LESSON 1

Apply Appropriate Safety Measures in Farm

Operations

LEARNING OBJECTIVES:
At the end of this lesson, learners are
expected to do the following:

LESSON I:
1. Apply measures while working in farm;
2. Keep/dispose tools, materials, and outfit.

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 Applying Safety Measures in Farm Operations
Safety in the workplace is a primary concern in order to work smoothly and
productively.
In farm, there are dangers that need to be addressed. Farmers must regard their
safety while they are at work. They ought to remember that they are dealing with
chemicals, sharp-up edged tools, electricity and machineries. Therefore, safety nets
must be drawn and implemented.
Agricultural crop production involves activities undertaken in various areas. Farm
workers are exposed to a lot of risks. To avoid accidents, then, these hazards should be
a prime concern in the workplace.

WHAT’S IN

Types of Hazards

The following are common hazards farmers are exposed to in their work:

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

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LEARNING OBJECTIVE 1:

Safety Measures While Working in the Farm

PERFORMANCE STANDARDS

 Safety measures based on work requirement and farm procedures

are applied;
 Check self-life and or expiration of materials and supplies against
manufacturer’s and specification;
 Identify risks and hazards in the place and repost in accordance
with farm guidelines.

Materials/Resources

 Bolo  Crow bar

 Pick-mattock  Grab-hoe
 Spade  Shovel
 Rake  Spading fork
 Light Hoe  Hand trowel
 Hand cultivator  Hand fork
 Pruning shears  Axe
 Knife  Sprinklers
 Water pails  Sprayers
 Wheel barrow  Sickle
 Plow  Harrow
 Rotavator

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 WHAT I KNOW

Let us determine how much you already know about use of farm
tools and equipment. Take this test.

Pretest LO 1

Read the questions carefully and select the best answer by encircling only the
letter of your choice.

1. This includes electricity, machinery, equipment, pressure vessels, dangerous goods,

fork lifts, and hoists.
A. Physical Hazards
B. Mechanical Hazards
C. Chemical Hazards
D. Biological Hazards

2. This includes bacteria, viruses, molds, mildew, insects, vermin, and animals.
A. Biological Hazards
B. Psychological Environment Hazards
C. Chemical Hazards
D. Physical Hazards

3. This includes chemical substances that could lead to fire explosion like pesticide,
herbicides, cleaning agents from a number of processes such as welding.
A. Mechanical Hazards
B. Biological Hazards
C. Chemical Hazards
D. Psychological Environment Hazards

4. This includes working place stressors arising from a variety of sources.

A. Biological Hazards
B. Chemical Hazards
C. Physical Hazards
D. Psychological Environment Hazards

5. This includes floors, stairs, work platforms, steps, ladder, fire, falling debris, excessive
loud, poor lighting, heat and cold and others.
A. Biological Hazards
B. Chemical Hazards
C. Mechanical Hazards
D. Physical Hazards

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 WHAT DO YOU NEED TO KNOW

Read the Information Sheet 1.1 very well then find out how much
you can remember and how much you have learned by doing the
Self-check 1.1.

Information Sheet 1.1

FARM EMERGENCY PROCEDURES

Farm Emergency Procedures

Safety precaution is needed to avoid accidents. Here are some ways to practice
safety in the working environment.
1. Determine the potential emergencies like fire, flood, typhoon, machinery,
entrapment, electrical shock, snake or spider bite, chemical exposure, injuries,
illnesses, and accidents.
2. Prepare emergency facilities in the farm such as deluge showers, eye washes,
firefighting equipment, and first aid kit.
3. Make available correct equipment to contain and manage spills of any chemical or
other dangerous materials.
4. Minimize the risk of personal injury or property damage through the strict
implementation of emergency procedures.
5. Follow emergency response procedures.
6. Identify the location of fire alarms, fire extinguishers, and first aid kits; know how
and where to contact emergency services; and indicate where to safely assemble
in the event of an emergency.

Risk Factors

There are factors that may increase the risk of injury or illness for farm workers.
These are:
1. Age. Injury rates are highest among children age 15 and below, and adults over
65.
2. Equipment and machinery. Most farm accidents and fatalities involve machinery.
What can help prevent such mishaps is proper machine guarding and
maintenance.

Chemicals and Hazardous TooIs and Equipment in the Farm

Various chemicals and tools are used in the farm. These may be harmful if not
used with care. The following are some chemicals and tools that may be hazardous
when working in the farm.

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 1. Spraying Chemicals. These chemicals are used to fertilize and control pests such
as insects, weeds, mollusks, etc. Most of these chemicals are applied by spraying.

Examples of Chemical Hazards:

 Spraying in a strong wind, and the spray drifting over a dam or farm house
 Washing spray equipment and the water running into open drains,
collecting in puddles, or running into stockyards or dams
 Containers or chemicals lying around; empty containers lying in a heap

Some ways to reduce risk of chemical hazards:

 Use personal protection equipment (PPE) such as respirators, waterproof
clothes, rubber gloves, and waterproof footwear.
 Store chemicals safely.
 Spray chemicals on days with no high wind.
 Know first aid procedures.
 Keep a list of all hazardous substances used in the farm.
 Purchase of a chemical substance only if needed.
 Eliminate a hazardous substance or replace it with a less dangerous one.
 Keep records of farm chemicals.

2. Land Preparation Using Tractor. Accidents like the ones indicated below can
happen:
Victims fall off or are thrown from the tractor.
Victims are run over by either the tractor or an implement being towed, or
both.
The tractor makes an overturn.

 Safety reminders in using tractors:

 Tractors are not passenger, vehicles.
 Seat belts must be worn when driving tractors.
 ROPS will protect the operator from serious injuries.
 There should be no sudden stops.
 Care should be observed in driving over holes, stumps and debris, or a
sharp turn.
 Never allow riders on tractor.
 Discuss with family members and farm workers the risks of riding a tractor.
 Post NO RIDERS on all tractors as a reminder to all regarding the policy.
 Provide vehicles other than tractors when transportation is needed at
worksites or in fields.

Personal Protective Equipment (PPE)

Farm workers and ranchers can benefit much from personal protective
equipment (PPE). They are protected from potential hazards while they are at work.
They are spared from farm work-related injuries and illnesses, for they are properly
geared and braced. These are as follows:
1. Hard hats for head protection
2. Safety eyewear such as glasses, goggles, face-shields
3. Acoustic earmuffs or plugs for the ears

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 4. Correct respiratory equipment: air pacts, dust mask, cartridge respirators,
gas masks for the lungs
5. Gloves for the hands

Cleaning and Storing Tools Materials and Equipment

There are proper ways of cleaning and storing farm tools, materials and
equipment. These are means of preventing accidents as well as of reusing these
implements anytime without any problem or hitch.
Additionally, every farm worker must take to heart these tasks of cleaning and
storing. Their safety and that of others involved in the farm operations are assured.

