obvious, but garages and
basements and other enclosed spaces can have humidity issues,
especially if they are not heated or air-conditioned. If you keep your
tools in a location like this, especially if you keep them out on shelves
or pegboards, consider investing in a dehumidifier to keep the
dampness down. They're not terribly expensive, especially compared
to your investment in your tools, and most let you set a humidity
level so the dehumidifier turns on only when it needs to.
 Hang your garden tools. Even if you keep your garden tools inside
the garage or your shed, hang them so that they don't rest on the
floor. Moisture can easily creep up from concrete floors.
 Store power tools in their original cases. Unless you have a
climate-controlled workshop, your best bet for storing power tools in
the hard plastic cases they usually come with. Not only are they
better-protected from humidity, they're just better-protected in
general.
 Use silica gel packs or rust collector. The silica gel packs that come
in lots of packaging are great at keeping moisture at bay. Toss them
in drawers or toolboxes and they can help keep rust away. You can
also buy rust inhibitors for the same purpose and even anti-rust
liners for drawers and shelves.

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 Clean Your Tools after Every Use
Cleaning your tools may be the last thing you want to do after a day of
work, but it's essential for keeping your tools in good shape. And it really only
takes a few seconds per tool unless you've got something really nasty on your
hands. It's well-worth the time spent doing a little cleaning to save the time
spent repairing a tool (or the money spent replacing it) later.
Cleaning your tools doesn't have to be difficult at all if you're prepared:
 Hand tools: You can clean most hand tools by simply wiping them
down with a rag. If they're dirty, don't be afraid to give them a good
wash with soap and water. Just dry them well afterward. Wipe
wooden handles with a rag dampened with a little linseed oil.
 Garden tools: You can clean garden tools in much the same way as
hand tools. Wash them if necessary, dry, and oil them up. For a
quick way to clean, some people like to keep a bucket of sand
mixed with a bit of oil. Just stab the tools into the bucket a few
times to clean and oil them at the same time. Some folks use motor
oil in their sand, but even the little bit of motor oil left on the tools
can harm your soil, so for garden tools, stick with linseed oil. You'll
also want to rub down wooden handles with a bit of linseed oil.
 Power tools: Power tools are a little trickier to clean. First, make sure
the tool is unplugged before you clean it. Next, you'll want to get all
the dust off. An air compressor can be really useful for that. Wipe
down the surface of the tool and then lubricate any moving parts.
Machine oil is a fine choice for this, but you should also check the
manual that came with the tool to see if they have better
recommendations.
 Inspect (and Repair) Your Tools Every Time You Use Them
We're going to assume you use your tools safely. You wear goggles
and gloves when you should and you follow the safety protocols
recommended for your power tools. But taking the time to inspect your
tools every time you use them is one of the most important things you
can do to ensure not only your safety while using them, but the longevity
of your tools as well.
Take the time to look for the following:
 Loose, cracked, or splintered handles. If a wooden handle is

damaged, it is prone to breaking during use, which can cause
injury to you or others. If a handle is not splintered too badly, you

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can probably sand it down just fine. Sand against the grain first if
the handle is really rough and then sand with the grain until it's
smooth enough you can run your hand along it without feeling any
chips or splinters. Finish off with a coating of linseed oil. However,
if the handle is cracked or heavily splintered, you'll need to replace
it.
 Mushroomed heads on tools like chisels and wedges. A
mushroomed head is exactly what it sounds like. A striking edge
that should be sharp has gotten malformed through use. If you use
a tool in this condition, the head can shatter on impact.
Fortunately, you can solve this problem by keeping your tools
sharpened. Sharpen them whenever you notice a problem, but also
plan to sharpen them every six months or so just as a habit.
 Corrosion and rust. Depending on the level of corrosion or rust,
the tool may be unsafe to use. Try removing the rust yourself or just
replacing the tool. Removing rust from tools is actually pretty easy if
the damage isn't too great.
 Cracked housing on power tools. If a power tool has anything
more than a simple hairline crack on the housing, don't use it.
Unless you have the expertise to repair it, you'll need to get it
repaired by a professional.
 Power tools that don't start easily. If your tool needs a couple of
tries to get going or a little "push" to get the blade spinning, don't
use it. Take the time to clean and lubricate it and if that doesn't
solve the problem, get it repaired. There are some fixes you can take
on yourself, such as replacing a belt on a sander or maybe fitting in
a new switch or power cord. But if you're not 100% sure you're up
to the repair, take it to a pro.
 Frayed insulation or exposed wires. Obviously, these are
electrical hazards. While some electrical tape might take care of a
small problem temporarily, it's best to have the tool repaired before
using it.
Taking care of your tools does require a bit of a commitment, but you
ask so much of them it seems a small price to pay. Especially when a well-
cared-for tool can reward you with so much DIY goodness.
How Tools and Equipment Should Be Cleaned and Maintained

A selection of quality tools can be quite a good investment and if you
take care of and store them properly, they will last a lifetime. Not only will
regularly maintaining and cleaning your tools keep them in good nick, but it
will also save you time and money.

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1. How to Clean Hand Tools
One of the easiest
ways to clean hand tools is
by simply giving them a
wipe down with a rag at the
end of a job. If they are
really dirty, don’t be afraid
to give them a good wash
with some soapy water to
clean away that grime. Just
be sure to dry them
thoroughly afterwards to
avoid rusting or corrosion.
An effective method
for maintaining the wooden handles on your hand tools is to wipe them
thoroughly with a rag that has been dampened in a little bit of linseed
oil. This will keep the handle clean and
sturdy for years to come.
2. How to Clean Garden Tools
Garden tools are easy to clean

because they are so durable. Due to
spending most of their time outside
(whatever the weather), garden tools can be
easily washed and dried after use. For a
quick clean, stab your garden tools into a bucket of sand mixed with
some oil. The sand will work to get off the dirt, while the oil will keep the
wooden handles in top condition.
Alternatively, you can use the same

method to clean your garden tools as you
do for your hand tools – soap and water. It
works a treat!
3. Cleaning Allows for Inspection

Regularly cleaning and maintaining
your tools and equipment gives you the
opportunity to carry out regular inspections
and ensure your tools are all functioning
properly and safely. If you notice they’re
not, you can make the necessary adjustments straight away.

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Cleaning and maintaining your tools after a busy day of work is
extremely important. The tips in this article should help you get all your
tools in order and help you maintain your tools and equipment.
How to Clean Power Tools
Cleaning and maintenance can get
a little tricky when it comes to power
tools. Before you start, one of the most
important things to ensure is that your
power tool is switched off and fully
unplugged before you commence
cleaning. Next, thoroughly wipe all the
dust off with an old cloth or a brush.
Then, using machine oil, lubricate any
moving parts to keep the tool well-
maintained and working properly. Wipe
down the surface with a clean cloth and
there you have it!
If you don’t feel confident cleaning your power tools on your own,
take them to a professional tool hire company and let them do the
maintenance for you. After all, with a professional doing the job, you
know it’s going to be top quality!
4. Keep your Toolbox Clean

While we’re on the subject of tool
cleaning and maintenance, it is important
to take care of your toolboxes and give
them a thorough clean out every once in a
while. All it takes is emptying the tools out
and giving the box a thorough wipe down.
And if you’ve got leather belts and bags, it
is important to maintain the leather by
conditioning it once in a while. For any
bags and belts that are not made of
leather, just pop them in the wash and
they should come out looking brand new.

