Plan Training Session: Organic Agriculture Production NC II Produce Organic Vegetables Document No. Issued By: CC

Plan
Training
Session
Date Developed: Document No.

October 25, 2021 Issued by:
Organic Agriculture
Production NC II Date Revised:
CC
Produce Organic Developed by:
Vegetables Sr. Thelma Titus R.
Bulagao Revision #
MODULE CONTENT
UNIT OF COMPETENCY : PRODUCE ORGANIC VEGETABLES
UNIT CODE : AGR611306
UNIR DESCRIPTOR : This unit covers the knowledge, skills and

attitudes required to establish nursery, plant
seedlings, perform plant care activities and perform
harvest and post-harvest activities.
SUGGESTED DURATION : 24 hours
QUALIFICATION LEVEL : NC II
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the students/trainees will be able to:
LO1. Establish Nursery
LO2. Plant Seedlings
LO3. Perform Plant Care Activities and management
LO4. Perform Harvest and Post-Harvest Activities

Organic Agriculture October 25, 2021 Issued by:
CC Page |1
Vegetables Sr.Thelma Titus R. Bulagao
Revision # 01
ELEMENT PERFORMANCE CRITERIA
1. Establish 1.1 seeds are selected in accordance with PNS and
Nursery NSQCS/BPI
1.2 Seed beds are prepared in accordance with planting
requirements based on Vegetable Production Manual
(VPM)
1.3 Care and maintenance of seedlings are done in
accordance with enterprise practice
1.4 Potting media are prepared in accordance with
enterprise procedure
2. Plant 2.1 Land preparation is carried out in accordance with
Seedlings enterprise practice
2.2 Beneficial microorganisms are introduced prior to
planting in accordance with enterprise procedure
2.3 Seedlings are transplanted based on VPM
recommendations
2.4 Seedlings are watered based on VPM
recommendations
3. Perform 3.1 Water management is implemented according to plan
Plant Care and 3.2 Effective control measures are determined on specific
Management pest and diseases as described under the “pest, disease
and weed management” of the PNS
3.3 All missing hills are replanted to maintain the desired
plant population of the area
3.4 Plant rejuvenation/rationing are maintained
according to PNS
3.5 Organic fertilizers are applied in accordance with
fertilization policy of the PNS
4. Perform 4.1 Products are checked using maturity indices

Harvest and according to the PNS, PNS-organic agriculture enterprise
Post-harvest practice
activities 4.2 marketable products are harvested according to PNS,
PNS-organic agriculture and enterprise practice
4.3 harvested vegetables are classified according to PNS,
PNS-organic agriculture and enterprise practice
4.4 Appropriate harvesting tools and materials are used
according to PNS
4.5 Post-harvest practices are applied according to PNS
and GAP recommendations
4.6 Production record is accomplished according to
enterprise procedures

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RANGE OF VARIABLES
VARIABLE SCOPE
1. Care and maintenance 1.1 Handling
of seedlings 1.2 Watering
1.3 Organic Foliar Fertilizing
1.4 Pest Management
2. Land Preparation 2.1 Clearing

2.2 Plowing
2.3 Harrowing
2.4 Farrowing
3. Control Measures 3.1 Crop rotation
3.2 Application for beneficial micro
organisms
3.3 Inter-cropping
3.4 Planting botanical repellants
3.5 displaying organic attractants and
repellants
3.6 preserve existing predators
3.7 Mulching
4. Organic Fertilizers 4.1 Basal
4.2 Foliar
5. Post-harvest Practices 5.1 Post-harvest operation
5.2 Using of charts and manuals
5.3 Trimming, sorting, sizing and washing
5.4 Packaging, labelling and sorting
EVIDENCE GUIDE
1. Critical aspects of Assessment requires evidence that the
Competency: candidate
1.1 Established nursery
1.2 Planted seedlings
1.3 Performed plant care activities
1.4 Performed harvest and post-harvest
activities
2. Required knowledge and 2.1 Knowledge, Theory, Practice and
attitude Systems Operation
2.1.1 Germination testing
2.1.2 Seedbed preparation procedure
2.1.3 Proper handling of seedlings and
plants
2.1.4 Proper water management and
procedures
3. Required knowledge and
skills

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4. Methods of assessment
5. Resource Implications
LO1. ESTABLISH NURSERY

ASSESSMENT CRITERIA:
1. Seeds are selected in accordance with the PNS, and NSQCS/BPI
2.Seedbed is prepared in accordance with planting requirements based on
Vegetable Production manual (VPM)
3.Care and maintenance of seedlings are carried out in accordance with
enterprise practice
4.Potting media are prepared in accordance with enterprise procedure.
CONTENTS:
 Germination testing
 Physical evaluation of seeds
 Seedbed preparation procedure
 Proper handling of seedlings
o Pricking
o Hardening
 Proper water management
 Organic method of pests and disease management
 Organic method of nutrient management
 Types of potting media
 Advantages/disadvantages of different potting media
 Mixture of potting media
 Potting media preparation and procedure
CONDITIONS:
The students/trainees must be provided with the following:
 Tools and materials
- bolo
- broomstick
- clean cloth
- sprinkler
- assorted vegetable seeds
- trowel
- seedling tray
- seed boxes
- organic fertilizers
- base materials for growing
Training Materials
- Vegetable Production Manual
- handouts/flyers
- video presentation
- PPEs
- seedling bags (recycled paper, banana leaves, etc.)
-shovel
-first aid kit

