10

TLE - AFA
(Agricultural Crops Production NC I)
Activity Sheet Quarter 1 – C2.1-3
Undertaking Agronomic Crop Work

REGION VI – WESTERN VISAYAS

TLE 10 - AFA (Agricultural Crops Production NC I)

Activity Sheet No. 6
First Edition, 2020

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

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

subsist in any work of the Government of the Philippines. However, prior
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royalties.

This TLE 10 - AFA (Agricultural Crop Production NC I) Learning

Activity Sheet is developed by DepEd Region 6 – Western Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or
mechanical without written permission from the DepEd Regional Office 6 –
Western Visayas.

Development Team of TLE 10 – AFA (Agricultural Crops Production NC I)

Activity Sheet

Writer: June Erwin M. Samande

Editor: Reynaldo P. Evangelio
Layout Artist: Jarrett Irvin C. Gayosa
Schools Division Quality Assurance Team:
Mylene D. Lopez
Reynaldo P. Evangelio
Jarrett Irvin C. Gayosa
Helen Grace S. Poderoso
Division of Himamaylan City Division Management Team:
Reynaldo G. Gico
Michell L. Acoyong
Grace T. Nicavera
Reynaldo P. Evangelio
Mylene D. Lopez
Regional Management Team
Ramir B. Uytico
Pedro T. Escobarte, Jr.
Elena P. Gonzaga
Donald T. Genine
April C. Velez
Roland B. Jamora
Introductory Message
 Welcome to TLE 10 – AFA (Agricultural Crop Production NC I)!

The TLE 10 – AFA (Agricultural Crop Production NC I) Learning

Activity Sheet is a product of the collaborative efforts of the Schools
Division of Himamaylan City and DepEd Regional Office VI - Western
Visayas through the Curriculum and Learning Management Division
(CLMD). This is developed to guide the learning facilitators (teachers,
parents, and responsible adults) in helping the learners meet the standards
set by the K to 12 Basic Education Curriculum.

The TLE 10 – AFA (Agricultural Crop Production NC I) Learning

Activity Sheet is self-directed instructional materials aimed to guide the
learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners
in acquiring the lifelong learning skills, knowledge and attitudes for
productivity and employment.

For learning facilitator:

The TLE 10 – AFA (Agricultural Crop Production NC I) Activity

Sheet will help you facilitate the teaching-learning activities specified in
each Most Essential Learning Competency (MELC) with minimal or no face-
to-face encounter between you and learner. This will be made available to
the learners with the references/links to ease the independent learning.

For the learner:

The TLE 10 – AFA (Agricultural Crop Production NC I) Activity

Sheet is developed to help you continue learning even if you are not in
school. This learning material provides you with meaningful and engaging
activities for independent learning. Being an active learner, carefully read
and understand the instructions then perform the activities and answer the
assessments. This will be returned to your facilitator on the agreed
schedule.
 Quarter 1, Week 6

Learning Activity Sheets (LAS) No. 6

Name of Learner: _______________________________________________________________

Grade and Section: ______________________________Date: _________________________

TLE 10 – AFA (AGRICULTURAL CROPs PRODUCTION NC I) ACTIVITY SHEET

Undertaking Agronomic Crop Work

I. Learning Competency with Code

LO 2. Undertake agronomic crop work as directed (TLE_AFAC9-12CW-If-

j-2)
2.1. Follow and clarify instructions and directions based on supervisor’s
requirements and workplace procedures
2.2. Undertake cropping work in a safe and environmentally responsible
manner according to enterprise guidelines
2.3. Interact with other staff and customers in a positive and
professional manner as specified in the employee manual

II. Background Information for Learners

This lesson will discuss topics on how to follow and clarify instructions and
directions, be able to safely carry out cropping work, and how to positively
interact with coworkers and customers. These attitudes should be developed by
every farmer for to become successful in the future.

Understanding Directions and Instructions

Directions vs. Instructions

1. Both “directions” and “instructions” are series of orders or steps that need to
be undertaken to achieve a certain goal. In addition, both are words that imply
knowledge. They are also “nouns” that are used as plurals, and their meanings
are dependent on the context or situation.

2. Directions are considered less forceful than instructions. Instructions can be

more detailed and specific as compared to directions.

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3. Directions pertain to navigational cues that indicate how to get from one
specific place to another. Geographical markers like north, south, east, and west are
used in combinations to direct someone to a particular place.