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5. Clean Your Tools Consistently
Consistent cleaning of tools helps

maintain them properly, keeping them clean
and reducing the likelihood of complications
or malfunctions. In the construction industry
it is common for tools to be subjected to dirt
and harsh elements.
Proper Tool Maintenance

If you take care of your tools, they will return the favor. Proper care and
routine maintenance of your hand tools and power tools makes any home
improvement or repair project easier, safer and more successful. Proper tool
care also saves you money because the better they’re cared for, the longer
they’ll last.
 Hand Tools
Hand tools such as screwdrivers, wrenches, hammers, pliers, levels, and
wire cutters are examples of common household tools that are often left out
in places such as basements, garages and tool sheds. Tools are tough, but
they are not indestructible and exposure to the elements can take its toll.
Below are some tips on how to take care of your tools and store them
properly so that you get optimum use out of them.
Clean, Inspect and Care for Tools

Make it a habit to clean tools after each use before you return them
to storage. Wipe them down with a rag or old towel and be sure they are free
of dust, grease and debris before you put them into their proper places. This
is also an opportunity to look for any damage or defects. Check your tools'
handles for splinters, breaks and cracks. Also, make sure that metal parts
show no signs of corrosion or rust. Repair or replace any tools that show
signs of damage.
Cold chisels, log-splitting wedges and other striking tools can be very
dangerous if they are not maintained properly. Because these types of tools
are used for repeated striking, the surface of the metal head eventually
mushrooms out and spreads to form a lip or ridge around the edge. With
continued use, there is more spreading and the metal lip may continue to
thin, split or curl until it finally breaks. If the metal head separates from the
handle while in use, this could result in a dangerous projectile. To prevent
this hazard, just grind off the metal edges with a powered grinder on a
regular basis.
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Safety Alert!
 Don’t use tools that need repair or replacement. Broken tools can cause
injury.
 Don’t use tools inappropriately; you risk injury to yourself, others and
damage to the tools.
Safety Alert!
 You should wear heavy gloves when cleaning or removing rust
from tools that can cut.
 Wear safety goggles when using a wire brush to remove rust.
Smooth weathered, rough wooden handles with a medium-grit emery

cloth. Handles should be smooth enough to slide your hand along. If the
wood is very rough, first sand across the grain in a shoe-shine fashion.
Finish by sanding with the grain. Wipe a dry handle down with a heavy coat
of linseed oil to rejuvenate and protect the wood.
Bladed tools, such as shovels, pruners and other lawn and garden
tools should be sharpened once per season. Use files to sharpen digging
tools and to sharpen nicked or dull cutting tools. For digging tools, file the
working edge to a 45-degree bevel with a coarse file. Hone and maintain the
sharp edge of all cutting tools with a medium-grit sharpening stone. For
faster cutting, wet the stone with water or lubricate it with honing oil
depending on the type of stone you have.
 Power Tools
Power tools such as electric drills, saws, sanders and nailers need
routine maintenance just like your hand tools. Because of their
mechanical and electrical parts, power tools are more susceptible to
problems caused by poor maintenance, dust and debris accumulation and
general malfunction.

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November, 2022

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Self - Check 1.3-1
True or False: Write the word True if the statement is correct, otherwise write
False if it is not.
1. Proper care and routine maintenance of your hand tools and power tools
makes any home improvement or repair project easier, safer and more
successful.
2. Proper tool care also saves you money because the better they’re cared
for, the longer they’ll last
3. A selection of quality tools can be quite a good investment and if you
take care of and store them properly, they will last a lifetime
4. The silica gel packs that come in lots of packaging are great at keeping
moisture at bay.
5. Moisture can easily creep up from concrete floors.

6. One of the hardest ways to clean hand tools is by simply giving them a
wipe down with a rag before doing a job.
7. Hand tools such as screwdrivers, wrenches, hammers, pliers, levels, and

wire cutters are examples of common household tools that are often left
out in places such as basements, garages and tool sheds.
8. Power tools such as electric drills, saws, sanders and nailers need
routine maintenance just like your hand tools.
9. Use tools inappropriately; you risk injury to yourself, others and damage
to the tools.
10. Even if you keep your garden tools inside the garage or your shed, hang
them so that they don't rest on the floor.

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Answer Key 1.3-1
1. True
2. True
3. True
4. True
5. True
6. False
7. True
8. True
9. False
10. False

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TECHNIQUE IN STORING MATERIALS AND CHEMICALS
1. Identify the procedures on handling and storing chemicals.

2. Follow rules in storing materials and chemicals used in the farm.
3. Demonstrate proper technique in storing farm materials and
chemicals.
Handling and Storing Chemicals
Let’s face it: most laboratories use chemicals. Depending on the lab’s
focus—research synthesis, compound production, basic acid digestions, etc.—
the types and amounts of chemicals used can vary greatly. Unfortunately,
reports of accidents and incidents involving the use and storage of chemicals
are far too frequent. We must remain diligent in properly handling and storing
these hazardous materials, or problems will arise. So, in this column we
provide general safety rules of thumb for handling and storing chemicals in the
laboratory.
Before we get into the details, it is important to take stock of the many
federal, state, and local regulations that may include specific requirements for
handling and storing chemicals in labs and stockrooms. For example,
controlled substances and consumable alcohols are regulated by the Food and
Drug Administration and the Drug Enforcement Agency, radioactive substances
are regulated by the Nuclear Regulatory Commission, and hazardous wastes
are governed by the Environmental Protection Agency. These specific
requirements can range from simple locked storage cabinets and specific waste
containers to controlled access for regulated areas. If any of your labs are using
or generating potentially hazardous substances, determine which regulations
apply and the specific requirements they impose. State or local building and
fire codes are very common, and applicability is becoming more demanding
each year.
Another hurdle frequently encountered is the fact that labs evolve and
change over time. We need to focus awareness on our lab facilities and
implement a regular (annual) review process to ensure our overall laboratory
safety stays up to date.

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First—the right personal protective equipment (PPE)
The focus of this article is safe storage of chemicals. But before we start
rounding up bottles of chemicals and reorganizing our labs, we need to make
sure we have the proper PPE. At a minimum, this should include appropriate
chemical-resistant gloves and eye protection, closed-toe shoes (essential for
working in the laboratory), and lab coats and/or chemical aprons (used when
needed or when required by your laboratory safety policy).
Once we have collected our PPE, there are just a couple more things to
gather before we begin moving those chemical containers around. Survey your
surroundings, and take notice of any potential trip hazards and locations of
work stations where others are busy. Make sure exits, passageways, and
emergency equipment areas (i.e., eyewash and safety showers) are clear and
free of stored materials. Locate and have close at hand a full spill kit with
appropriate absorbent materials, neutralizing agents, cleanup utensils, and
waste containers. Finally, check that all chemical containers have complete
labels in good condition and that safety data sheets (SDS) are readily available.
Next—Safe transport
Here are our pointers for moving chemicals safely:
 Never move visibly degrading chemicals and containers. Report these to

your lab supervisor or principle investigator.
 Whenever transporting chemicals, place bottles in appropriate, leak-proof

secondary containers to protect against breakage and spillage. A good
example is using a special plastic tote for carrying four-liter glass bottles
of corrosives or solvents.
 When moving multiple, large, or heavy containers, use sturdy carts.

Ensure cart wheels are large enough to roll over uneven surfaces without
tipping or stopping suddenly. If carts are used for secondary containment
make sure the trays are liquid-tight and have sufficient lips on all four
sides.
 Do not transport chemicals during busy times such as break times or (for
those academic laboratories) lunch periods or class changes.
 Use freight elevators for moving hazardous chemicals whenever possible

to avoid potential incidents on crowded passenger elevators. Remember to
remove gloves when pushing elevator buttons or opening doors.
 Never leave chemicals unattended.

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Rules for chemical storage
Safely storing chemicals in a laboratory or stockroom requires diligence

and careful consideration. Correct use of containers and common lab
equipment is critical.
To store chemicals safely, DO the following;
 Label all chemical containers fully. We recommend including the owner’s

or user’s name along with the date received.
 Provide a specific storage space for each chemical, and ensure return
after each use.
 Store volatile toxics and odoriferous chemicals in ventilated cabinets.

Please check with your environmental health and safety personnel for
specific guidance.
 Store flammable liquids in approved flammable liquid storage cabinets.

Small amounts of flammable liquids may be stored in the open room.
Check with your local authority (e.g., fire marshal, EH&S personnel) for
allowable limits.
 Separate all chemicals, especially liquids, according to compatible groups.

Follow all precautions regarding storage of incompatible materials. Post a
chemical compatibility chart for reference, both in the lab and next to
chemical storage rooms.
 Use appropriate resistant secondary containers for corrosive materials.