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 Training equipment:
- LCD/computer
- printer
METHODOLOGIES
 Demonstration
 Discussion
 Oral questioning
 Video presentation
ASSESSMENT METHODS:
 Direct observation with oral questioning
 Demonstration
 Written exam
LO2. PLANT SEEDLINGS

1. Land preparation is carried out in accordance with enterprise practice
2. Organic fertilizers and applicable concoctions are incorporated in the soil
before planting in accordance with enterprise procedure
3. Seedlings are transplanted/ planted based on VPM recommendations
4.Watering of seedlings are performed based on VPM recommendations
CONTENTS:
 Land preparation activities
 Procedure in applying organic fertilizers and applicable concoctions
 Transplanting and planting procedures
 Water management
CONDITIONS:
 Tools and materials
- bolo
- broomstick
- organic fertilizers
- sprinkler
- trowel
Training Materials
- Vegetable Production Manual
- handouts/flyers
- video presentation
- PPEs
-shovel
-first aid kit
- LCD/computer
- printer
METHODOLOGIES:
 Lecture/discussion

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 Field demonstration
 Video presentation
ASSESSMENT METHODS:
 Direct observation and oral questioning
 Demonstration
 Interview
LO3. PERFORM PLANT CARE AND MANAGEMENT

1. Implemented water management plan
2. Determined effective control measures on specific pests and diseases as
prescribed under the “pest, disease and weed management” of the PNS.
3. All missing hills were re-planted to maintain the desired plant population of
the area
4. Applied organic fertilizers in accordance with fertilization policy of the PNS
CONTENTS:
 Proper care and management of plants
o Water management plan
 Organic method of pests and disease management
 Organic method of nutrient management
o Crop rotation
o Intercropping
o Cover cropping
o Green manuring
 Plant pests and disease management
Types of pests and disease
Organic method of preventing and controlling pests and diseases
 Establishment of buffer zone
CONDITIONS:
 Tools
pails
sprinkler
hand trowel
shovel
knapsack sprayer
 training equipment:
Desktop computer, printer, LCD
 materials
organic fertilizers
concoctions
plants for replanting
first aid kit
PPEs
METHODOLOGIES:

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 Demonstration
 Lecture-discussion
ASSESSMENT METHODS:
 Interview
 Written examination
LO4. PERFORM HARVEST AND POST HARVEST ACTIVITIES

1.Products are checked using maturity indices according to PNS, PNS-organic
agriculture and enterprise practice.
2.Marketable products are harvested according to PNS, PNS-organic agriculture
and enterprise practice.
3.Harvested vegetables are classified according to PNS, PNS-organic agriculture
and enterprise practice.
4.Appropriate harvesting tools and materials are used in accordance with PNS.
5.Post harvest practices were applied according to PNS and GAP
recommendations.
6.Production record was accomplished.
CONTENTS:
 Maturity indices.
 Proper handling of tools and materials.
 Practices in post-harvest of vegetables.
 Harvesting tools and implements
 Principles and guides in post-harvest handling of vegetables.
 Principles of 5S
 Principles of 3Rs
 Proper recording
 PNS
 PNS-organic agriculture
 GAP
CONDITIONS:
 Tools:
scissors
vegetable crates
knife
weighing scale 10 kls. capacity
Desktop Computer
LCD projector

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 Farm equipment
Cart
 Materials
first aid kit
bamboo baskets
pencils
bond papers
Learning materials on VPM
PPEs
 Facilities
Storage area
METHODOLOGIES:
 Demonstration
 Lecture/ Discussion
 Field work
Film viewing
ASSESSMENT METHODS:
 Written examination
 Demonstration with oral questioning
 Interview

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Revision # 01
Data Gathering Instrument for Trainee’s Characteristics
Name: Juan dela Cruz Date: October 25, 2021

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 Average grade in: Average grade in:

and numeracy English Math
(LL&N)
a. 95 and above 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
a. 75 to 79 e. 75 to 79
Cultural and Ethnicity/culture:

language a. Ifugao
background
b. Igorot
c. Ibanag
d. Gaddang
e. Muslim
f. Ibaloy
g. Others (please specify: NA
Education & Highest Educational Attainment:

general a. High School Level
knowledge
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

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b. Female
Age: 22 Your age: 50
Physical ability 1. Disabilities (if any) NA
2. Existing Health Conditions (Existing illness
if any)
a. None
b. Asthma
c. Heart disease
d. Anemia
e. Hypertension
f. Diabetes
g. Others (please specify) NA
Previous TM Certificates
experience with a. TQ certified
the topic b. TM graduate
c. TM trainer
d. TM lead trainer
Number of years as a competency trainer NA
Previous List down trainings related to TM

learning Organic Agriculture Production
experience
National Certificates acquired and NC level
Training Level
completed N/A
Special courses Other courses related to TM

a. Units in education
b. Master’s degree units in education
c. Others (please specify) Doctor of
Management major in Educational
Management (DM-EM)
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

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Revision # 01
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)