4. Both directions and instructions can be communicated in an oral or written

manner. In an oral manner, directions or instructions can develop into a
conversation or two-way communication. This happens because the recipient
can ask for clarification of the given orders or an allowance for comments and
feedback. Conversely, dealing with written directions or instructions is a form of
one-way communication.

Tips on taking directions and fulfilling tasks:

 Actively listen:
Try to listen intently, not just hear. When you actively listen, you can
better understand what you need to do. Here’s a trick that may help
pretend that there is going to be a quiz after the conversation. Visually
think about what's being said and maybe even repeat it in your head.
 Take notes:
Instead of trying to remember everything, write it down. There’s nothing
wrong with keeping notes; it shows that you are prepared, organized, and
want to do the job correctly.
 Ask questions:
If you are even slightly unsure of what you are being asked to do, don’t
be afraid to question. Make sure the other person allows you the chance
to find out all the needed details to move forward.
 Respond with a good attitude:
Just as the person giving directions needs to speak respectfully, it’s
important to respond respectfully. If you go into the conversation with a
bad attitude, it’s likely that performing the task will be much more
challenging.
 Before starting the task, make a checklist:
Whenever there is a job that requires multiple steps, try organizing a to-
do list. Check things off as you go to make sure you don’t miss anything.
Then when you’re done, be sure to review your work.
 Overall, positive communication and listening are essential when
giving and taking instructions. For some jobs, following step-by-step
directions is pertinent, but in the case of working in an office, warehouse,
restaurant, etc., learning how to provide direction properly and knowing
how to take direction make for a smoother and more productive work
environment.

To create and maintain a safe working environment consider these 10

rules which represent the best ways to avoid dangerous incidents.

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 1. Assess the risks that exist in the workplace. Know which materials in the
workplace
represent hazards.
2. Provide employees adequate training and information about the
hazardous materials in your workplace. As mentioned, federal training is
a prerequisite, but often stipulates only a minimum obligation. Don’t be
afraid to expand safety consultation and procedures beyond those
required by law and encourage established procedures on employees.
3. Consider potential hazards and plan ahead. Have arrangements and
procedures in place to handle emergency circumstances that may arise
from hazmat spills or exposure. This means making sure employees
understand emergency procedures, including evacuation, cleanup or
what to do in case of fire. Make sure emergency equipment such as eye
wash and shower stations are accessible, kept clean and are tested
routinely. Train employees on first-aid skills and how to respond to co-
workers who may be injured or experience chemical exposure.
4. Always use the proper personal protection equipment (PPE). Old or
damaged PPE should be replaced, and the PPE should be inspected prior
to each use. Proper control measures like ventilation hoods should
always be used and routinely inspected.
5. Ensure all hazardous materials are properly marked. Make sure all
hazmat containers are adequately labeled and that all chemicals are
stored in the appropriate containers.
6. Keep all hazardous materials stored properly. Keep chemicals in dry, cool
and ventilated areas, and separate incompatible materials. Always keep
lids closed – meaning leak-proof and vapor-tight – on all hazmat
containers. Make sure these storage areas are free from items that might
cause trips, falls or spills, and free from materials that might encourage
pests or rodents. Always keep work areas clean. Not just of clutter, but
clean work surfaces frequently to minimize risk of contamination or
exposure.
7. Only use hazardous materials for their intended purposes.
8. Never eat or drink while handling hazardous materials, and always wash
hands after using, handling, or transporting hazardous chemicals.
9. Employees handling hazardous materials should always read the labels to
understand what they’re working with and have the safety data sheet
(SDS) accessible prior to using any materials to understand how to handle
a spill or exposure to that chemical.
10. Report any concerns about damaged containers or potential leaks or
spills. Even if a suspicion turns out to be incorrect, as the saying goes, it’s
always better to be safe than sorry.

Interact with other staff and customers in a positive and professional

manner

Safe Work Practices (SWP) - is a set of guidelines or "do's and don'ts" on how
to perform a specific task that may not always be done in the same way.
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Safe Job Procedures (SJP) - is a written, specific step-by-step description of
how to complete a job safely and efficiently from start to finish. Safe Work
Practices and Safe Job Procedures are a means of mitigating hazards
identified through the hazard identification, assessment, and control process.
Employees should know, understand, and follow all SWP and SJP that
pertain to the specific work tasks being completed. Training should be
provided to ensure competency. Training should include a theoretical and
practical component as outlined in the "Safety Orientation and Training"
element and documented in the employee's safety training plan.