This protects the cabinets and will catch any leaks or spills due to
breakage.
 Seal containers tightly to prevent the escape of vapors.
 Use designated refrigerators for storing chemicals. Label these

refrigerators CHEMICAL STORAGE ONLY—NO FOOD. Never store
flammable liquids in a refrigerator unless it is specifically designed and
approved for such storage. Use only explosion-proof (spark-free)
refrigerators for storing flammables.
And AVOID doing the following:
 Storing large, heavy containers or liquids on high shelves or in high

cabinets. Instead store these at shoulder level or below.

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 Storing bottles on the floor unless they are in some type of secondary
containment.
 Storing chemicals near heat sources or in direct sunlight.
 Storing chemicals in fume hoods. Excessive containers interfere with air

flow and hood performance. Only chemicals in actual use should be in
the hood.
 Storing anything on top of cabinets. Ensure at least 18 inches of

clearance around all sprinkler heads to avoid interference with the fire
suppression system.
 Using bench tops for storage. These work spaces should contain only
chemicals currently in use.
 Storing chemicals indefinitely. Humidity causes powders to cake or

harden. Liquid chemicals evaporate. We strongly recommend all
containers be dated when they arrive in the lab. Ensure all
manufacturers’ expiration dates are strictly followed. Pay special
attention to reactive or dangerous compounds. Dispose of all outdated,
hardened, evaporated, or degraded materials promptly.
Following these simple guidelines will get you well on the way to an
efficient, organized, and safely operating laboratory. Ignore them, or become
cavalier in their application, and you may be picking through ashes or rubble
one day. Spend a few minutes going through the lab with this list on a
regular basis, and you should avoid any major incidents with chemical
storage. As always, safety first.
Proper Chemical Storage
Stock containers of chemicals in the Fred Hutch labs must be organized

and stored in accordance with the plan outlined on the following pages.
The primary purpose of this plan is to control health or physical hazards posed
by chemical compounds during storage in the lab. Specifically, it is designed to:
1. Protect flammables from ignition;

2. Minimize the potential of exposure to poisons; and
3. Segregate incompatible compounds to prevent their accidental mixing.

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 A Designated Storage Place for Each Compound
Each stock chemical container should have a designated storage place,

and should be returned to that same location after each use. Storage locations
can be marked on containers.
Do not store stock supplies of chemicals on benchtops where they are

unprotected from ignition sources and are more easily knocked over. Only
chemicals in use or of low hazard levels (e.g., salts and buffers) are permitted
on benchtops.
 Do Not Store in Chemical Fume Hood
Do not keep stock supplies of chemicals or waste in chemical fume

hoods where they clutter space, interfere with the hood's airflow, and may
increase the risk of a fire in the laboratory.
 Seal All Chemical Containers
All chemical containers must be closed, including bottles used for waste
chemicals. Waste containers must remain sealed except when a worker is
actually filling the container with chemical waste.
 Alphabetical Only within Storage Groups
Do not store chemicals in alphabetical order except within a storage

group. Alphabetical arrangement of randomly collected chemicals often
increases the likelihood of dangerous reactions by bringing incompatible
materials into close proximity.
 Away from Sun and Heat
Storage areas should not be exposed to extremes of heat or sunlight.
 Do Not Store Chemicals Under the Sink
Do not store any chemicals except bleach and compatible cleaning

agents under the sink.
 Label Chemicals Properly
All containers within the lab must be labeled. Suspect and known
carcinogens must be labeled as such and segregated within trays to contain
leaks and spills.

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 Safeguard Against Theft
This plan does not require security measures (e.g., locked cabinets) to
prevent theft, but lab workers should make sure that lab doors are locked when
unattended.
 Liquid Chemicals
Storage of liquid chemicals is more hazardous than storage of solids and

is subject to numerous and varied storage requirements.
Chemical Storage Groups
Chemicals must be stored in the groups and corresponding facilities

described on the following pages.
In this plan, there are nine storage groups. Seven of these groups cover
storage of liquids based on the variety of hazards posed by these chemicals.
Specific instructions must be followed for metal hydrides (Group 8) and certain
individual compounds, but otherwise, all dry solids are in Group 9.
 How to Determine the Correct Storage Group for a Chemical
Chemical Index, gives the correct storage group as well as other

important information for each chemical listed. If a chemical in question is not
listed in the index, determine the correct storage group by the hazard
information on the container label, MSDS, or call EH&S.
Multi-Hazard Liquids
Many liquid chemicals pose hazards that correspond to more than one
storage group. In the following, liquid storage groups are shown in descending
order of hazard. The correct storage group for a multi-hazard chemical is the
group that represents the greatest storage hazard, or the group appearing
highest in the list.
 Ranking Chemical Storage Groups: From Most Hazardous to Least

Hazardous
 Group 1: Flammables
 Group 2: Volatile Poisons
 Group 3: Oxidizing Acids
 Group 4: Organic and Mineral Acids
 Group 5: Liquid Bases

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 Group 6: Liquid Oxidizers
 Group 7: Non-Volatile Poisons
 Group 8: Metal Hydrides
 Group 9: Dry Solids
Storage Group Definitions

Group 1: Flammable Liquids
Includes liquids with flashpoints < 100°F. Examples include all alcohols,
acetone, acetaldehyde, acetonitrile, amyl acetate, benzene, cyclohexane,
dimethyldichlorosilane, dioxane, ether, ethyl acetate, histoclad, hexane,
hydrazine, methyl butane, picolene, piperidine, propanol, pyridine, some
scintillation liquids, all silanes, tetrahydrofuran, toluene, triethylamine, and
xylene.
Primary Storage Concern: Protect flammable liquids from ignition.
Acceptable Storage Facilities/Methods:
 Store in a flammable cabinet, or

 Store in a flammable-storage refrigerator/freezer.
Compatible Storage Groups: Flammables may be with either Group 2: Volatile

Poisons, or Group 5: Liquid Bases, but not with both.
Group 2: Volatile Poisons
Includes poisons, toxics, and select and suspected carcinogens with

strong odor or an evaporation rate greater than 1 (butyl acetate = 1). Examples
include carbon tetrachloride, chloroform, dimethylformamide, dimethyl sulfate,
formamide, formaldehyde, halothane, mercaptoethanol, methylene chloride,
and phenol.
Primary Storage Concern: Prevent volatile poison inhalation exposures.
 Store in a flammable cabinet; or

 Store containers of less than one liter in a refrigerator.

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Compatible Storage Groups: Volatile poisons may be stored with flammables if
bases are not present.
Group 3: Oxidizing Acids
All oxidizing acids are highly reactive with most substances and each
other. Examples include nitric, sulfuric, perchloric, phosphoric, and chromic
acids.
Primary Storage Concern: Prevent contact and reaction between oxidizing acids
and other substances and prevent corrosive action on surfaces.
 Store in a safety cabinet.

 Each oxidizing acid must be double-contained (i.e., the primary
container must be kept inside a canister, tray or tub).
Compatible Storage Groups:
Oxidizing acids must be double-contained and should be segregated in

their own compartment in a safety cabinet. When quantities are small (e.g.,
1 or 2 bottles) they do not warrant a separate compartment. Small
quantities may be double-contained and stored with Group 4: Organic and
Mineral Acids. Store oxidizing acids on the bottom shelf, below Group 4.
Group 4: Organic and Mineral Acids
Organic and mineral acids. Examples include acetic, butyric, formic,

glacial acetic, hydrochloric, isobutyric, mercaptoproprionic, proprionic, and
trifluoroacetic acids.
Primary Storage Concern: Prevent contact and reaction with bases and
oxidizing acids and prevent corrosive action on surfaces.
 Store in a safety cabinet.
Compatible Storage Groups: Small amounts of double-contained

oxidizing acids can be stored in the same compartment with organic
acids if the oxidizing acids are stored on the bottom shelf.