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FORM 1.1 SELF-ASSESSMENT CHECK
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
1.1 obtain and convey workplace information 
1.2 perform duties following workplace instructions 
1.3 complete relevant work-related documents 
2. Describe team role and scope
2.1 work in team environment 
2.2 describe team role and scope 
2.3 work as a team member 
3. Practice career professionalism
3.1 integrate personal objectives with organizational 
roles
3.2 set and meet work priorities 
3.3 maintain professional growth and development 
4. Practice Occupational Health and Safety Procedures
4.1 identify hazards and risks 
4.2 evaluate hazards and risks 
4.3 control hazards and risks 
4.4 maintain OHS awareness 
COMMON COMPETENCIES
CAN I…? YES NO
1. Apply safety measures in farm operations
1.1 determine areas of concern for safety measures 
1.2 apply appropriate safety measures 
1.3 safekeep/dispose tools, materials and outfit 
2. Use farm tools and equipment

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2.1 use and select farm tools 
2.2 select and operate farm equipment 
2.3 perform preventive maintenance 
3. Perform estimation and calculation
3.1 perform estimation 
3.2 perform basic workplace calculation 
4. Practice Occupational Health and Safety Procedures
4.1 identify hazards and risks 
4.2 evaluate hazards and risks 
4.3 control hazards and risks 
4.4 maintain OHS awareness 
CORE COMPETENCIES
CAN I…?
1. Raise Organic Chicken
1.1 select healthy stocks 
1.2 determine suitable chicken house requirements 
1.3 install cage (housing) equipment 
1.4 feed chicken (provide feed and implement feeding 
practice)
1.5 manage health and growth of chicken 
1.6 harvest Chicken 
2. Produce Organic Vegetables
2.1 establish nursery 
2.2 plant seedlings 
2.3 perform plant care activities and management 
2.4 perform harvest and postharvest activities 
3. Produce Organic Fertilizer
3.1 prepare composting area 
3.2 prepare new materials 
3.3 carry out composting process 
3.4 harvest compost 
4. Produce various concoctions

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4.1 prepare for the production of various concoctions 
4.2 process concoctions 
4.3 package concoctions 
Note: In making the Self-Check for your Qualification, all required competencies should
be specified. It is therefore required of a Trainer to be well- versed of the CBC or TR of the
program qualification he is teaching.
Evidences/Proof of Current Competencies

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Form 1.2: Evidence of Current Competencies acquired related to
Job/Occupation
Current competencies Proof/Evidence Means of validating

Basic Competencies
1. Participate in workplace
communication
1.1 Obtain and convey workplace TOR, Certificate Written tests
information of Training Demonstration
1.2 Perform duties following
workplace instructions
1.3 Complete relevant work-
related documents
2. Describe team role and scope TOR, Certificate
of Training
2.1 Work in team environment Simulation
2.2 Describe team role and scope Role Play
2.3 Work as a team member
3. Practice career TOR, Certificate
professionalism of Training Written Exams
3.1 Integrate personal objectives Role Play
with organizational roles
3.2 Set and meet work priorities
3.3 Maintain professional growth
and development
4. Practice Occupational Health TOR, Certificate
and Safety Procedures of Training Written Exams
4.1 Identify hazards and risks Role Play
4.2 Evaluate hazards and risks
4.3 Control hazards and risks
4.4 Maintain OHS awareness
Current competencies TOR, Certificate Means of validating
of Training
Common Competencies
1. Apply safety measures in farm operations
1.1 Determine areas of concern

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for safety measures TOR, Certificate Written exams
of Training
1.2 Apply appropriate safety Simulation
measures
1.3 Safekeep/dispose tools,
materials and outfit
2. Use farm tools and
equipment TOR, Certificate Role Play
2.1 use and select farm tools of Training Simulation
2.2 Select and operate farm
equipment
2.3 Perform preventive
maintenance
3. Perform estimation and
calculation TOR, Certificate Written Exams
3.1 Perform estimation of Training Role Play
3.2 Perform basic workplace
calculation
4. Develop and update industry
knowledge TOR, Certificate Written Exams
4.1 Seek information on the of Training Role Play
industry
4.2 Update industry knowledge
5. Perform Record Keeping
Current competencies TOR, Certificate Means of validating
of Training
Core Competencies
1. Raise Organic Chicken
1.1 Select healthy stocks and
Written Exams
suitable housing TOR, Certificate Demonstration
1.2 Set-up cage equipment of Training Oral Questioning
1.3 Feed chicken
1.4 Grow and harvest chicken
2. Produce Organic Vegetables
2.1 Establish nursery Written Exams
Demonstration
2.2 Plant seedlings TOR, Certificate

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2.3 Perform plant care and of Training Oral Questioning
management
2.4 Perform harvest and post-
harvest activities
3. Produce Organic Fertilizer
3.1 Prepare composting area and TOR, Certificate Written Exams
materials of Training Demonstration
Oral Questioning
3.2 Compost and harvest fertilizer
4. Produce Organic Concoctions and Extracts
4.1 Prepare for the production of TOR, Certificate
various concoctions of Training Demonstration
4.2 Process concoctions Simulation
4.3 Package concoctions
Elective Competencies
1. Raise Organic Hogs
1.1 Select healthy domestic hog Written Tests
breeds and suitable housing Demonstration
TOR, Certificate
Simulation
1.2 Feed hogs of Training
1.3 Grow and finish hogs
2. Raise Organic Small Ruminants
2.1 Select healthy breeders and
suitable cages
2.2 Feed small ruminants
2.3 Manage breeding of small TOR, Certificate Written tests
ruminants of Training Simulation
2.4 Manage does/ewes and their
progenies
2.5 Grow and harvest small
ruminants
Identifying Training Gaps