Standard Cleaning Procedures

1. Every farm worker must be properly trained on and apply the cleaning procedures.
2. A cleaning program and schedule should be developed according to recommended
frequency and monitored to ensure their effectiveness.
3. Cleaning must not happen while fresh vegetables are being harvested, packed,
handled, and stored.
4. Water used for cleaning must be safe.
5. Cleaning should take place in a designated area away from field and the storage of
agricultural inputs and fresh vegetables.
6. The instruction use of products like cleaning and disinfection chemicals must be
known to all farm workers.
7. Precautionary statements and mixing instructions must be strictly adhered to.
8. Tools, materials, equipment, containers, tools, and fresh vegetables must be
secured and protected.

Cleaning Reusable Containers

1. Plant debris, soil, and residue of any kind must be removed using a brush or an
appropriate tool when necessary.
2. Containers should be inspected for physical damage that might cause injury,
spoilage, or contamination of fresh vegetables. If found, these should be repaired.
3. Containers should be checked for missed plant debris, soil, and residue. If found,
these should be recleaned.
4. Label instructions for mixing cleaning and/or disinfection chemicals must be
considered strictly.
5. Containers must be rinsed with clean water.
6. Rapid drying under the full sun must be done to containers.
7. Avoid contamination by storing reusable containers properly.

Cleaning Equipment, Tools, and Garbage Cans

1. Plant debris, soil, and residue of any kind must be removed by using a brush or
another appropriate tool when necessary.
2. Equipment must be inspected for physical damage causing injury, spoilages and
contamination of fresh vegetables, If 'found, these should be repaired.
3. Equipment, tools, and garbage cans must be checked for any missed plant debris,
soil, and residue. If found, these should be recleaned.
4. Label instructions for mixing disinfection chemicals should be followed strictly.

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 5. Cleaning materials such as detergent and/or disinfection chemicals should be
applied as required and made certain that no spots are missed.
6. Safe water should be used for rinsing or a clean wet towel may be used for
equipment parts that cannot be rinsed with water.
7. Small equipment and tools should not touch the floor after the cleaning procedures.
8. Rapid drying in the full sun must be done to the equipment.
9. Tools and equipment should be stored properly to avoid contamination.

Cleaning Areas for Handling and Storing Fresh Produce

1. Electrical equipment must be unplugged and if possible, plastic electrical motors,
electrical boxes, connections, light fixtures, etc. must be covered. There should be
no use of packaging material,
2. Trash and any accumulated plant debris should be off the floor.
3. The entire ceiling infrastructure and light fixtures must be rinsed using low pressure
water to remove dust and soil build up. Walls, windows, and floors must be rinsed
from the downward.
4. Areas should be scrubbed with brush and cleaning materials such as detergent.
There should be no missed spots.
5. Label instructions for mixing, cleaning and/or disinfection chemicals must be strictly
followed.

Cleaning Hygienic Facilities

1. Trash should be picked up and put in the trash can.
2. Toilets, sinks, and any other fixtures should be cleaned using the proper detergent.
3. The entire floor surface should be rinsed using low pressure water to remove and
soil build up.
4. Label instructions for mixing, cleaning and/or disinfection chemicals must be strictly
followed.
5. Cleaning materials or disinfection chemicals must be applied as required to the
entire floor surface area. No spots should be missed.
6. Floor and drains must be rinsed.
7. Excess water should be removed and drying out at room temperature should be
done.
8. Hygienic facilities should have enough toilet paper, soap, and disposable towel.

WHAT’S MORE

Technique in Storing Chemicals

Safe management of chemicals involves the following:

A. Correct labeling and packaging

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  Signal words such as CAUTION, POISON, and DANGEROUS POISON alert
users to the possibility of poisoning if the substance is swallowed, inhaled, or
absorbed through the skin.
 The Dangerous Goods (ADF) diamond refers to an immediate risk health or
safety like flammable liquids.
 Risk phrases describe the type of health effects like irritating the skin, and
safety phrases state precautions for safe handling, storage, spills, disposal,
and fire like keep away from combustible material.

B. Provision of material safety data sheets (MSDS)

 The MSDS provides relevant advice about the product, its health effects, safe
use and handling, storage, disposal, first aid, and emergency operation. This
is obtained by farmers from their supplies. It should be accessible to
emergency service personnel and any employee exposed to hazardous
substances.

C. Safe transport, storage, use, and disposal of substances

 Safe storage of farm chemicals is necessary to protect them from the
elements, restrict access, prevent contamination of the environment, food, or
livestock. Never store substances labeled yellow diamond with a red
diamond.
 Small quantities can be transported on vehicle provided that the container is
properly secured and safe from spillage.
 Empty farm chemical containers and dispose of unwanted chemicals
properly. Wash the containers out three times and use the rinse water to
dilute further batches of the chemical to working strength.

Waste Management System

Waste management is a specific technique, strategy, or device used to treat

waste materials. It includes the collection, transportation, recycling, disposal, or
processing of waste. It attempts to curb waste for reasons such as public health threat,
environmental concerns, or the general appearance of a location.
Waste management systems vary according to social, cultural, and technological
norms.

1. Landfills. These attempt to bury waste underground or separate waste within the
confines of an enclosed area.
2. Incineration. This burns waste material using high temperatures. Also, it can be
used to convert the combusted waste into usable energy sources.
3. Recycling. There are specifically marked bins intended for disposal of recyclable
materials.
4. Reducing wastes. This is preventive and looks to control the production of waste.
5. Introduction into the public consciousness of ecologically beneficial behaviors. This
is to produce a greener world.

Environmental Laws

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 The following are some environmental laws to ensure proper waste management
and protecting the environment.

 Presidential Decree (PD) 1152 (The Philippine Environmental Code). It provides

a basis for an integrated waste management regulation from waste source to
methods of disposal.
 Republic Act(RA) 6969 (The Toxic Substances, Hazardous and Nuclear Wastes
Control Act). It is a law designed to respond to increasing problems associated
with toxic chemicals and hazardous and nuclear wastes.

Others are; PD 984 (Pollution Control Law), PD 1586 (Environmental Impact

Assessment System Law), RA 8749 (Clean Air Act), and RA 9003 (Ecological Solid
Waste Management).

HOW MUCH HAVE YOU LEARNED

Self-Check 1.1

Let’s Analyze

Directions: Discuss the following.