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Exceptions: Acetic anhydride and trichloroacetic anhydride are corrosive.
These acids are very reactive with other acids and shouldnot be stored in
this group. It is better to store them with organic compounds in Group 7:
Non-Volatile Liquid Poisons.
Group 5: Liquid Bases
Liquid bases. Examples include sodium hydroxide, ammonium

hydroxide, calcium hydroxide, and gluteraldehyde.
Primary Storage Concern: Prevent contact and reaction with acids.
 In a safety cabinet; or
 In tubs or trays in normal cabinet.
Compatible Storage Groups: Liquid bases may be stored with

flammables in the flammable cabinet if volatile poisons are not stored
there.
Group 6: Liquid Oxidizers
Oxidizing liquids react with everything, potentially causing explosions or

corrosion of surfaces. Examples include ammonium persulfate and hydrogen
peroxide (if greater than or equal to 30%).
Primary Storage Concern: Isolate liquid oxidizers from other substances.
 Total quantities exceeding three liters must be kept in a cabinet housing

no other chemicals.
 Smaller quantities must be double-contained when stored near other
chemicals (e.g., in a refrigerator).
Compatible Storage Groups: There are no compatible storage groups for

liquid oxidizers; store liquid oxidizers separately from other chemicals.
Group 7: Non-Volatile Liquid Poisons
Includes highly toxic (LD50 oral rat < 50 mg/kg) and toxic chemicals
(LD50 oral rat < 500 mg/kg), select carcinogens, suspected carcinogens, and
mutagens. Examples include acrylamide solutions, Coomassie blue stain,
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diethylpyrocarbonate, diisopropyl fluorophosphate, uncured epoxy resins,
ethidium bromide, and triethanolamine.
Primary Storage Concern: Prevent contact and reaction between non-

volatile liquid poisons and other substances.
 Store in a cabinet or refrigerator (i.e., non-volatile liquid poisons must be

enclosed).
 Do not store on open shelves in the lab or cold room.
 Liquid poisons in containers larger than one liter must be stored below
bench level on shelves closest to the floor. Smaller containers of liquid
poison can be stored above bench level only if behind sliding (non-
swinging) doors.
Compatible Storage Group: Store non-volatile liquid poisons with non-

hazardous liquids (e.g., buffer solutions).
Exceptions: Anhydrides (e.g., acetic and trichloroacetic) are organic acids;

however, it is better to store them with this group, since they are highly
reactive with other acids.
Group 8: Metal Hydrides
Most metal hydrides react violently with water, some ignite

spontaneously in air (pyrophoric). Examples include sodium borohydride,
calcium hydride, and lithium aluminum hydride.
Primary Storage Concern: Prevent contact and reaction with liquids and,
in some cases, air.
 Store using secure, waterproof double-containment according to label

instructions.
 Isolate from other storage groups.
Compatible Storage Groups: If securely double-contained to prevent contact

with water or air, metal hydrides may be stored in the same area as Group
9: Dry Solids.

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Group 9: Dry Solids
Includes all powders, hazardous and non-hazardous. Examples include

benzidine, cyanogen bromide, ethylmaleimide, oxalic acid, potassium cyanide,
and sodium cyanide.
Primary Storage Concern: Prevent contact and potential reaction with liquids.
 Cabinets are recommended, but if not available, open shelves are

acceptable.
 Store above liquids.
 Warning labels on highly toxic powders should be inspected and
highlighted or amended to stand out against less toxic substances in this
group.
 It is recommended that the most hazardous substances in this group be
segregated.
 It is particularly important to keep liquid poisons below cyanide-
containing or sulfide-containing poisons (solids); a spill of aqueous liquid
onto cyanide-containing or sulfide-containing poisons would cause a
reaction that would release poisonous gas.
Compatible Storage Groups: Metal hydrides, if properly double-contained,

may be stored in the same area as dry solids.
Exceptions: Solid picric or picric sulfonic acid can be stored with this group,
but should be checked regularly for dryness. When completely dry, picric acid
is explosive and may detonate upon shock or friction. See EH&S'
detailed chemical safety information on picric acid, which includes updated,
detailed information on laboratory chemicals.

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Self - Check 1.3-2
True or False:
Write the word True if the statement is correct, otherwise write False if
it is wrong.
1. If carts are used for secondary containment make sure the trays are
liquid-tight and have sufficient lips on one side.
2. Storage of liquid chemicals is less hazardous than storage of solids

and is subject to numerous and varied storage requirements.
3. Do not transport chemicals during busy times such as break times or

(for those academic laboratories) lunch periods or class changes.
4. Most metal hydrides react violently with water, some ignite
spontaneously in air (pyrophoric).
5. Waste containers must remain sealed except when a worker is
actually filling the container with chemical waste.
6. Specific storage space for each chemical is not recommended.
7. The correct storage group for a multi-hazard chemical is the group

that represents the greatest storage hazard, or the group appearing
highest in the list.
8. Oxidizing liquids react with everything, potentially causing explosions

or corrosion of surfaces.
9. It is not recommended that the most hazardous substances in this

group be segregated.
10. Liquid poisons in containers larger than one liter must be stored
below bench level on shelves closest to the floor.

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Answer Key 1.1-1
1. True
2. False
3. True
4. True
5. True
6. False
7. True
8. True
9. False
10. True

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GOVERNMENT REQUIREMENT REGARDING
FARM WASTE DISPOSAL
1. Familiarize with the government requirements regarding farm waste

disposal.
2. Apply policies regarding proper waste disposal in the farm operations.
3. Demonstrate proper farm waste disposal based on government
requirement.
REPUBLIC ACT 9003 January 26, 2001
AN ACT PROVIDING FOR AN ECOLOGICAL SOLID WASTE

MANAGEMENT PROGRAM, CREATING THE NECESSARY INSTITUTIONAL
MECHANISMS AND INCENTIVES, DECLARING CERTAIN ACTS
PROHIBITED AND PROVIDING PENALTIES, APPROPRIATING FUNDS
THEREFOR, AND FOR OTHER PURPOSES
Be it enacted by the Senate and House of Representative of the Philippines in

Congress assembled:
CHAPTER I
BASIC POLICIES
Article 1
General Provisions
Section 1. Short Title - This Act shall be known as the "Ecological Solid Waste
Management Act of 2000."
Section 2. Declaration of Policies - It is hereby declared the policy of the State

to adopt a systematic, comprehensive and ecological solid waste management
program which shall:
(a) Ensure the protection of the public health and environment;

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(b) Utilize environmentally-sound methods that maximize the
utilization of valuable resources and encourage resource
conservation and recovery;
(c) Set guidelines and targets for solid waste avoidance and
volume reduction through source reduction and waste
minimization measures, including composting, recycling, re-use,
recovery, green charcoal process, and others, before collection,
treatment and disposal in appropriate and environmentally sound
solid waste management facilities in accordance with ecologically
sustainable development principles;
(d) Ensure the proper segregation, collection, transport, storage,

treatment and disposal of solid waste through the formulation and
adoption of the best environmental practice in ecological waste
management excluding incineration;
(e) Promote national research and development programs for

improved solid waste management and resource conservation
techniques, more effective institutional arrangement and
indigenous and improved methods of waste reduction, collection,
separation and recovery;
(f) Encourage greater private sector participation in solid waste

management;
(g) Retain primary enforcement and responsibility of solid waste

management with local government units while establishing a
cooperative effort among the national government, other local
government units, non- government organizations, and the private
sector;
(h) Encourage cooperation and self-regulation among waste

generators through the application of market-based instruments;
(i) Institutionalize public participation in the development and

implementation of national and local integrated, comprehensive,
and ecological waste management programs; and
(j) Strength the integration of ecological solid waste management

and resource conservation and recovery topics into the academic
curricula of formal and non-formal education in order to promote
environmental awareness and action among the citizenry.
Article 2
Definition of Terms
Section 3. Definition of Terms - For the purposes of this Act:

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(a) Agricultural waste shall refer to waste generated from planting
or harvesting of crops, trimming or pruning of plants and wastes
or run-off materials from farms or fields;
(b) Bulky wastes shall refer to waste materials which cannot be

appropriately placed in separate containers because of either its
bulky size, shape or other physical attributes. These include large
worn-out or broken household, commercial, and industrial items
such as furniture, lamps, bookcases, filing cabinets, and other
similar items;
(c) Bureau shall refer to the Environmental Management Bureau;
(d) Buy-back center shall refer to a recycling center that

purchases of otherwise accepts recyclable materials from the
public for the purpose of recycling such materials;
(e) Collection shall refer to the act of removing solid waste from
the source or from a communal storage point;
(f) Composting shall refer to the controlled decomposition of

organic matter by micro-organisms, mainly bacteria and fungi,
into a humus-like product;
(g) Consumer electronics shall refer to special waste that includes

worn-out, broken, and other discarded items such as radios,
stereos, and TV sets;
(h) Controlled dump shall refer to a disposal site at which solid

waste is deposited in accordance with the minimum prescribed
standards of site operation;
(i) Department shall refer to the Department of Environment and

Natural Resources;
(j) Disposal shall refer to the discharge, deposit, dumping, spilling,

leaking or placing of any solid waste into or in an land;
(k) Disposal site shall refer to a site where solid waste is finally
discharged and deposited;
(l) Ecological solid waste management shall refer to the systematic

administration of activities which provide for segregation at
source, segregated transportation, storage, transfer, processing,
treatment, and disposal of solid waste and all other waste
management activities which do not harm the environment;
(m) Environmentally acceptable shall refer to the quality of being

re-usable, biodegradable or compostable, recyclable and not toxic
or hazardous to the environment;
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(n) Generation shall refer to the act or process of producing solid
waste;
(o) Generator shall refer to a person, natural or juridical, who last

uses a material and makes it available for disposal or recycling;
(p) Hazardous waste shall refer to solid waste management or

combination of solid waste which because of its quantity,
concentration or physical, chemical or infectious characteristics
may:
(1) cause, or significantly contribute to an increase in

mortality or an increase in serious irreversible, or
incapacitating reversible, illness; or
(2) pose a substantial present or potential hazard to human

health or the environment when improperly treated, stored,
transported, or disposed of, or otherwise managed;
(q) Leachate shall refer to the liquid produced when waste

undergo decomposition, and when water percolate through solid
waste undergoing decomposition. It is contaminated liquid that
contains dissolved and suspended materials;
(r) Materials recovery facility - includes a solid waste transfer

station or sorting station, drop-off center, a composting facility,
and a recycling facility;
(s) Municipal waste shall refer to wastes produced from activities

within local government units which include a combination of
domestic, commercial, institutional and industrial wastes and
street litters;
(t) Open dump shall refer to a disposal area wherein the solid
wastes are indiscriminately thrown or disposed of without due
planning and consideration for environmental and Health
standards;
(u) Opportunity to recycle shall refer to the act of providing a place

for collecting source-separated recyclable material, located either
at a disposal site or at another location more convenient to the
population being served, and collection at least once a month of
source-separated recyclable material from collection service
customers and to providing a public education and promotion
program that gives notice to each person of the opportunity to
recycle and encourage source separation of recyclable material;
(v) Person(s) shall refer to any being, natural or judicial,

susceptible of rights and obligations, or of being the subject of
legal relations;
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(w) Post-consumer material shall refer only to those materials or
products generated by a business or consumer which have served
their intended end use, and which have been separated or
diverted from solid waste for the purpose of being collected,
processed and used as a raw material in the manufacturing of
recycled product, excluding materials and by-products generated
from, and by-products generated from, and commonly used within
an original manufacturing process, such as mill scrap;
(x) Receptacles shall refer to individual containers used for the

source separation and the collection of recyclable materials;
(y) Recovered material shall refer to material and by products that

have been recovered or diverted from solid waste for the purpose
of being collected, processed and used as a raw material in the
manufacture of a recycled product;
(z) Recyclable material shall refer to any waste material retrieved

from the waste stream and free from contamination that can still
be converted into suitable beneficial use or for other purposes,
including, but not limited to, newspaper, ferrous scrap metal,
non-ferrous scrap metal, used oil, corrugated cardboard,
aluminum, glass, office paper, tin cans and other materials as
may be determined by the Commission;
(aa) Recycled material shall refer to post-consumer material that

has been recycled and returned to the economy;
(bb) Recycling shall refer to the treating of used or waste materials

through a process of making them suitable for beneficial use and
for other purposes, and includes any process by which solid waste
materials are transformed into new products in such a manner
that the original product may lose their identity, and which may
be used as raw materials for the production of other goods or
services: Provided, That the collection, segregation and re-use of
previously used packaging material shall be deemed recycling
under this Act;
(cc) Resource conversation shall refer to the reduction of the

amount of solid waste that are generated or the reduction of
overall resource consumption, and utilization of recovered
resources;
(dd) Resources recovery shall refer to the collection, extraction or

recovery of recyclable materials from the waste stream for the
purpose of recycling, generating energy or producing a product
suitable for beneficial use: Provided, That such resource recovery
facilities exclude incineration;

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(ee) Re-use shall refer to the process of recovering materials
intended for the same or different purpose without the alteration
of physical and chemical characteristics;
(ff) Sanitary landfill shall refer to a waste disposal site designed,

constructed, operated and maintained in a manner that exerts
engineering control over significant potential environment impacts
arising from the development and operation of the facility;
(gg) Schedule of Compliance shall refer to an enforceable sequence

of actions or operations to be accomplished within a stipulated
time frame leading to compliance with a limitation, prohibition or
standard set forth in this Act or any rule of regulation issued
pursuant thereto;
(hh) Secretary landfill shall refer to the Secretary of the

Department of Environment and Natural Resources;
(ii) Segregation shall refer to a solid waste management practice of

separating different materials found in solid waste in order to
promote recycling and re-use of resources and to reduce the
volume of waste for collection and disposal;
(jj) Segregation at source shall refer to a solid waste management

practice of separating, at the point of origin, different materials
found in solid waste in order to promote recycling and re-use of
resources and to reduce the volume of waste for collection and
disposal;
(kk) Solid waste shall refer to all discarded household, commercial

waste, non-hazardous institutional and industrial waste, street
sweepings, construction debris, agricultural waste, and other non-
hazardous/non-toxic solid waste.
Unless specifically noted otherwise, the term "solid waste" as used

in this Act shall not include:
(1) Waste identified or listed as hazardous waste of a solid,

liquid, contained gaseous or semisolid form which may
cause or contribute to an increase in mortality or in serious
or incapacitating reversible illness, or acute/chronic effect
on the health of persons and other organisms;
(2) Infectious waste from hospitals such as equipment,

instruments, utensils, and fomites of a disposable nature
from patients who are suspected to have or have been
diagnosed as having communicable diseases and must
therefore be isolated as required by public health agencies,
laboratory wastes such as pathological specimens (i.e. all
tissues, specimens of blood elements, excreta, and
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secretions obtained from patients or laboratory animals)
and disposable fomites that may harbor or transmit
pathogenic organisms, and surgical operating room
pathologic materials from outpatient areas and emergency
rooms; and
(3) Waste resulting from mining activities, including

contaminated soil and debris.
(ll) Solid waste management shall refer to the discipline associated

with the control of generation, storage, collection, transfer and
transport, processing, and disposal of solid wastes in a manner
that is in accord with the best principles of public health,
economics, engineering, conservation, aesthetics, and other
environmental considerations, and that is also responsive to
public attitudes;
(mm) Solid waste management facility shall refer to any resource

recovery system or component thereof; any system, program, or
facility for resource conservation; any facility for the collection,
source separation, storage, transportation, transfer, processing,
treatment, or disposal of solid waste;
(nn) Source reduction shall refer to the reduction of solid waste

before it enters the solid waste stream by methods such as
product design, materials substitution, materials re-use and
packaging restrictions;
(oo) Source separation shall refer to the sorting of solid waste into
some or all of its component parts at the point of generation;
(pp) Special wastes shall refer to household hazardous wastes

such as paints, thinners, household batteries, lead-acid batteries,
spray canisters and the like. These include wastes from
residential and commercial sources that comprise of bulky
wastes, consumer electronics, white goods, yard wastes that are
collected separately, batteries, oil, and tires. These wastes are
usually handled separately from other residential and commercial
wastes;
(qq) Storage shall refer to the interim containment of solid wastes

after generation and prior to collection for ultimate recovery or
disposal;
(rr) Transfer stations shall refer to those facilities utilized to

receive solid wastes, temporarily store, separate, convert, or
otherwise process the materials in the solid wastes, or to transfer
the solid wastes directly from smaller to larger vehicles for
transport. This term does not include any of the following:

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(1) a facility whose principal function is to receive, store,
separate, convert or otherwise process in accordance with
national minimum standards, manure;
(2) a facility, whose principal function is to receive, store,

convert, or otherwise process wastes which have already
been separated for re-use and are intended for disposals,
and
(3) the operations premise of a duly licensed solid waste

handling operator who is receives, stores, transfers, or
otherwise processes wastes as an activity incidental to the
conduct of a refuse collection and disposal business.
(ss) Waste diversion shall refer to activities which reduce or

eliminate the amount of solid waste from waste disposal facilities;
(tt) White goods shall refer to large worn-out or broken household,

commercial, and industrial appliances such as stoves,
refrigerators, dishwashers, and clothes washers and dryers
collected separately. White goods ate usually dismantled for the
recovery of specific materials (e.g., copper, aluminum, etc.);
(uu) Yard waste shall refer to wood, small or chipped branches,

leaves, grass clippings, garden debris, vegetable residue that is
recognized as part of a plant or vegetable and other materials

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Self - Check 1.3-3
Essay
1. What is waste management system?
2. Why do we need to implement proper waste disposal?

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WASTE MANAGEMENT SYSTEM
1. Enumerate 5S.
2. Enumerate 3R’s.
3. Apply waste management system in the farm.
4. Demonstrate proper farm waste disposal.
The 5 S Housekeeping Systems
5S is the name of workplace organization methodology that uses as list

of five Japanese words which are seiri, seiton, seiso, seikitsu and shitsuke.
Translated into English, they all start with letter ―S‖. it is synonymous with
standard clean up. The list described how items are stored and how the new
order is maintained. The decision-making process usually comes from a
dialogue about standardization which builds a clear understanding among
employees of how work should be done.
Seire – (Sort)
 TIDNESS, ORGANIZATION
 Taking out and disposing of unnecessary items.
 Unneeded items are thrown away or disposed.
 Refers to the work area and keeping only essential items. Everything
else stored or discarded. The leads to fewer hazards and less clutter
to interfere with productive work.
 Thing that clutter the workplace that are not needed should be taken
out. They usually occupy space and restrict physical movement.
Further, this condition has a physical effect that usually clutters.
Seiton – (Systematize)
 ORDERLINESS
 Tools, equipment and materials must be systematically arranged for
easiest and most efficient access.
 Assign a place for everything. The most often used item should be
nearest and ergonomically situated. Meaning, there should be little
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effort required in accessing, using and returning the equipment, tools
and part even documents. There must be a place for everything, and
everything must be in place.
 Arrangement/organization of necessary items in good order for use.
 Items in the work place are arranged for ease of access and repeated
use.
Seiso – (Sweep)
 CLEANLINESS: Cleaning of the Workplace

 Cleaning even if things are NOT DIRTY. A regular cleaning schedule
prevent things from having change to get dirty.
 Indicates the need to keep the work place clean as well as neat.
Cleaning in Japanese companies is a daily activity. At the end of each
shift, the work area is cleaned up and everything restored to its place.
Seiketsu – (Standardize)
 STANDARDS: Maintaining the workplace in high standard

housekeeping.
 Allows for control and consistency. Basic housekeeping standard apply
everywhere in the facility. Everyone knows exactly what his or her
responsibilities are. Housekeeping duties is a part of regular work
routines.
 Prepare housekeeping checklist. Checklist should be very detailed and
stringent. Remember the thoroughness is a requirement of
EXCELLENCE.
 EVALUATE work station according to the housekeeping Standard
Checklist.
 IMPLEMENT a periodic clean-up schedule; and award and sanction
scheme.
Shitsuke – (Self-Discipline)
 SUSTAINING DISCIPLINE: Doing things spontaneously without having

to be told.
 Teach by doing.
 It is good discipline to leave the workplace cleaner than when it is
found.
 Refers to maintaining standards and the facility in safe and efficient
order day after day, year after year.

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Safety as defined may be the freedom from danger injury or damage.
According to Japan standards a new addition to the 5S is safety. Hence, it
become 5S + 1. Still part of the housekeeping system, safety becomes an
important task to be performed.
Safety Precaution
These are general safety precaution concerning people and facilities

although these may vary depending on the trade which they are in.
Concerning People
 When working wear appropriate clothing.

 Make sure that the safety hat is worn properly.
 Do not wear gloves when operating equipment except when any part
thereof is hot.
 Never remove safety devices or safety cover from equipment.
 Be careful of high voltages. Never touch switches with wet hands.
 When repairing power lines turn off the main power supply first.
 Should an accident occur, it should be reported immediately to
proper authority no matter how trivia.
Concerning Facilities
 Facilities must be adequately illuminated, clear, neat and dry.

 Keep the area organized so there are no obstacles lying around the
floor.
 The equipment and the floor area around the equipment must be free
from dust and any chipping.
 Workbenches must be strong and sturdy, and their surfaces treated
with non-skid materials.
Security Policies and Procedures
The word ―Security‖ in the general usage is synonymous with

―safety‖ but us technical term ―security‖ means something not only is secure
but that it has been secured.
Physical Property
Keep your premises physically secure.

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Education
Let everyone know what is expected of them.
Access Control
If you run a multi-user computer system, use the appropriate access
control software to keep unauthorized persons away from information held on
your computer systems.
Clear Desks
Establish a practice of clearing desk at the end of each day.
Destruction
If you have sensitive information which you would not want to fall into
the wrong hands, destroy any copies you don’t need.
The Three R’s of the Environment

Waste management is the collection, processing, recycling or disposal of
waste materials, usually ones by human activity, in an effort to reduce their
effect of human health or local aesthetics or amenity. A sub focus in recent
decades has been reduce the effect of waste materials on the environment and
to recover resources from them.
Waste management can involve solid, liquid or gaseous substances with
different method and fields of expertise for each.
Ecological Waste Management is the proper handling of the thing we
throw away in a manner that does not harm anyone or anything, be it human,
animal or the environment.
Waste hierarchy refers to the ―3Rs‖, reduce, reuse and recycle; which
classify waste management strategies according to their desirability in terms of
waste minimization. The waste hierarchy remains the cornerstones of the most
waste minimization strategies. The aim of waste hierarchy is to extract the
maximum amount of waste.
Presidential Decree (PD) 1152, ―The Philippine Environment Code‖,
which took effect in 1997, provides a basis for an integrated waste management
regulation starting from waste source to method municipal wastes (solid and
liquid), sanitary landfill and incineration, and disposal sites in the Philippines.

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SAMPLE WASTE SEGREGATED LIST
General Waste
Every area in our workplace generates waste. It is a part of every
worker’s responsibility to make the workplace not only clean but also sanitized
and free from any hazards. It is also the company’s task to develop a system to
identify the waste generated in the area and s=considers the ways of their
disposal. Hence, a waste segregation list must put together and implemented.
Following below is a simple Waste Segregation List of the Practical Work
Area/Computer Laboratory.
WASTE MANAGEMENT SEGREGATION LIST
Section/Area Practical Work / Computer Laboratory