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From the accomplished Self-Assessment Check (Form 1.1) and the
evidences of current competencies (Form 1.2), the Trainer will be able to
identify what the training needs of the prospective trainee are.
Form 1.3 Summary of Current Competencies Versus Required

Competencies
Required Units of Current Training

Competency/Learning Competencies Gaps/Requirements
Outcomes based on CBC
Basic Competencies
1. Participate in Workplace Communication
1.1 Obtain and convey Obtain and convey
workplace information workplace
information
1.2 Participate in Participate in
workplace meetings and workplace meetings
discussions and discussions
1.3 Complete relevant Complete relevant
work-related documents work-related
documents
2. Work in team environment
2.1 Describe team role and Describe team role
scope and scope
2.2 Identify own role and Identify own role and
responsibility within team responsibility within
team
2.3 Work as a team Work as a team
member member
3. Practice occupational health and safety procedures
3.1 Identify hazards and Identify hazards and
risks risks
3.2 Evaluate hazards and Evaluate hazards and
risks risks

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3.3 Control hazards and Control hazards and
risks risks
3.4 Maintain OHS Maintain OHS
awareness awareness
Common Competencies
1. Apply safety measures in farm operation
1.1 Determine areas of Determine areas of
concern for safety measure concern for safety
measure
1.2 Apply appropriate Apply appropriate
safety measures safety measures
1.3 Safekeep/dispose tools, Safekeep/dispose
materials and outfit tools, materials and
outfit
2. Use farm tools and equipment
2.1 Select and use farm Select and use farm
tools tools
2.2 Select and operate farm Select and operate
equipment farm equipment
2.3 Perform preventive Perform preventive
maintenance maintenance
3. Perform estimation and basic calculation
3.1 Perform estimation Perform estimation
3.2 Perform basic Perform basic
workplace calculation workplace calculation
4. Develop and update industry knowledge
4.1 Seek information on Seek information on
the industry the industry
4.2 Update industry Update industry
knowledge knowledge
5. Perform record keeping
5.1 Carry out inventory Carry out inventory
activities activities

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5.2 Maintain production Maintain production
record record
5.3 Prepare financial Prepare financial
records records
Core Competencies
Produce Organic Vegetables
1. Establish nursery
1.1 Select good seeds Select good seeds
1.2 Prepare seedbed Prepare seedbed
1.3 care and maintain Care and maintain
seedlings seedlings
1.4 Prepare pot media Prepare pot media
2. Plant seedlings
2.1 Land preparation Land preparation
2.2 Introduce micro- Introduce micro-
organism organism
2.3 Transplant seedlings Transplant seedlings
2.4 Water transplanted Water transplanted
seedling seedling
3. Perform plant care and management
3.1 Implement water Implement water
management management
3.2 Determine and specify Determine and
pest/disease control specify pest/disease
measures control measures
3.3 Maintain plant Maintain plant
population population
3.4 Maintain plant care Maintain plant care
management management
3.5 Apply fertilizer Apply fertilizer
4. Perform harvest and post-harvest activities

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4.1 Check product Check product
maturity index maturity index
4.2 Market harvested Market harvested
products products
4.3 classify harvested classify harvested
products products
4.4 Use appropriate tools Use appropriate tools
and materials in harvesting and materials in
harvesting
4.5 Apply post-harvest Apply post-harvest
recommendations recommendations
4.6 Produce and Produce and
accomplish records accomplish records
Electives
1. Raise organic hogs
1.1 Select healthy domestic Select healthy
hogs domestic hogs
1.2 Determine suitable hog Determine suitable
house hog house
1.3 Feed hogs Feed hogs
1.4 Manage health growth Manage health
hogs growth hogs
1.5 finish hogs Finish hogs
2. Raise organic small ruminants
2.1 select healthy breeders Select healthy
breeders
2.2 Determine suitable Determine suitable
cage cage
2.3 Install cage/housing Install cage/housing
requirements requirements
2.4 Feed small ruminants Feed small ruminants
2.5 Manage health, growth Manage health,
and breeding growth and breeding

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2.6 Harvest/finish small Harvest/finish small
ruminants ruminants

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Using Form No.1.4, convert the Training Gaps into a Training Needs/
Requirements. Refer to the CBC in identifying the Module Title or Unit of
Competency of the training needs identified.
Form No. 1.4: Training Needs
Training Needs Module Title/Module of
Instruction
(Learning Outcomes)
1. Establish nursery
2. Plant seedlings Producing Organic Vegetables
3. Perform plant care and management
4. Post-harvest practices

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SESSION PLAN
Sector : AGRICULTURE AND FISHERY SECTOR
Qualification Title : ORGANIC AGRICULTURE PRODUCTION NC II
Unit of Competency : PRODUCE ORGANIC VEGETABLES
Module Title : PRODUCING ORGANIC VEGETABLES
Learning Outcomes:
1. Establish Nursery
2. Plant Seedlings
3. Perform Plant Care and Management
4. Perform Harvest and Post-harvest Activities
Organic Agriculture Date Developed: Document No. NTTA-TM1-07