1. What specific safety measures must be strictly implemented in the farm
regarding tools, materials, and equipment?
_____________________________________________________________

_____________________________________________________________

2. In what varied and creative ways can these safety measures be known at
all?

_____________________________________________________________

_____________________________________________________________

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3. How are hazards risks be managed or handled by farm workers and
ranchers?
_____________________________________________________________

_____________________________________________________________

4. Why is personal protective equipment vital in farm operations?

_____________________________________________________________

_____________________________________________________________

5. How does the waste management system work? What laws govern this
system?
_____________________________________________________________

_____________________________________________________________

6. What are some cleaning and storing techniques that need to be done for
the farm operations?

_____________________________________________________________

_____________________________________________________________

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 WHAT CAN I DO

Show that you learned something by doing this activity.

Operation Sheet 1.1

Let’s Perform

Group Work: three to six members per group

Choose any one of the following:
1. Discuss as a group the hazards in the farm, Then, do a creative reporting based on
your discussion.
2. Show and tell: Make a demonstration of the proper wearing of PPE.
3. Poster making: Brainstorm as a group on the proper disposal of waste materials.
Then, create a poster in this light. Present this to the class.
4. Slogan making: Create a slogan on the proper use of tools and equipment in the
farms.

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 How Well Did You Perform?

Find out by accomplishing the Scoring Rubrics honestly and

sincerely. Remember it is your learning at stake!

RUBRICS
CREATIVE REPORTING

Beginning Approximately Proficient Advanced

Developing
Indicators (74% & Proficient (80- (85%- (90% &
(75%-79%)
below) 84%) 89%) above)
1. The team
works as
one.
2. The report is
informative
and
substantial.
3. The report is
informative
and
substantial.
Total

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 POSTER/SLOGAN MAKING

Beginning Approximately Proficient Advanced

Developing
Indicators (74% & Proficient (80- (85%- (90% &
(75%-79%)
below) 84%) 89%) above)
1. The output is
pleasing to
the eye.
2. The
poster/sloga
n is clear and
informative.
3. The group is
well-
organized.

Total

Let’s Reflect

 Hazards and risks in the farm are real. Awareness is an initial step toward their
prevention and control.

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 LEARNING OBJECTIVE 2:

Safety Keep/Dispose Tools, Materials and

Outfit (Perform Preventive Maintenance)

PERFORMANCE STANDARDS

 Tools and equipment are cleaned immediately;

 Routine check-up and maintenance are performed;
 Farm tools and equipment are regularly sharpened and oiled from time
to time.

WHAT I KNOW

Let us determine how much you already know about farm

equipment. Take this test.

Pretest LO 2

Answer the following:

TRUE OR FALSE: Read and analyze each statement below. Write TRUE if the
statement is correct; FALSE if the statement is incorrect on the space provided for.
__________ 1. It is not advisable to use the stone in a stabilized way.
__________ 2. TooIs that are worn out should be separated and be fixed immediately to
avoid accident.
__________ 3. When sharpening, try to maintain the original factory bevel or angle.
__________ 4. Always push the file across the blade in a motion away from your body.
__________ 5. Clean accumulated rust and dirt off all metal surfaces with paint.
__________ 6. Move the file diagonally, so that its cutting teeth are biting into the metal
on the tool.
__________ 7. Use medium-grit sandpaper to remove rust on larger tools such as
shovels, spades, and hoes.

15
__________ 8. When sharpening with a file, use oil.
__________ 9. Oil helps tool to work as intended and will also prevent the formation of
rust.
__________10. For pruners, use a whetstone because it produces a very sharp cutting
edge. DO YOU NEED TO KNOW
WHAT

Read the Information Sheet 2.1 very well then find out how much
you can remember and how much you have learned by doing the
Self-check 2.1.

Information Sheet 2.1

PRE-OPERATIVE CHECK UP OF FARM TOOLS AND EQUIPMENT

Imagine that the long, hot summer vacation has finally come to an end and it's
the beginning of the school year and you are ready to start working your vegetable
gardens. But before that let us check first our tools, implements and equipment you are
going to use.
Garbed with your working clothes and personal protective equipment (PPE),
Proceed to the shop to retrieve your tools so that you can start clearing away the last
remnants of summer and begin breaking the soil for a new year. Imagine your frustration
as you start pulling out all of your tools to see that they are covered with rust and dirt that
has hardened and crusty globs of oil that have collected dust last vacation. It seems that
you are going to spend more time cleaning and repairing tools on this nice day than you
will actually use them.

How to Clean Your Tools and Equipment:

Let's start with the basics. Your shovel, spade, hoe, or even the blades on a
hedge trimmer will be a lot easier to use if you take a few minutes to knock some of the
rust off the blade. Not only will this extend the life of the tool, but also it will cut through
the soil better, and thus require less effort to use, if it has a nice sharp blade. It is a good
idea to keep a large whetstone in your shop. A whetstone is an ideal tool to use to keep
all of the cutting edges of your garden tools honed. It will work well on your shovel, as
well as many other common garden tools.

The best way to use the stone is to find a way to stabilize

the tool that you want to work on. A bench vise is ideal. You will
be able to clamp the tool into place at an angle, so you can work
on it. Clamping the garden tool into place with a vise frees up both
of your hands to use the whetstone and gives you more control
over what
you are doing.

16
 Apply a little bit of lubricating oil to the end of the tool and
carefully begin to work the stone over the blade. Maintain a 30-
degree angle between the stone and the blade to form the ideal
cutting edge for your tool. Not only will the edge become sharper,
but you will also be removing any pitting and rust that has formed
at the edge of your tool's blade.

In instances where the moving parts of your garden tools

(such as with of any new pruners, shears, and loopers) have
frozen in place, like springs and pivot joints, you should
disassemble them first carefully break free any rust or dirt that
may keep the tool from functioning properly. Clean accumulated
rust and dirt off all metal surfaces with a wire brush. Remove
stubborn rust from small tools with fine steel wool. Using an old
toothbrush with some lightweight lubricating oil is a great way to
work fresh oil into the joints of most garden tools. Not only will this fresh oil help your tool
to work as it was intended, but it will also prevent the formation of rust. Use medium-grit
sandpaper to remove rust on larger tools such as shovels, spades, and hoes.

Once your tools are cleaned, they're ready to be sharpened. When sharpening,
try to maintain the original factory bevel or angle. For pruners, use a whetstone because
it produces a very sharp cutting edge. Depending on the type of whetstone, apply a few
drops oil or water to the stone. With the beveled side of the blade against the stone, rub
the sharp edge of the blade toward the stone in a curved motion, as if you were trying to
shave off a thin slice from the stone.