Safe Work Practices

1. Refuse and report unsafe work

2. Workers have the right to refuse unsafe work. In fact, workers must not
carry out (or cause to be carried out) any task that they have reasonable
cause to believe would create an undue hazard to the health and safety of any
person.

3.When a worker discovers an unsafe condition or believes that he or she is

expected to perform an unsafe act, the worker must immediately report it to
the supervisor or employer. The supervisor or employer who receives the
report must immediately investigate the matter. If there is an unsafe
condition, it must be corrected without delay.

4. Sometimes the supervisor or employer may not agree that the task is
dangerous. In this case, sections 3.12–3.13 of officer, who must investigate
the matter without undue delay and issue any orders that may be necessary.

5.Workers must not be disciplined for refusing to perform tasks that they have
reasonable cause to believe are dangerous. The worker may be assigned other
work at no loss in pay while the reported unsafe condition is being
investigated.

Safe Workplace Condition

• Tractors shall have roll over bars installed.
• Seat belts must be installed on tractors.
• Tractors shall have positively locking brakes.
• All moving part on tractors, power take offs and other equipment
must be guarded.
• Handheld tools must be kept in good condition.
• Short-handled hoes are not permitted for cultivation.
• Appropriate first aid supplies must be available.
Safe Work Practice
• Employees must wear seat belts when operating tractors.
• Parking brakes must be set when leaving equipment.
• Employees must not remove or tamper with guards.
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 • No one may ride with equipment operator unless the rider is being
trained or assisting and the rider is in a safe location.
• Operator must make sure the equipment is clear before starting up.
• Engines and power sources must be deactivated before performing
maintenance service.
• Equipment must stay more than 20 feet from power lines.
• Vehicles must be turned off when refueled.
• Smoking is not permitted during refueling.
• Fuel vapor inhalation shall be avoided.
• No employee may use pesticides unless trained and approved by
the supervisor.
• Pesticides shall be mixed per label instructions and training.
• Symptoms of pesticide poisoning shall be reported to the supervisor
immediately.
• Employees shall not enter pesticide treated fields until the pesticide
is dry or settled, or according to posted re-entry intervals.
• Employees shall avoid stooping or squatting to the extent possible.
• Employees shall be trained about biting and stinging pests that are
prevalent in the area.
• Employees must notify the supervisor of any snake or animal or
severe insect stings.

Field/Grounds Worker (90) Standard Safe Work Practices/Conditions

 All worksites should be kept clean and orderly.

 Work areas should be properly illuminated.
 The work area's ventilation system should be appropriate for the work
being performed.
 Spilled materials or liquids must be cleaned up immediately.
 The top step of ordinary stepladders should not be used as a step.
 Tools and equipment used by employees at their workstation should be
in good condition.
 Broken or damaged tools/equipment should be repaired or replaced as
necessary.
 Report all unsafe conditions to the supervisor or safety coordinator.
 Report all work related accidents, injuries and illnesses to the supervisor
or safety coordinator.
 In the event of fire, call the supervisor and sound the alarm.
 Upon hearing the alarm, stop work safely, turn off machine and evacuate
to the appointed location.
 Fire extinguishers shall be kept, clear always.
 Only trained and identified workers may attempt to respond to a fire or
other emergency.
 Suitable fire extinguishing equipment is to be available for immediate
use.
 Exits shall be kept unblocked, well-lit and unlocked during work hours.
 Do not store excessive combustibles (paper) in work areas.
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  Aisles and hallways shall be always kept clear.
 No horseplay or use of intoxicating substances is allowed on the
premises.
 No food/drink is allowed in areas where there is an exposure to toxic
materials or health hazards.
 No smoking is allowed in university buildings or vehicles.
 Use handrails on stairs and escalators.

Personal Protective Equipment

 Goggles or face shields must be worn where there is any danger of flying
particles or corrosive materials.
 Safety glasses are required to be always worn in areas where there is risk
of eye injuries such as punctures, abrasions, contusions or burns.
 Protective gloves, aprons, shields or other means must be worn to guard
against cuts, corrosive liquids, and chemicals.
 Hard hats must be worn where danger of falling objects exists.
 Foot protection is required where there is risk of foot injuries from hot,
corrosive, poisonous substances, falling objects, crushing, or penetrating
actions.
 All protective equipment must be maintained in a sanitary condition and
ready for use.
 Eye wash facilities and a quick drench shower must be available and
maintained within a work area where employees are exposed to injurious
corrosive materials.
 Hearing protection must be worn when sound levels exceed those of the
Cal/OSHA noise standard.
 Adequate work procedures, protective clothing and equipment must be
used when cleaning up spilled toxic or otherwise hazardous materials or
liquids.
 Pesticide applicators must wear required safety equipment (gloves,
respirators, and clothing, as appropriate).