Production NC II Oct 25,2021 Issued by:
Date Revised:
Produce Organic CC
Developed by: P a g e | 24
Vegetables Sr. Thelma Titus R. Bulagao
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A. INTRODUCTION
The vegetable industry is one of the major sources of livelihood for millions of Filipino farmers and businessmen. It is
a good source of vitamins and minerals such as Vitamin A, B, C, Iron as well as protein and dietary fiber for the right
nutrition or food for the body. Extensive cropping and long-term application of chemical fertilizers, pesticides & other inputs
in vegetable plantation have resulted to soil degradation and nutrient depletion. With this condition, land area devoted to
vegetable production have poor soil quality with a characteristic of low soil organic matter, acidic and low levels of macro
and micro nutrients. In response to these challenges, the Department of Agriculture under the Organic Agriculture Program
(OA) promotes the use of organic fertilizer that is fully decomposed at stable temperature with no foul smell. Poverty and
increase of population may cause hunger and lack of food. But if the people will be empowered to produce and consume
vegetables it would solve the malnutrition problem in the countryside
B. LEARNING ACTIVITIES
LO 1: Establish nursery
Learning
Methods Presentation Practice Feedback Resources Time
Content
Group Read Information Answer Self Compare your CBLM

1. Check2.1-1 on answer on
Discussion/Lecture Sheet 2.1-1on Select Laptop
Select seeds Select seeds Answer key 2.1-1
Modular/Self-Paced seeds Projector 15
Answer Self Check Compare your mins
Group Discussion Read Information CBLM
Modular Sheet 2.1-2 on 2.1-2 on Prepare Answers with the Laptop
Oral Questioning Prepare seedbeds seedbeds Answer Key 2.1-2 Projector
2. Prepare
seedbeds Perform Task Evaluate Greenhous
Study Task Sheet 15
Sheet 2.1-2 on performance e/nursery
Demonstration 2.1-2 on Prepare mins
based on Agri bags
seedbeds Prepare seedbeds
Performance Caching
Date Revised:
Produce Organic CC
Revision # 01
nets
Coconut
dusks
Criteria Check Seedling
List 2.1-2 tray
Compost
Fertilizer
gloves
3.Care and Group Study Task Sheet Perform Task Evaluate Greenhous 15
maintain Discussion/Lecture 2.1-3 on Care and Sheet 2.1-3 on performance e/nursery mins
seedlings Modular/Self-Paced maintain seedlings Care and maintain based on Agri bags
seedlings Performance Caching
Criteria Check nets
List 2.1-3 Coconut
dusks
Seedling
tray
Compost
Fertilizer
Gloves
Saw dust
Animal
manure
Group Study and interpret Perform Task Evaluate Greenhous 15
4. Prepare Discussion/Lecture Task Sheet 2.1-4 on Sheet 2.1-4 on performance e/nursery mins
different Modular/Self-Paced Prepare different Prepare different based on Agri bags
potting media potting media potting media Performance Caching
Criteria Check nets
Date Revised:
Produce Organic CC
Revision # 01
List 2.1-4 Coconut
dusks
Seedling
tray
Compost
Fertilizer
gloves
LO 2: Plant Seedlings
1.5
1. Prepare land Self-paced/ Compare your CBLM hour
Read Information Answer Self Check
Modular Group Answers with Laptop s
Sheet 2.-2.1 on land 2.2-1 on land
Discussion the Answer Key Projector
preparation preparation
Written Test 2.2-1
Self-paced/ Study and interpret Perform Job Sheet Evaluate CBLM

Modular Group Operation Sheet 2.2-1 on Operate Performance
Discussion 2.2-1 on Operate tillage tractor based on
Written Test tillage tractor Performance
criteria
checklist 2.2-1
Demonstration Study and interpret Perform Job Sheet Evaluate Pick

with Oral Job Sheet 2.2-1 on 2.2-1 on Clear, Performance mattock
Questioning Clear, plow, harrow plow, harrow and based on PPE
and farrow land for farrow land for Performance Plowing
planting planting criteria equipment
checklist 2.2-1 Digging
Date Revised:
Produce Organic CC
Revision # 01
tools
Bolos
Spike tooth
harrow
Self-paced/ Read Information Answer Self Check Compare your CBLM

2. Introduce Modular Group Sheet 2.2-2 on 2.2-2 on Introduce Answers with
microorganism Discussion Introduce microorganism the Answer Key Fungicides
Oral Questioning microorganism 2.2-2 Gloves
Pails
Marking
pens
First aid
kits
15
Self-paced/ Answer Self Check Compare your mins
3. Transplant Read Information 2.2-3 on Answers with
Modular Group CBLM
seedlings Sheet 2.2-3 on Transplant the Answer Key
Discussion
Transplant seedlings seedlings 2.2-3
Written Exam
Study and interpret Pick

Perform Task Sheet Evaluate
Task Sheet 2.2-3 on mattock
2.2-3 on Performance
Transplant seedlings PPE
Demonstration Transplant based on
seedlings Performance Plowing
criteria equipment
checklist 2.2-3 Digging
tools
Date Revised:
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Revision # 01
Bolos
Self-paced/ Read Information Answer Self Check Evaluate