When working with a file, stabilize the blades in a vise or against a solid surface
such as a work bench to avoid injury and ensure an even stroke. Always push the file
across the blade in a motion away from your body. Move the file diagonally, so that its
cutting teeth are biting into the metal on the tool. When sharpening with a file, do not use
oil; metal filings will accumulate and clog the file's serrations.

Farm implements like ordinary plow and wooden harrow should be checked
thoroughly before use. Loosened bolts and nuts should be tightened firmly. Disc plow
and harrow should also be lubricated on their moving pans like bearings. Tractors should
be tuned-up very well by skilled operator. Check on their oil, lubricant, fuel and cooling
system.

Tools that are worn out should be separated and be fixed immediately to avoid
accident

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 How Do You Extend Your Learning?

Assignment Sheet 2.1

Show that you have learned something by doing this activity

Materials, Tools and Equipment:

Materials:

o Oil -

o Rag - 1 pc

o Sand Paper 300 - 1 pc

Tools

o Hedge Shear - 1 set

o Metal Clamp - 1 set

o File - 1 pc

o Wrench

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Introduction:
Hoes, forks, shears, and spades become blunt and need to be sharpened. Use a
file or sharpening steel. Sharpen the upper surface. Then rub over with an oily rag.

Procedure:

Step 1: Tighten the pivot nut. Before sharpening, check the

pivot nut. It could be loose, making the blades drift apart
while cutting and tearing the twig instead of cutting it clean.
The nut should be snug with no play in the pivot. With the
nut tightened, check the tool; if it cuts cleanly, it doesn't
need sharpening. If it still cuts poorly, look down each
blade to make sure it's not bent. If a blade is slightly bent,
loosen the pivot nut and separate the blades. To straighten
the blade, put it in a vise, slip on some thick leather gloves
and tweak it until it's straight.

Step 2: File the edge to expose clean metal Clamp the

blade firmly in a vise. Examine the factory edge. Hold the
file with both hands and mimic the direction of the bevel
like a golfer taking a practice putt. Now move the file in one
broad stroke away from you along the entire cutting angle.
To reiterate, move the file in one direction, away from you.
Don't use small, jerky strokes or you'll lose the factory
edge. As you work, you can see the clean metal path left
by the file. Adjust your angle as needed to file the entire
edge evenly. Repeat this motion several times until you
expose clean metal over the whole edge. Usually it'll take only about 10 strokes. Do the
same with the other blade.

Step 3: Sand the back side of the blade Place a sheet of

300-grit wet/dry sandpaper on a smooth, flat piece of
plywood. You'll be able to feel the burrs (be careful—
they're sharp) on the back side of each blade caused by
the filing action. To remove them, lightly sand the back side
of the blade. Keep the blade flat and move it in a circular
motion. After making several circles, pick up the blade and
gently feel the edge. When the burrs left by the file
disappear, assemble the blades and lightly oil the moving
parts with 3-1n-One oil.

Step 4. Perform house keeping

Evaluation:
While performing the activity it is important for you to assess your performance
following the criteria below.

19
 • The blade is properly sharpened.
• The nut is properly removed and returned.
• The step by-step procedures are correctly followed.
• The safety precautions are properly observed.
HOW MUCH HAVE YOU LEARNED

Self-Check 2.2

Answer the following:

TRUE OR FALSE: Read and analyze each statement below. Write True if the statement
is correct; False if the statement is incorrect on the space provided for.

__________ 1. The best way to use the stone is to find a way to stabilize the tool that
you want to work on.
__________ 2. Tools that are worn out should be separated and be fixed immediately to
avoid accident.
__________ 3. When sharpening, try to maintain the original factory bevel or angle.
__________ 4. Always push the file across the blade in a motion away from your body.
__________ 5. Clean accumulated rust and dirt off all metal surfaces with a wire brush.
__________ 6. Move the file diagonally, so that its cutting teeth are biting into the metal
on the tool.
__________ 7. Use medium-grit sandpaper to remove rust on larger tools such as
shovels, spades, and hoes.
__________ 8. When sharpening with a file, do not use oil; metal filings will accumulate
and clog the file's serrations.
__________ 9. Oil will help tools to work as intended and will prevent the formation of
rust.
__________ 10. For pruners, use a whetstone because it produces a very sharp cutting
edge.

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 LESSON 2

Horticulture Plays and Important Role in the

Philippine Economy

CONCEPT OVERVIEW
Plants give us many benefits. They provide us with food. Most of the materials
used for our clothing and shelter come from plants. They also beautify our environment.
Planting vegetables or trees is a productive and healthy hobby. It does not only supply
us with fresh vegetables, but provides a productive recreational activity and gives self-
fulfillment for a profitable undertaking. Thus, plants contribute to the pleasures in the life
of humans, directly and indirectly.
Crops are plants that are grown for food consumption, clothing, and other
purposes. In the Philippines, rice, sugar cane, and corn are some of our major crops.
Knowledge on the reproduction of plants and other field crops, the anatomy of a
plant, contributory factors to the growth of a plant and other related issues on crop
production is always an asset to a plant grower or enthusiast. In cultivating plants, tools

21
and equipment need to be noted as well as fertilizers and various technologies for
harvest and post-harvest activities.

WHAT I NEED TO KNOW

LEARNING OBJECTIVES:
At the end of this lesson, learners are
expected to do the following:

1. Describe the Philippine plantation crops industry and current development on

horticulture crop production;
2. Classify plants according to their purpose and criteria.

WHAT’S IN

Horticulture in the Philippines

Horticulture plays an important role in Philippine economy. Horticultural products

such as vegetables, fruits, and ornamental crops are booming in foreign trade.

Horticulture in the Philippines covers a wide range of business opportunities. It

includes raising of highlands and lowland vegetables for local and domestics markets.
Blessed with a tropical climate, fruits abound throughout the year. The joy that fresh
flowers bring to perk up offices, houses of worship, and homes provide impetus for
ornamentalists to double their efforts to meet the needs of its customers. The increasing
demand for plantation crops for domestic and overseas use is a challenge to Filipino

22
growers as there is a growing consciousness for nature-based materials. Finally, the
market for medicinal herbs is getting wider day by day thanks to the need for alternative
medicines.

LEARNING OBJECTIVE 1:

The Philippine Plantation Crops Industry and Current

Development on Horticulture Crop Production

PERFORMANCE STANDARDS

 The different horticulture crops grown in the country are explored;

 Ways and systems are discussed of growing crops;
 Other uses of horticultural crops are identified.