Generated/Accumulated WASTE SEGREGATED METHOD
Waste Recycle Compost Dispose
Paper X X
Pens X
Diskettes X
Cables/Wires X
It’s time to learn the three R’s of the environment: reduce, reuse, recycle.
Then practice what you preach: don’t buy things you don’t need or items that
come in wasteful packaging or that cannot be recycled. Reuse and recycle
whatever you can.
Reduce
Reducing the amount of waste, you produce is the best way to help the
environment. There are lots of ways to do this. For example:
 Buy products that don’t have a lot of packaging. Some products are
wrapped in many layers of plastic and paperboard even though they
don’t need to be. You can also look for things that are packed in
materials that don’t require a lot energy or resources to produce. Some
products will put that information right on their labels.
 Instead of buying something you’re not going to use very often. See if you
can borrow it from someone you know.
 Cars use up energy and cause pollution. Some ways to reduce the
environmental damage caused by cars include carpooling with friends,
walking, taking the bus, or riding your bike instead of driving.
 Start a compost bin. Some people set aside a place in their yard where
they can dispose of certain food and plant materials. Over time, the
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materials will break down through a natural process called
decomposition. The compost is good for the soil in your yard and means
that less garbage will go to the landfill.
 You can reduce waste by using a computer. Many newspapers and
magazines are online now. Instead of buying the paper versions, you can
find then on the internet. Also remember that you should print out only
what you need. Everything you print that you don’t really need is a waste
of paper.
 Save energy by turning off lights that you are not using.
 Save water by turning off the faucet while you brush your teeth.
 Lots of families receive a large amount of advertisements and other junk
mail that they do not want. You can stop the mailings and reduce waste
by writing to the following address and requesting that they take your
name off of their distribution list.
Reuse
Instead of throwing things away, try to find ways to use them again. For
example:
 Bring cloth sacks to the store with you instead of taking home new paper
or plastic bags. You can use these sacks again and again. You’ll be
saving some trees.
 Plastic containers are reusable lunch bags are great ways to take your
lunch to school without creating waste.
 Coffee cans, shoe boxes, margarine containers, and other types of
containers people throw away can be used to store things or can become
fun arts and crafts projects. Use your imagination.
 Don’t throw out clothes, toys, furniture, and other things that you don’t
want anymore. Somebody else can probably use them. You can bring
them to a center that collects donations, give them to friends, or even
have a yard sale.
 Use all writing paper on both sides.
 Use paper grocery bags to make book coverts rather than buying new
ones.
 Use silverware and dishes instead of disposable plastic utensils and
plates.
 Store food in reusable plastic containers.

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Recycle
Many of the things we use every day, like proper bags, soda cans, and
milk cartons are made out of materials that can be recycled. Recycled items are
put through a process that makes it possible to create new products out of the
materials from the old ones.
In addition to recycling the things you buy, you can help the
environment by buying products that contains recycled materials. Many brands
of paper towels, garbage bags, greeting cards and toilet paper, to name a few
examples., will tell you on labels if they are made from recycled materials.
In some town you can leave your recyclables in bins outside your home
and a truck will come and collect them regularly. Other towns have recycling
centers where you can drop off the materials you’ve collected. Things like paper
and plastic grocery bags, and plastic and aluminum cans and bottles can often
important to remember to rinse out and sort your recyclables.

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Self - Check 1.3-4
Enumeration:
1-5 Enumerate the 5S in housekeeping.
6-8 Enumerate the 3Rs.

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Answer key 1.3-4
1. Seire – Sort
2. Seiton – Systemetize
3. Seiso -Sweep
4. Seiketsu – Standardize
5. Shitsuke – Self discipline
6. Reduce
7. Reuse
8. Recycle’

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Facilitate
Learning
Session

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Evidence Plan
Competency
Animal Production (Poultry – Chicken) NC II
standard:
Unit of
Applying Safety Measures in Farm Operations
competency:
Ways in which evidence will be collected:
The evidence must show that the trainee…
Third party Report

Demonstration &
Observation &
Questioning
Questioning
Portfolio
Written
*Used tools and outfit are cleaned stored in line   
with farm procedures.
Unused materials are labeled and stored

according to manufacturer’s recommendation   
*Waste materials are disposed according to

manufacturers, government and farm   
requirements
NOTE: *Critical aspects of competency

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TABLE OF SPECIFICATION
Objectives/
Percentage
Content Knowledge Comprehension Application
of test
area/Topics
Procedures in
cleaning and storing 10% 10% 5% 25%
tools and outfits
Technique in
storing materials 10% 10% 20%
and chemicals
Governemnt
requirement
15% 5% 20%
regarding farm
waste disposal
Waste Management 15% 10% 10% 35%

System
TOTAL 50% 35% 15% 20 Items

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ITEM ANALYSIS
Objectives/Content # of test
Knowledge Comprehension Application
area/Topics item
Procedures in
cleaning and storing 2 2 1 5
tools and outfits
Technique in storing
materials and 2 2 4
chemicals
Governemnt
requirement
3 1 4
regarding farm waste
disposal
Waste Management 3 2 2 7
System
TOTAL 10 7 3 20 Items

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Written Test
Name:___________________________ Date:_________________
Score:___________
Direction: Select and encircle the best answer.

Multiple Choice: Choose the letter of the correct answer.
1. The following are the safety procedures to avoid rust when storing your
tools; EXCEPT:
a. Keep your tools in a dry place
b. Keep your garden tools on the ground
c. Store power tools in their original cases
d. Use silica gel packs or rust collector
2. This kind of tools can be cleaned by simply wiping them down with a rag.
a. Hand tools
b. Garden tools
c. Power tools
d. Machine tools
3. Screwdrivers, wrenches, hammers, pliers, levels, and wire cutters are

examples of ___________.
a. Hand tools
b. Garden tools
c. Power tools
d. Machine tools
4. Electrical drills, saws, sanders and nailers are example of _______.

a. Hand tools
b. Garden tools
c. Power tools
d. Machine tools
5. How would you take good care of your tools?

a. Store them well
b. Keep then clean
c. Keep them well-maintained
d. All of the above
6. The following are the pointers for moving chemicals safely; EXCEPT:
a. Never move visibly degrading chemicals and containers.
b. Transport chemicals during busy times such as break times or
lunch periods or class changes.
c. Place bottles in appropriate, leak-proof secondary containers to
protect against breakage and spillage
d. When moving multiple, large, or heavy containers, use sturdy carts

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7. Which of the following is the rule for storing farm chemicals?
a. Label all chemical containers fully
b. Provide a specific storage space for each chemical, and ensure
return after each use
c. Store flammable liquids in approved flammable liquid storage
cabinets
d. All of the above
8. The primary purpose of planning physical hazards posed by chemical

compounds during storage in the lab is:
a. Protect flammable from ignition
b. Maximize the potential of exposure to poisons
c. Segregate compatible compounds
d. Maintain cleanliness
9. This includes poisons. Toxics and select and suspected carcinogens with
strong odor or an evaporation rate greater than 1.
a. Flammable liquids
b. Oxidizing acids
c. Volatile poisons
d. Metal hydrides
10. This refers to the discharge, deposit, dumping, spilling, leaking or placing
of any solid waste into or in a land.
a. Disposal
b. Garbage
c. Compost
d. Recycle
11. It refers to the systematic administration of activities which provide for

segregation at source, segregated transportation, storage, transfer,
processing, treatment, and disposal of solid waste and all other waste
management activities which do not harm the environment.
a. Waste disposal
b. Waste management
c. Ecological solid waste management
d. Solid waste management
12. Refers to solid waste management or combination of solid waste which

because of its quantity, concentration or physical, chemical or infectious
characteristics
a. Chemical waste
b. Hazardous waste
c. Infectious waste
d. Contaminated waste
13. The following are the institutional mechanism of National Solid Waste
Management Commission; EXCEPT:
a. Department of Environment and Natural Resources (DENR);
b. Department of the Interior and Local Government (DILG);
c. Department of Science and Technology (DOST);
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d. All of the above
14. Refers to the work area and keeping only essential items.
a. Seire
b. Seiton
c. Seiso
d. Seiketsu
15. It indicates the need to keep the work place clean as well as neat.
a. Seire
b. Seiton
c. Seiso
d. Seiketsu
16. Items in the work place are arranged for ease of access and repeated use.
a. Seire
b. Seiton
c. Seiso
d. Seiketsu
17. Defined as the freedom from danger, injury or damage.

a. Safety
b. Precaution
c. Protection
d. Security
18. A Presidential Decree entitled ―The Philippine Environment Code‖ which

took effect in 1997.
a. PD 1125
b. PD 1152
c. PD 1521
d. PD 2511
19. What would you do to reduce the amount of waste in your environment?
a. Buy products that don’t have a lot of packaging
b. Start a compost bin
c. Save energy by turning off lights that you are not using
d. All of the above
20. How would you use things instead of throwing them away?
a. Use all writing paper on both sides
b. Store food in reusable plastic containers
c. Use silverware and dishes instead of disposable plastic utensils and
plates
d. All of the above

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QUESTIONING TOOL
Questions to probe the candidate’s underpinning Satisfactory

knowledge response
Extension/Reflection Questions Yes No
1. What is Ecological Waste Management?  