Modular Group Sheet 2.2-4 on CBLM
2.2-4 on Water Performance
Discussion Water planted planted seedlings based on
Written Exam seedlings Performance
criteria
checklist
4. Water planted
seedlings Evaluate Sprinkler
Irrigation
Perform Task Sheet Performance 30
Study and interpret based on system
2.2-4 o Water mins
Task Sheet 2.2-4 on Performance Knapsack
planted seedlings
Water planted criteria sprayer
seedlings checklist 2.2-4 Surface
irrigation
system
LO 3: Perform Plant and Management
1. Implement water CBLM 30

management Self-paced Read Information Answer Self Check mins
Compare your
Group Discussion Sheet 2.3-1 on 2.3.-1 on Sprinkler
Answers with the
Demonstration Implement water Implement water Irrigation
Answer Key 2.3-1
management management system
Knapsack
Date Revised:
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Revision # 01
sprayer
Surface
irrigation
system
2. determine pests Self-paced Read Information Answer Self Check Compare your CBLM
and diseases and Group Discussion Sheet 2.3-2 on 2.3.-2 on Answers with the Fungicide
provide effective Demonstration determine pests and determine pests Answer Key 2.3-2 s
control measures diseases and provide and diseases and Mulching
effective control provide effective materials
measures control measures Marking
bottles
PPEs
Killing
bottles
composts
3. Replant missing Self-paced Compare your CBLM

Study and interpret Answer Self Check
hills to meet the Group Discussion Answers with the
Information Sheet 2.3-3 on Replant
desired plant Demonstration Answer Key 2.3-3 Digging
2.3-3 on missing hills
population tools
Replant missing hills
4. Maintain plant Read Information Answer Self Check Compare your Cutting
rejuvination Self-paced Sheet 2.3-4 on 2.3-4 on Maintain Answers with the tools
Group Discussion Maintain plant plant rejuvination Answer Key 2.3-4 Scissors
Demonstration rejuvination Pruning
shears
Date Revised:
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Revision # 01
5. Apply organic Self-paced Read Information Answer Self Check Compare your Fungicide
fertilizer Group Discussion Sheet 2.3-5 on Apply 2.3-5 on Apply Answers with the s
Demonstration organic fertilizer organic fertilizer Answer Key 2.3-5 Mulching
materials
Marking
bottles
PPEs
Killing
bottles
composts
LO4. Perform Harvest and Post-harvest Activities

1. Check products Compare your CBLM 1
using maturity Answers with the Matur hour
indices Answer Key 2.4.1 ity
index
Read Information Answer Self Check manu
Self-paced
Sheet 2.4-1 on 2.4-1 on al
Group Discussion
Check products Alteration/modifica Pickin
Oral questioning
using maturity tion procedures g
Demonstration
indices knife
Weigh
ing
scales
2. Market products Self-paced Read Information Answer Self Check Compare your CBLM
Date Revised:
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Revision # 01
Oral Questioning Sheet 2.4-2 on 3.4-2 on Procedure Answers with the Packa
Demonstration Market products on final fitting Answer Key 3.4.2 ging
materi
als
Marki
ng
pens
3. Classify Read Information Answer Self Check Compare your

harvested products Group Discussion Sheet 2.4-3 on 3.4-3 on Answers with the CBLM
Oral Questioning Classify harvested Clients Answer Key 2.4.3
Demonstration products specifications
4. Use appropriate Read Information Compare your CBLM
harvesting tools Sheet 2.4-4 on Use Answers with the Picking
Answer Self Check
Group Discussion appropriate Answer Key 2.4-4 knife
2.4-3 on Use
Oral Questioning harvesting tools Harvestin
appropriate
Demonstration g tools
harvesting tools
gloves
5. apply post- Read Information Compare your CBLM

harvest practices Sheet 2.4-5 on apply Answer Self Check Answers with the Assorted
Group Discussion
post-harvest 3.4-5 on apply Answer Key 3.4-5 packagin
Oral Questioning
practices post-harvest g
Demonstration
practices materials
6. Accomplish Group Discussion Read Information Answer Self Check Compare your CBLM
production records Oral Questioning Sheet 2.4-6 on 2.4-3 on Answers with the Calculato

Date Revised:
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Demonstration Accomplish Accomplish Answer Key 2.4-6 r
production records production records Ledger
C. ASSESSMENT PLAN
 Written Test
 Oral Questioning
 Actual Performance/Demonstration
D. TEACHER’S SELF-REFLECTION OF THE SESSION

Session plan is a guide/a training tool for the trainer not a script that provides a focus for the training, a reminder for
the trainer of the key points to undertake and provides a record of the training if it's to be used again. Preparing,
implementing, evaluating such brought focus to a trainer on the” what”, the “how” and the “why” of the training. Upon doing
such, things are getting clearer and someway, somehow makes the trainer internalize, had motivated the trainer to love
more and to promote the advocacy of organic farming.
E. Recommendation
Trainees should read every single detail to be guided properly, motivated to put into practice so trainers can facilitate
as s/he monitors closely while trainees perform the tasks/actualize the process, apply principles to meet the competency
standards.

Date Revised:
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Revision # 01
Prepared by:
SR. THELMA TITUS R. BULAGAO

Date Revised:
Produce Organic CC
Revision # 01
PARTS OF A COMPETENCY-BASED LEARNING MATERIAL
References/Further Reading
Performance Criteria Checklist
Operation/Task/Job Sheet
Self Check Answer Key
Self Check
Information Sheet
Learning Experiences
Learning Outcome Summary
Module
A Content
Module Content
Module
List of Competencies
Content
Module Content
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.