Materials/Resources

 Plant samples
 Garden tools
 Garden soil
 Fruits and Vegetable Crops
 Ornamental Plants

23
 WHAT DO YOU ALREADY KNOW

Let us determine how much you already know about the

different parts of plants, growth, reproduction and development.

Pretest LO 1

Directions: Match Column A to Column B. Write the letter only.

Column A Column B
_____ 1. Practice of growing fruit crops a. Bawang
b. Ampalaya
_____ 2. Practice of growing vegetables
c. Sambong
_____ 3. Practice of growing flowering plants d. Acapulco
e. Ulasimang bato
_____ 4. Vitex negundo f. Pomology
_____ 5. Psidium guajava L. g. Olericulture
h. Floriculture
_____ 6. Allium sativum L. i. Lagundi
j. Guava
_____ 7. Momordica charantia
_____ 8. Blumea balsaminifera
_____ 9. Cassia alata L.
_____ 10. Peperomia pelludica

24
 WHAT DO I NEED TO KNOW

Read the Information Sheet 1.1 very well then find out how much
you can remember and how much you have learned by doing the
Self-check 1.1 (Pretest LO 1.)

Information Sheet 1.1

Current Development on Horticulture Crop Production

Growing System

Plastic mulch is now being used by many farmers. Vegetable producers in

Central Luzon and in some other parts of our country use this technology. Tunnels with
net covers or protected cultivation is another technology in vegetable production.
There are private firms and cooperatives that are engaged in production of cutflower
and vegetables using computerized greenhouses. The greenhouses are fully enclosed
with very fine nets that would prevent the entry of insects, thus the plants do not have
to be sprayed with insecticides. The crops are watered and fertilized through
fertigation. Tissue culture researches are being conducted to develop rapid
propagation of plants, which will provide the growers with good quality planting
materials for horticulture crop production.

Seeds System/Seeds Production

Majority of the total seeds utilized in the Philippines are hybrids. Many of these
varieties are developed and produced by East-West seed company, Rango and other
seed suppliers. Government institutions and Institute of Plant Breeding, UPLB play major
roles in the genetic improvement and varietal development.

Major Pest Control Strategies

The Department of Agriculture is the lead implementing agency of Kasagawaran

ng Sakahan at Kalikasan (KASAKALIKASAN), the National Integrated Program. The
KASAKALIKASAN goal is to make IPM the standard approach to crop husbandry and
pest management of major vegetable growing areas in the Philippines. IPM builds on
biological control as its foundation by serving the species of biological agents naturally
occurring in the area.
The majority of fruits produced in the Philippines comes from backyards with the

25
exception of Cavendish banana, pineapples, and mangoes. These are grown in
commercial farms in Mindanao and Luzon by multinational companies for export
purposes. The plantation of fruits is dominated by the following areas: Northern
Mindanao, Southern Tagalog, Southern Mindanao, and Western Visayas.
Mangoes, papaya, and bananas are the most consumed fruits in the Philippines.
High consumption are in NCR, Central Luzon, Southern Tagalog, Ilocos and Western
Visayas. Except for NCR, these regions are the leading producers of mango. Papaya
consumption is higher in Southern Tagalog and Southern Mindanao which is also the
leading papaya producer in the country. Consumption of bananas is high in Central and
Southern Mindanao, ARMM, Bicol and Eastem Visayas. Consumption of other fruits are
high in Southern Tagalog and Central Mindanao, wherein fruits such as durian, guava,
lanzones, rambutan and others are raised.
The Philippines is a consistent exporter of bananas, pineapples, and mangoes.
Markets of other fruits like durian, cashew, mangosteen, pili, and jackfruit are now being
explored.

WHAT’S NEW

The Philippine Ornamental Industry

The ornamental industry in the Philippines is considered both a hobby and a

business. The increasing number of real estate developments such as subdivisions,
resorts, golf courses, restaurants, and hotels bring more demand on the ornamental
industry, Moreover, the increasing requirements of neighboring foreign countries for
ornamental horticulture products further encourage the growth of the industry.
Ornamental industry in the Philippines maybe grouped into the following:
cutflowers, foliage, live plants, and dried or processed ornamentals. Most of the
ornamental crops planted in the Philippines are cutflowers like roses, orchids,
chrysanthemums, anthuriums, gladioli, daisy, aster, heliconias, statice, and baby's
breath. Economically important foliage plants are cordylines, dracaenas, murrayas,
microsoriums, philodendron palms and aglaonemas, Plants used as potted and
landscape materials are orchids, bromeliads, mussaendas, medinillas, aglaonemas,
heliconias, palms, and others.
The major production areas are Cordillera Administrative Region (CAR),
Southern Mindanao, Western Visayas, Southern Tagalog, and CARAGA. Local demand
varies in location. In Metro Manila and Cebu, the cutflowers saleable in most flower
shops are roses and chrysanthemums while in Davao the demand for orchids is high.
The country's ornamental export markets are Japan, United States, South Korea,
Netherlands, and Canada.

The Philippine Plantation Crops Industry

The plantation crops production is a growing industry in the Philippines. This is

brought about by the variety of uses obtained from these crops. Among the plantation

26
crops cultivated in the Philippines are coconut, rubber, cacao, sugarcane, essential oils,
and abaca.
Coconut is the top export product of the Philippines. Palms are planted in Luzon,
Visayas, and Mindanao. Coconut products are coconut oil, desiccated coconut, and
copra.
Rubber is a perennial industrial tree crop that grows in the Philippines, especially in
Mindanao. It serves as ready cash in the rural areas and a stable dollar earner in the
country, Rubber produced in the country is used in the tire industry and the production of
gloves, medical wares, shoes; balls, and others.
Cacao is grown primarily for its fruit that are processed into cocoa powder. These
are used mainly in making chocolates, soap, and cosmetic products.
Sugarcane is a source of sugar when milled, primarily used as sweetener. Sugar
products for export include molasses and muscovado.
Abaca is known product of the Eastern Visayas Region. The demand for raw
abaca fiber in the International market is continuously increasing.
Among the plants identified as good sources of essential oils are citronella, ilang-
ilang, Japanese mint, patchouli, and vetiver.

Medicinal Plants

The Philippine Department of Health endorsed ten (10) herbal medicines

namely:

 Niyug-niyugan Quasqualis indica L.

 Tsa-ang gubat Ehretia microphylla
 Ulasimang Bato Peperomia pelludica
 Acapulco Cassia alata L.
 Lagundi Vitex Negundo L.
 Yerba Buena Mentha x cordifolia Opis ex Fresen
 Sambong Blumea balsammifera
 Ampalaya Momordica charantia
 Bawang Allium sativum L.
 Bayabas Psidium guajava L.