III. Accompanying DepEd Textbook and Educational Sites

Department of Education, (2020). TLE 10 - AFA (Agricultural Crop Production

NC I) Learning Activity Sheet 8. 1st edition.

Department of Education, (2020). TLE 10 - AFA (Agricultural Crop Production

NC I) Learning Activity Sheet 6. 1st edition.
Department of Education, (2020). Technology and Livelihood Education-
Grade 9 Alternative Delivery Mode Quarter 1, Week 7 - Module 8:
Interact with Other Staff and Customers in a Positive and Professional
Manner.

“5 Steps to Giving & Following Instructions in the Workplace.”

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 Xdesign | Baton Rouge Marketing & Advertising Agency. Accessed on July 15,
2021. https://thinkx.net/blog/5-steps-to-giving-and-following-instructions-
in-the-workplace.

“10 Basic Rules for Safely Handling Hazardous Materials”. Article City.
January 16, 2020. Accessed on July 15, 2021. Retrieved from
https://www.articlecity.com/blog/10-basic-rules-for-safely-handling-
hazardous-materials/

“Refusing Unsafe Work”. WorkSafeBC. Modified last April 22, 2021.

Accessed on July 15, 2021.
https://www.worksafebc.com/en/health-safety/create-manage/rights-
responsibilities/refusing-unsafe-work

IV. Activity Proper

1. Directions / Instructions
Carefully read the instructions for each activity. Refer to the
accompanying information sheet in doing the activities. Write your answers in
a separate sheet of paper.

2. Exercises / Activities

A. Activity I

Directions: Carefully read and understand each statement. Write TRUE if

the statement is correct and FALSE if it is wrong.

1. Directions are considered less forceful than instructions. Instructions can be

more detailed and specific as compared to directions

2. Both directions and instructions can be communicated in an oral or written

manner.

3. Safe Job Procedures (SJP) - is a set of guidelines or "do's and don'ts"

on how to perform a specific task that may not always be done in the same way.

4. Safe Job Practices (SWP) - is a written, specific step-by-step

description of how to complete a job safely and efficiently from start to finish. Safe
Work Practices and Safe Job Procedures are a means of mitigating hazards identified
through the hazard identification, assessment, and control process.

5. Fatigue in the workplace – Prevention strategies Fatigue affects a

person’s health, increases the chance of workplace injuries occurring, and reduces
performance and productivity within the workplace.

B. Activity 2
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Directions: Give the correct answer to the questions or statements found
under Column A (QUESTION). Choose your answer from the given table
and write it under Column B (ANSWER). Use a separate paper as your
answer sheet.

Column A (QUESTION) Column B

(ANSWER)
1. What PPE can provide protection during
exposure to hazards like flying particles, metal or
sparks, liquid chemicals, caustic liquids, light
radiation, etc.
2. You will be spraying chemicals to control pest;
you knew face mask is not appropriate. What
appropriate PPE is needed aside from it?
3. What PPE can provide protection to potential
hazards such as falling objects, striking against
low-hanging objects, electrical hazards, or chemical
application.
4. You will be working heavy works in the farm
using tractors and disc plow. From the PPE, select
and prepare appropriate PPE for your feet and body.
5. In selection of PPE, what consideration will you
take?
6. Suitability means _____________
7. Aside from suitability what other consideration
may be taken when selecting and preparing PPE for
a certain task?
8. If the wearer has health issue like he is thin or
skinny so heavy coat is not suitable for him, what
PPE could you suggest for him to wear?
9. Aside from the manufacturer where can we get
advice in terms of checking the suitability of the
PPE?
10. Aside from the purpose of the PPE, what should
we consider when checking the suitability of the
PPE?

Possible Answers to the question/statement above:

Suit to the wearer Respirator Sunglasses/goggles

Quality of PPE Experts Helmet/hard hat

Worker Boots/overall coat Light coat Suitability

Limitations

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V. Reflection

1. Why do we need to understand and follow the directions and instructions?

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

2. What is the important of PPE?

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

3. If your workers in your farm do not use any PPE while doing their task, do you
still allow them to continue their work? Why?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

VI. Answer Key