Date Revised:
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Revision # 01
ORGANIC AGRICULTURE PRODUCTION
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competency Module Title Code
AGR 612301
1. Raise organic chicken Raising organic chicken
Produce organic Producing organic AGR611306

2.
vegetables vegetables
Produce organic Producing organic AGR611301

3.
fertilizer fertilizer
Produce organic
Producing organic AGR11302
4. concoctions and
concoctions and extracts
extracts

Date Revised:
Produce Organic CC
Revision # 01
Learning Experiences
Learning Outcome: Producing Organic Vegetables
Learning Activities Special Instructions

Read information sheet 2.2-1 on land
preparation
 Read and understand
Answer self-check 2.2-1 Information Sheets. If you
Compare answers with answer key have some problem or
2.2-1 clarification and difficulty on
the content of the information
Perform Task Sheet 2.2-1 on land sheet, don’t hesitate to
preparation approach your trainer for
Evaluate your performance using further explanation.
performance criteria checklist 2.2-1
 If you feel that you are now
Read Information Sheet 2.2-2 on knowledgeable on the content
introduce micro-organisms before of the information sheet, you
planting seedlings can now answer Self-check
Answer Self-check 2.2-2 and provided in the module.
compare answers with answer key Answer all the questions
correctly before proceeding to
Perform task sheet 2.2-2 on the activity. Then compare
introduce micro-organisms before your answers to the answer
planting seedlings key.
Evaluate your performance using
 Compare your answer to the
Read information sheet 2.2-3 on answer key
planting seedlings
Answer self-check 2.2-3 on planting
seedlings  If you have questions or
Clarifications with regards to
Perform task sheet 2.2-3 the Steps or Procedures with
Evaluate your performance using Task Sheet, Job Sheet and
performance criteria checklist 2.2-3 Operation Sheet, please don’t
hesitate to ask your trainer for
Read information sheet 2.2-4 on further explanations
water planted seedlings
Answer self-check 2.2-4 on water
planted seedlings
Perform task sheet 2.2-4 on water
planted seedlings
Evaluate your performance using
Information Sheet 2.2-1

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Steps in Preparing the Land
2.1 Land Preparation
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. identify and follow the steps in preparing the land;
2. implement process in preparing the land;
3. operate a tillage tractor.
Introduction: The purpose of land preparation is to provide the

necessary soil conditions which will enhance the successful establishment
of the young offshoots or the tissue culture plants
received from the nursery
Land development is the costliest preparation in

farming. It involves jungle clearance, soil opening
with deep tillage equipment, moving soil from high
to low spots, making farm roads, field bunding and
levelling, etc. These operations require use of self-propelled and heavy
equipment such as crawler tractors with heavy duty ploughs and dozers,
high horsepower tractors with dozing arid hoeing attachment, scrapers,
ditchers, chisel ploughs, subsoilers, terracers, levellers etc.
Land preparation depends on the area, this involves either heavy or

light cultivation of the soil and clearing the area of weeds and other existing
vegetation and obstructions to facilitate operations like staking and
placement of nuts. The purpose of land preparation is to provide the
necessary soil conditions which will enhance the successful establishment
of the young offshoots or the tissue. It typically involves.
The tillage operations, defined as mechanical manipulation of soil, are

performed to achieve the desired seedbed to provide optimum environment
for seed germination and plant growth. Seedbed preparation for sowing /
planting of different crops is done through primary and secondary tillage
operations.

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Mechanical field preparation
The mechanical or initial soil preparation concerns mainly the

preparation of a field for further detailed preparation such as irrigation
system installation, hole preparation, etc. Actions, if applicable to the area,
include:
1. Clearing
Land preparation starts with removal of shrubs and stumps. Clear
the selected area of everything you don’t need and remove weeds ( by hoe,
weed wacker, brushing cutlass); remove undesirable materials; do not
remove by burning ( as this destroys organic matter, kills of beneficial soil
organisms and results in soil erosion)
2. Plowing
To till or dig-up, mix, and overturn the soil or removal of stones
3. Harrowing
To break the soil clods into smaller mass and incorporate plant
residue,
4. Leveling
To smoothen the soil with a broom rake. Then drag the rake (tines up)
to create "furrows" for this reseeding lawn jobs.
In all ecologies land preparation ends up with final operation that
adequately levels the field. Levelling is done to ensure fair distribution of
water across the field.
The roots of weeds are just waiting to sprout along with the
crops. Tilling breaks apart the established weeds and forces them to start
anew, making it much easier to control them. Tilling also aerates the soil,
which many believe is beneficial to crop growth.
The land is then ploughed using hand hoes such as jembe/panga,
oxen or tractors. Power and equipment are required for tillage in different
soil types are varied. It is essential to plough when land is dry to reduce
weeds. However in difficult soils such as virgin lands there may be need to
wet the field before ploughing. It is generally recommended that two ploughs
and one harrow or rotovation are sufficient for soil disturbance long before
planting to establish a fine tilth. Fine tilth improves germination reduces
seeding rate and improves seedling uptake in irrigated ecologies. Ensure soil
surface is level to enhance water application by irrigation. The field requires
adequate drainage system to allow rapid removal of excess water. However,
land preparation will vary according to cropping system used. Three main
rice ecologies (Irrigated, Rainfed lowland and Rainfed Upland) require
different land preparation techniques.
Steps on how to operate a tillage tractor

1. The driving two-wheel walking tractor is mainly used for rotary cultivator
operation; the traction type is mainly used for hauling agricultural
implements; the dual-purpose model can be used in combination with a