2. What is Republic Act 9003?  
Safety Questions
3. What is the importance of proper tool maintenance?  

4. What are the safety precaution concerning people in  
the farm?
Contingency Questions
5. What would you do to prevent hazards in using hand  

tools?
6. what would you do to avoid rust in your tools?  
Job Role/Environment Questions  
7. Why is PPE important?  
8. How do you practice solid waste management?  
Rules and Regulations  
9. Why burning waste is not an acceptable practice of  
solid waste management?
10. How to store chemicals safely?  
The candidate’s underpinning  Satisfactory  Not
knowledge was: Satisfactory

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Expected Answer for Questioning Tool
Questions to probe the candidate’s underpinning Satisfactory

knowledge response
Extension/Reflection Questions Yes No
1. Ecological Waste Management is the proper handling of the

thing we throw away in a manner that does not harm
anyone or anything, be it human, animal or the  
environment.
2. REPUBLIC ACT 9003 January 26, 2001
An act providing for an ecological solid waste

management program, creating the necessary institutional  
mechanisms and incentives, declaring certain acts prohibited
and providing penalties, appropriating funds therefor, and for
other purposes.
Safety Questions
3. If you take care of your tools, they will return the favor.
 
Proper care and routine maintenance of your hand tools
and power tools makes any home improvement or repair
project easier, safer and more successful. Proper tool care
also saves you money because the better they’re cared for,
the longer they’ll last.
4. Safety Precaution Concerning People in the Farm

 
 When working wear appropriate clothing.
 Make sure that the safety hat is worn properly.
 Do not wear gloves when operating equipment except
when any part thereof is hot.
 Never remove safety devices or safety cover from
equipment.
 Be careful of high voltages. Never touch switches with
wet hands.
 When repairing power lines turn off the main power
supply first.
4.
 
 Should an accident occur, it should be reported
immediately to proper authority no matter how trivia.

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Contingency Questions
5.  
 Don’t use tools that need repair or replacement. Broken
tools can cause injury.
 Don’t use tools inappropriately; you risk injury to
yourself, others and damage to the tools.
6.  
 Keep your tools in a dry place
 Hang your garden tools
 Store power tools in their original cases
 Use silica gel packs or rust collector
Job Role/Environment Questions  
7. PPE is equipment that will protect workers against health  
or safety risks on the job. The purpose is to reduce
employee exposure to hazards when engineering and
administrative controls are not feasible or effective to
reduce these risks to acceptable levels.
8. Here are 5 waste management tips that may come handy:  

 Measure the waste
 Curb the amount of waste going to landfill
 Identify local collectors
 Understand waste and recycling collection contracts
 Invest in trach compactors
Rules and Regulations  
9. Burning waste is not an acceptable practice because if we  

look into environment or health prospective, burning waste
creates lots of pollution and it is harmful to both
environment and as well as organisms.

ORGANIC AGRICULTURE
November, 2022

Developed by:
ELMA A. ACUZAR
10. To store chemicals safely, DO the following;
 
 Label all chemical containers fully. We recommend
including the owner’s or user’s name along with the date
received.
 Provide a specific storage space for each chemical, and

ensure return after each use.
 Store volatile toxics and odoriferous chemicals in

ventilated cabinets.
 Store flammable liquids in approved flammable liquid

storage cabinets. Small amounts of flammable liquids
may be stored in the open room.
 Separate all chemicals, especially liquids, according to

compatible groups. Follow all precautions regarding
storage of incompatible materials. Post a chemical
compatibility chart for reference, both in the lab and
next to chemical storage rooms.
 Use appropriate resistant secondary containers for

corrosive materials. This protects the cabinets and will
catch any leaks or spills due to breakage.
 Seal containers tightly to prevent the escape of vapors.
 Use designated refrigerators for storing chemicals. Label

these refrigerators CHEMICAL STORAGE ONLY—NO
FOOD. Never store flammable liquids in a refrigerator
unless it is specifically designed and approved for such
storage. Use only explosion-proof (spark-free)
refrigerators for storing flammables.
The candidate’s underpinning  Satisfactory  Not

knowledge was: Satisfactory

ORGANIC AGRICULTURE
November, 2022

Developed by:
ELMA A. ACUZAR
BIBLIOGRAPHY
Beth Greenwood. Duties and Responsibilities of Farmers. Updated June 29,

2018.
Sustainable Agriculture Research and Education. 1122 Patapsco Building |

University of Maryland | College Park, MD 20742
10 Safety Tips to Remember About Farm Equipment and their Uses.rar MHTML
Document
Farm Safety – Risks and Hazards. Better Health Channel
Grants and Education to Advance Innovations in Sustainable Agriculture. 1122

Patapsco Building, University of Maryland, College Park, MD 20742
Clayton Browne. Roles of a Farmer
U.S. Bureau of Labor Statistics: Occupational Outlook Handbook – Farmers,

Ranchers, and Other Agricultural Managers
CarrerPlanner.com: Farmers and Ranchers
Myfuture: Farmer/Farm Manager

ORGANIC AGRICULTURE
November, 2022

Developed by:
ELMA A. ACUZAR

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ENHANCED COMPETENCY-BASED LEARNING MATERIALS

Sector: AGRI - FISHERY

Qualification: ORGANIC AGRICULTURE PRODUCTION NC II

Unit of Competency: APPLY SAFETY MEASURES IN FARM OPERATIONS

Module Title: APPLYING SAFETY MEASURES IN FARM OPERATIONS

Learning Outcomes 3: Safe keep / Dispose Tools

PLAN TRAINING SESSION . . . . . . 4

FACILITATE LEARNING SESSION . . . . . 58

Date Developed: Document No.00

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Date Developed: Document No.00

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Date Developed: Document No.00

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Please answer the following instrument according to the characteristics

Education and general Highest Educational Attainment

Age Your age: ______________

Physical ability 1. Disabilities (if any) _____________________

Applying Safety Measures Revision #00 Page 5 of

Previous experience Horticultural/Agricultural Certificates

Previous learning List down training programs and training

Training level completed Qualification and NC level

Date Developed: Document No.00

Applying Safety Measures Revision #00 Page 6 of

b. Kinesthetic - described as the students in the

c. Auditory- a learner who has the ability to remember

d. Activist - Learns by having a go

e. Reflector - Learns most from activities where they can

f. Theorist - Learns most when ideas are linked to

g. Pragmatist - Learns most from learning activities that

Other needs a. Financially challenged

Date Developed: Document No.00

Applying Safety Measures Revision #00 Page 7 of

Name: _____________________________________ Date: _______________________

Date Developed: Document No.00

Applying Safety Measures Revision #00 Page 8 of

Date Developed: Document No.00

Applying Safety Measures Revision #00 Page 9 of

Date Developed: Document No.00

Applying Safety Measures Revision #00 Page 10

The unit of competency, Apply Safety Measures in Farm Operations is

 Read information sheets and complete the self-check. Suggested references

Date Developed: Document No.00

Applying Safety Measures Revision #00 Page 11

Performance Criteria Checklist

Learning Outcome Summary

In our efforts to standardize

Date Developed: Document No.00

Applying Safety Measures Revision #00 Page 12

No. Unit of Competency Module Title Code

Use farm tools and Using farm tools and AGR321202

Perform estimation and Performing estimation AGR321203

Develop and update Developing and update TRS311201

Performing record AGR321205

Date Developed: Document No.00

Applying Safety Measures Revision #00 Page 13

UNIT OF COMPETENCY : APPLY SAFETY MEASURES IN FARM

MODULE TITLE : APPLYING SAFETY MEASURES IN

NOMINAL DURATION: 20 hrs.

Date Developed: Document No.00

Applying Safety Measures Revision #00 Page 14

1. Procedure in cleaning and storing tools and outfits

Date Developed: Document No.00

Name: _______________ Date: _