The Philippine Vegetable Industry

Vegetable is a large and diverse commodity in the Philippines. These are

cultivated intensively in commercial farms and gardens. Philippine vegetables are
categorically grouped into two: the lowland and highland vegetables.
Lowland vegetables are vegetables produced in low-lying areas or plains like
Central Luzon. These represent the majority of vegetables in the market. The most
common grown lowland vegetables are eggplant, tomato, okra, pepper, squash, luffa,
bittergourd, upo, pechay, and others.
Highland vegetables are those produced in mountainous areas like Benguet. The
most common highland vegetables are cabbage, chayote, carrots, beans, and others.
Most of the vegetables produced in the regions are marketed in wet markets and
other institutional markets like fast food chains, hotels and restaurants, and
supermarkets in major cities like Metro Manila, Davao, and Cebu. Post-harvest facilities
are now being developed and adopted due to high after-harvest losses of vegetables in
the country. The vegetables exported are asparagus, shallots, and onions.

27
The Philippine Fruit Industry

The Philippines is one of the few countries in the world endowed with abundant
fruits. The proliferation of fruits, plus the fertile soil and favorable climatic conditions,
make the year-round production of the most tropical and some temperate fruits
possible.

WHAT I HAVE LEARNED

Self-Check 1.1

Let’s Analyze

Discuss the following.

1. What is the future of horticulture in the Philippines?

______________________________________________________________
______________________________________________________________

2. How helpful to the nation’s economy is horticulture?

______________________________________________________________
______________________________________________________________

3. What can we do to help expand the horticulture industry in the country?

_____________________________________________________________
_____________________________________________________________

Self-Check 1.2

Let’s Perform

1. Search the website of the Department of Agricultural Statistics and look for the
following information:

28
 a. Determine the leading producers/growers of fruits by regions (atleast five
(5) kinds) and identify whether it is a major or a minor fruit being produced
in that region/s.
b. Know also the volume of production for local and international markets.
Be ready to report it in the class for your findings.
2. Essay: Discuss the contributions of horticultural crops in the Philippine economy.

RUBRICS
ESSAY WRITING

Beginning Developin Approximately Proficient Advanced

Indicators (74% & g (75%- Proficient (80- (85%- (90% &
below) 79%) 84%) 89%) above)
1. The essay
covers
extensively
the given
topic.
2. Grammar,
indentions,
and
paragraph
construction
are observed.
3. The
development
of the topic
was from
particular to
general or
from general
to specific.
4. The essay
in a way
instills pride in
the
achievement
and ingenuity
of the Filipino.
5. The essay
challenges
the reader to
be the best
we can in any
work or
profession.

Total

29
 Let’s Reflect

 Nature is very generous in providing us with plenty of resources for us to share

with our families and others.

LEARNING OBJECTIVE 2:

The Following Criteria in Classifying Plants

PERFORMANCE STANDARDS

 The different crops in horticulture are familiarized;

 Plants are classified according to different criteria;
 Crops from weeds and agronomic crop from horticultural crop are
distinguished.

Materials/Resources

 Knife
 Mulch materials
 Garden soil
 Pruning shears
 Hand tools
 Farm implements

30
 WHAT DO YOU ALREADY KNOW

Let us determine how much you already know about the factors
affecting growth of plants.

Pretest (LO 2-2.1)

Directions: Identify the following. Write your answer in the blank provided before
the number.
__________1. This is based on the morphological characteristics of plants as
well as on their anatomy, physiology, and DNA sequences.
__________2. This is based on the environment adaptation, growth habit, and
other observable features.
__________3. This is based on plant classification as either useful or not useful.
__________4. The principal ranks of taxa in descending sequence of class.
__________5. The abbreviation of family in hierarchal ranking of plant categories
taxa.
__________6. Its abbreviation in taxon criteria of botanical plant classification in
Subcl.
__________7. It is a descending sentence represented by ordo in the physical
rank of taxa.
__________8. What is the abbreviation of variety in taxon plant criteria
classification?
__________9. These are plants that develop from seeds or spores after
undergoing union of male and female gametes.
__________10. These are plants which reproduce by any vegetative means
without the union of the sexual gametes.

31
 WHAT DO I NEED TO KNOW

Read the Information Sheet 2.1 very well then find out how much
you can remember and how much you have learned by doing the
Self-check 2.1

Information Sheet 2.1

Horticultural Crops Classifications

What are the so-called horticultural crops? Why are they calledas such?
Many families have benefitted much from horticultural crops for these crops have
become a source of joy and a source of income Besides, through these crops, family
members work as one where they get to bond together and be closer with one another.
Plants can be classified according to the following criteria: (1 botanical, (2)
descriptive, and (3) agricultural. Botanical classification is based on the morphological
characteristics of plants as well as on their anatomy, physiology, and DNA sequences.
Descriptive classification is based on the environmental adaptation, growth habit, and
other observable features.
In agriculture, plants can be broadly classified as either useful or not useful. Those
which are useful are called crops while those which are not useful are called weeds.

WHAT’S IN

Botanical Classification

32
The principal ranks of taxa in descending sequence are:
1. Kingdom (regnum)
2. Division or phylum
3. Class (classis)
4. Order (ordo)
5. Family (familia)
6. Genus
7. Species
The secondary ranks in descending sequence are: tribe (tribus) between family
and genus, section and series between genus and species, and variety (varietas) and
form (forma) below species. If the greater number of ranks of taxa is desired, the terms
for these are made by adding the prefix “sub- “to the terms denoting the principal or
secondary ranks.
The following family names of long usage, although not consistent with the rule on
“-aceae” termination, remains valid with the new ones (in parentheses) to be used as
alternative names:
Compositae (Asteraceae; type, Aster L.)
Cruciferae (Brassicaceae; type, Brassica L.)
Gramineae (Poaceae; type, Poa L.)
Guttiferae (Clusiaceae; type, Clusia L.)
Labiatae (Lamiaceae; type, Lamium L.)
Leguminosae (Fabaceae; type, Faba Mill. [=Vicia L.])
Palmae (Arecaceae; type, Areca L.)
Umbelliferae (Apiaceae; type, Apium L.)
Following hierarchical ranking, a summary of plant categories (taxa), which serve
as criteria of botanical classifications, is presented below:

Taxon Abbreviation Ending (suffix)

Kingdom
Subkingdom
Division -phyta
Subdivision -phytina
Class cl. -opsida
Subclass subcl. -idea, but not -viridae
Order ord. -ales, but not -virales
Suborder subord. -ineae
Family fam. -acea
Subfamily subfam. -oideae
Tribe tr. -aea
Subtribe subtr. -inae, but not -virinae
Genus (pl. genera) gen. -any but not -virus

33
 Section sect.
Series ser.
Species sp. (singular)
spp. (plural)
Subspecies subsp.
Variety var.
Form f.

WHAT’S NEW

Descriptive Classification
Plants are classified according to the following modes:

According to Mode of Reproduction

1. Sexual. These are plants that develop from a seed or spore after undergoing
union of male and female gametes. Examples: palms and ferns.
2. Asexual. These are plants which reproduce by any vegetative means without the
union of the sexual gametes, Examples: red mombin (sineguelas), ginger, etc.

According to Mode of Pollination

1. Naturally self-pollinated crops. The predominant mode of pollination in these

plants is self-pollination in which both pollen and embryo sac are produced in the
same floral structure or in different flowers but within the same plant. Examples:
rice, okra, tobacco, tomato, etc.
2. Naturally cross-pollinated crops. Pollen transfer in these plants is from the anther
of one flower to the stigma of another flower in a separate plant, although self-
pollination may reach 5 percent or more. Examples: corn and many grasses,
avocado, grape, mango, most plants with unisexual or imperfect flowers.
3. Both self-and cross-pollinated crops. These plants are largely self-pollinated but
varying amounts of cross-pollination occur. Examples: cotton and sorghum.

According to Life Span

1. Annual. These are plants which live within a short period of time, for a few weeks
or months perpetuated by seed, and which die soon after producing seeds; a plant
which germinate, grow, flower, produce seed, and die all in one season. Examples:
rice, corn, cowpea, mungbean, squash.
2. Biennial. These are plants which require two growing seasons to complete its life
cycle. The first is for vegetative growth and accumulation of food reserves, and the
second is for the production of reproductive parts. It grows from a seed, produces
flower and seed and then dies in two growing seasons. Examples: bulb onion,
cabbage, carrot, celery, raddish, etc.

34
 3. Perennial. These are plants that lives indefinitely, including all trees and shrubs
and many herbaceous plants with underground stems (e.g. corn, rhizome, tuber)
like banana. Perennial plants continue growing and produce seeds year after year,
either from a single plant or, in herbaceous plants, from succeeding regrowth.

According to Stem Structure

1. Herbs. These are succulent plants with self-supporting stems.

Examples: banana, sugarcane, tomato, etc.
2. Vines. These are herbaceous climbing or twining plants without self-supporting
stems. Examples: cucumber, bittergourd (ampalaya), luffa (patola), pole sitao,
yam, etc.
3. Lianas. These are woody climbing or twining plants which depend on other plants
for vertical support to climb up to the top of the canopy. Examples: Climbing
bamboo, grape, rattan, passion fruit, etc.
4. Shrubs. These are small trees or tree-like plants, generally less than 5 meters in
height but other varieties are restricted to small, erect, woody plants which produce
several trunks from the base. Examples: Barbados cherry, pink jasmine
(kamuning), siam weed (hagonoy), santan, etc.
5. Trees. These are plants having erect and continuous growth with a large
development of woody tissue, with a single distinct stem or trunk, reaching a height
of 5 meters or more. Examples: durian, mango, molave, narra, tamarind, etc.

According to Leaf Retention

1. Evergreen. These are plants that maintain their leaves throughout the year. Old
leaves are continually replaced by new flushes. Examples: pines, banana, palms,
etc.

2. Deciduous. These are plants which naturally shed off or lose leaves annually for
extended periods. Natural leaf shedding is pronounced in deciduous trees of
temperate regions. In the Philippines, defoliation occurs during summer month in
Fire Tree (Delonix regia) and red mombin or sineguelas. Many other plants exhibit
partial defoliation during drought.

According to Habitat

1. Aquatic or hydrophytic plant. A plant that grows in water or waterlogged sol.

Examples: Kangkong (Ipomea aquatica) bulrush (Cyperus spp.), lotus (Nelumbo
nucifera), water lily (Nymphaea spp.), mangrove species.
2. Epiphytic plant. A plant that grows above ground on another plant but it is not
parasitic, usually deriving only physical support from the host and obtaining
nourishment from the air and other sources. Examples; orchid, fern, etc.
3. Halophytic plant. A plant that is able to grow in habitats excessively rich in salts or
under saline conditions. Examples: nipa, talisay, bakawan and other mangrove
species. Coconut, cashew and tamarind have varying levels of tolerance to saline
conditions.
4. Lithophytic plant. A plant adapted to growing on rocks or in rocky terrain with little
humus, absorbing nutrients from the atmosphere, rain, and decaying matter which
accumulate on the rocks.

35
 5. Mesophytic plant. A terrestrial plant which is adapted to moderate conditions for
growth, i.e. not too dry and not too wet e.g. corn
6. Parasitic plant. A plant which grows on another plant from which it takes part or all
nourishment e.g. Cassytha, Loranthaceae (mistletoe family), Rafflesia, etc.
7. Saprophytic crop. This grows on decaying organic matter and has no green tissue.
This classification applies to the mushroom, which are fungi.
8. Sciophytic plant. A plant that is adapted to low light intensity or shade, e.g. most
ferns and mosses, black pepper, cacao, coffee, lanzones, mangosteen hot pepper,
ginger, etc.
9. Terrestrial. A plant which grows on land. Most agricultural crops are terrestrial and
are further classified into various groups such as halophytes, mesophytes,
sciophytes, and xerophytes depending on climatic and special adaptations.
10. Xerophytic plant. A plant which is adapted to conditions which little or no water.
Examples: Adelfa, euphorbias, cacti, bromyliads, etc.

WHAT IS IT

Agricultural Classification of Plants

Crop or Weed
In agriculture, plants are classified as either crop or weed. A crop is any useful
plant, or a plant which is grown for any purpose. It is utilized by people directly or
indirectly, raw or processed. Direct utilization is shown by the use of cereal grains as a
staple while they are first fed to livestock for meat, or processed into sugar for human
consumption. These plants are intentionally grown or man- aged for various uses such
as for food, spices, sugar, drinks, fiber, clothing, beverages, medicines, oils, tannins,
rubber, ornamentals, fuels, construction materials, soil improvement, organic farming,
landscaping; and many more.
Unlike crop, weed is an intended plant which grows where it is not wanted. It
competes with the intended crop for space, soil water, nutrients, and light or becomes a
nuisance in any manner. Any plant can be a weed, depending on where it grows and
how humans can be affected.
Corn is a crop and commercially grown worldwide. But it may become a weed if it
grows in a green plot which is intended for the growing of leafy vegetables or any crop. A
tree may also become a weed if it becomes invasive, prevents light penetration, and
sup- presses the growth of certain crops including pasture grasses.

Agronomic or Horticultural Crops

Traditionally, agricultural crops are classified into two main divisions: agronomic
and horticultural. Agronomic crops are also called as "field crops." They are mostly
annual herbaceous plants that are grown under extensive or large-scale culture. The
products are usually in dry form.

36
 By tradition, cereals, legume seeds, root and tuber crops, sugar crops, latex and
rubber crops, pasture and forage crops, and fiber crops are classified under agronomic
crops.
Horticultural crops have been referred to as “garden crops." Included in this
classification are those grown under the field of horticulture such as olericulture or
vegetable crops production, pomology or fruit crops production, and ornamental
horticulture (floriculture and landscape horticulture), as well as spices and medicinal
plants.

WHAT’S MORE

Vegetable Classification by Family

1. Cole Crops or Crucifers. These vegetable crops belong to the Cruciferae or

Brassicaceae (Mustard) family, with edible leaves or heads. Examples: cabbage,
cauliflower, mustard, pechay, chinese cabbage, etc.
2. Cucurbits. These belong to the Cucurbitaceae family. They are grown mainly for
their fruits but some have edible young shoots and flowers also called vine crops.
Examples: bottle gourd, bitter gourd, cucumber, luffa, melon, squash, etc.
3. Legume Vegetables. These are members of the Leguminosae or Fabaceae family.
The seeds are rich in protein. Examples: bush sitao, katuray, pea, etc.
4. Lilies. These are members of the Liliaceae family. Examples: asparagus, garlic,
onion, etc.
5. Solanaceous Crops. These belong to the Solanaceae family. Examples: eggplant,
tomato, etc.

Fruit Crops and Nuts

These are plants grown primarily for their edible fruits or closely related
structures which, as a rule are consumed raw. Fruits borne on trees are called tree fruits,
among which are duhat, durian, jackfruit, mango, mangosteen and papaya. Fruits borne
on low-growing plants such as shrubs, vines, lianas, and some herbs are called small
fruits (e.g. grape, passion fruit, pineapple, strawberry). Fruits are often important sources
of vitamin C, and many contain carotene. A parcel of land that is planted to fruit crops is
called an orchard.
Nuts are grown for their fruits which are high in fat. The nut is a simple, dry fruit
with a hard outer covering. Examples are cashew, pili, etc.

Ornamental Crops

These are plants which are grown primarily for decoration or landscaping or to be
appreciated because of their attractive flowers and foliage. They are further classified as
cutflowers, Cut foliage, turf grasses, groundcovers, hedges accents, specimen plants,
avenue trees, screens, topiaries fillers, and others. Floricultural crops are valued for

37
their attractive flowers, foliage ornamentals are grown for their leaves.
1. Lawn or Turf Grasses. Grasses grown for aesthetic purpose in the landscape or for
any outdoor recreational use. They are usually maintained at a low height.
Examples: Bermuda grass, carabao grass, etc.
2. Cutflowers. Plants grown, for their attractive flowers with long shelf life. Examples:
anthurium, chrysanthemum, gladiolus, orchids rose, etc.
3. Cutfoliage. Plants grown for their attractive foliage which are cut for floral
decoration, Examples: ferns, fishtail palm, kamuning, song of India, song of
Jamaica.
4. Edge Crops. Short plants grown to serve as barrier between the lawn and garden,
used to highlight the gardens or create stand-alone gardens also called border
plants. Examples: mondo grass, dwarf cucharita, dwarf sanseviera.
5. Groundcovers. Low-lying, aesthetically appealing plants grown in the landscape
primarily to suppress weed growth and to control or prevent soil erosion by
covering and binding loose soil. It is often used as a group to produce a carpeting
effect. Examples: cucharita, cuphea, travelling jew, creeping peanut, Vietnam rose
6. Hedges. Plants grown at the edges of pathways or boundaries and continuously
pruned to knee-high height or upper but below eye level. Examples: duranta,
hedge bamboo, chinese holly, dwarf santan, papua, etc.
7. Accents. Plants with showy features distinct from the rest of the other plants. It
immediately attracts attention and becomes a focal item in the landscape garden
and at the same time provides the contrast which gives attention to other plants.
8. Screens. Plants grown to serve as barrier against sun rays to conceal certain parts
of the landscape or to obstruct view. Examples: Indian tree, shrubs, trellised vines.
9. Avenue Trees. Trees and shrubs grown, more or less equidistant, beside roads
and streets. Palms are also used. Examples: acacia, katuray, narra, etc.

WHAT I HAVE LEARNED

A. Post-Test (LO 2-2.1)

Let’s Analyze

Directions: Discuss the following.

1. In what way is horticulture useful for the family and the community?

_________________________________________________________

_________________________________________________________

2. How are horticulture crops chosen to make the business work?

38
 _________________________________________________________

_________________________________________________________

3. Why should horticultural crops be attended to without fail?

_________________________________________________________

_________________________________________________________

B. Let’s Analyze (LO 2-2.2)

Let’s Perform

1. Group work: three to five members per group

For the students in rural areas, list at least 30 plants located around your
home and classify these according to different criteria. For the students in urban
areas, using your internet connection search for at least 30 common plants in the
Philippines and classify these according to different criteria.
2. Individual work
Fill up the table below.

Plants According to According to Horticulture or

Edible Parts Family Agriculture Crop
Cauliflower

Eggplant

String bean

Onion

Asparagus

39
C. Let’s Perform (LO 2-2.3)

RUBRICS
PORTFOLIO OF PLANTS

Beginning Approximately Proficient Advanced

Developing
Indicators (74% & Proficient (80- (85%- (90% &
(75%-79%)
below) 84%) 89%) above)
1. The listing of
plants is
comprehensiv
e and is a
product of
research.
2. The portfolio is
done
artistically and
with real
leaves of the
plants.
3. The portfolio is
a product of
the groups’
unity and
cooperation.
4. There is
evidence of
careful
planning in
the layout of
the portfolio.

Total

Let’s Reflect

40
 Wise use of natural resources would yield positive results to any endeavor
related to the cultivation of the land.

REFERENCES

 K to 12 Basic Education Curriculum Technology and Livelihood Education

(Agricultural Crops Production)
 2014 Competency-Based Learning Module on Crop Production. Tech-
Voc Task Force. Department of Education. Quezon City, Philippines.
 Asuncion, Ramon G. et. Al. Agricultural Arts
 “Crop”, Wikipedia, http://en.wikipedia.org/wiki/crop
 Biggs, Tony. Growing Vegetables. USA: Bounty Books, 2016
 Vasallo, Joel I. et. Al. Agriculture and Fishery Arts 9

41