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rotary cultivator, and can also be used to assist haulage tools or trailers for
transportation operations.
A pre-operational check of the tractor will assure you that it is in safe

operating condition. Check the tires for proper inflation and defects,
windows for visibility, seat position, seat belts, brakes for adjustment,
steering response, rear view mirrors, slow-moving vehicle emblem,
reflectors, and running lights for day or night time operation.
Safety Check: Walk around the tractor and any attached implement
checking the area for obstacles that may be under or near the tractor. This
includes stones, boards, children's toys etc. Make sure there are no
bystanders; remember this is a work area. Check that the wheels are free,
not frozen or stuck in the ground. If the rear wheels are frozen to the
ground, then the tractor may flip backwards around the axle when power is
applied. Check for any loose parts or objects on the tractor such as tools on
the platforms or around brakes and other controls.
Service Walkaround: Walk around the tractor a second time to check the
tractor itself. This time look at the tires for wear and inflation, the power
takeoff shaft for shielding and guarding (rotate the shield to make sure it
moves freely), the hitch for proper hitch pin and safety clip. Pay particular
attention to the ground under the tractor for any signs of liquid leaks such
as oil, coolant or fuel.
Check the oil: Remove the dipstick, wipe it clean and check the oil level. If
oil is required, remember to wipe off the filler cap before you remove it to
avoid dirt falling into the engine. Use a clean funnel and clean the top of
the oil can to prevent rust or other foreign objects going in with the oil.
Check the radiator: Slowly remove the red cap and check the liquid level.
Check the air pre-cleaner and air cleaner. Remove and shake out any
dirt.
Check the fuel level. Fill if necessary, but it should have been filled at the
end of the last day the tractor was used.
Check the fire extinguisher. Your tractor should have a fire extinguisher
in case of fire during operation or refueling. Make sure it is charged and
easily accessible.
Starting and stopping the Tractor
1. provide adequate ventilation
2. star the tractor from the operator’s flatform
3. check the power take off controls
4. start the engine
5. allow engine to warm
6. make sure that there is proper oil pressure, that the battery is charging
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7. Test brakes as you start slow speed
8. if the power steering ceases to operate, stop the tractor immediately
Lay-out para sa Watermelon
Kamangan sa
Plot Plot balagon
Canal 0.5 m
(1 Plot
(1
meter) 4.0 meters (1
meter)
meter)
Lay-out para sa Talong

Canal 0.6 m
Canal 0.6 m
Plot
Canal 0.6 m
Plot Plot Plot

(1 (1 (1 (1
meter) meter) meter) meter)
Lay-out para sa kamatis, atsal, sili, ug mga dahonon nga

utanon sama sa pechay, upland kangkong, etc.
0.5
Plot Plot Plot Plot

0.5
Canal 0.5 m
(1 (1 (1 1 meter)
meter) meter) meter)
Canal
Canal
m
m
Hole preparation
The actual digging of the hole is one of the last actions

before planting takes place, but it must be emphasized
that this is not the final preparation for the planting
operation itself. This is the point where the required
inputs such as gypsum and organic materials are
worked into the soil and a start is made with the leaching programe. The
CC P a g e | 41
Revision # 01
reason why the leaching is only applied at this stage is because of the
relatively small area that is occupied by the date palm. If the total area had
to be leached, it would become very costly with little or no benefit in the long
run.
It is recommended that a hole of 1 m³ be prepared and that the soil

from the hole be mixed with the organic material and gypsum (Figures 56
and 57). The soil mix is then put back into the hole, where after the site is
clearly marked for positioning of the small date palm plants.
At this stage, once the hole has been prepared and closed, it is
irrigated and a leaching program implemented. The water supply will then
enhance the leaching of excessive salts and contribute to the fermentation
process of the organic material. Subsequent irrigation, several times (2 to 3)
before planting, will also allow the mixed soil to settle in the hole.
In most soils, the early and rapid growth of the date plant is better
when the holes are prepared one to two months before planting. Well-rotted
manure can also be used in holes prepared and irrigated shortly before
planting, but extreme care must be taken to put the manure (and fertilisers)
deep enough to allow a layer of soil at least 15 to 20 cm thick to be placed
between the manure and the roots of the date plant.
Steps in preparing the land for planting
Step 1
• Determine the Soil Type (Sandy, Clay, Loam)
Step 2
• Clear the selected area of everything you don’t need (remove weeds by hoe,
weed wacker, brushing cutlass; remove undesirable materials. Do not
remove by burning as this destroys organic matter, kills of beneficial soil
organisms and results in soil erosion.
Step 3 • Observed the drainage pattern of the area cleared (this helps
determine the orientation of the beds and prevent soil erosion?
Step 4 • Prepare the planting area to ensure adequate drainage, aeration

and space for root growth
Step 5
Determine if you are planting in individual holes or on beds
• Individual Holes (make a Planting hole, add and mix sharp sand, organic
matter and limestone to the soil removed from the planting hole, and place
the mixture in the planting hole)
• Beds (prepare the planting area by tilling or loosening the soil, spread the
mixture of sharp sand, organic matter, and limestone evenly over the entire
area and incorporate in the soil, form beds- size of beds depends on the crop

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chosen and the bed can be any length but should allow you to reach the
center of the bed)
Step 6 • Make drains at least 20 cm deep to allow excess run –off water
from the beds to flow into the main drains
Step 7 • Plant your seedling or sapling
References
DuPont, T. 2012. Selecting the Right Seeding and Transplanting

Strategies.
Mid-Atlantic Commercial Vegetable Production Recommendations.
Funded by USDA Specialty Crop Block Grant Project ME#44166076 –

"Sustainable Production and Pest Management Innovations for
Next Generation Young and Hispanic/Latino Specialty Crop
Growers"
https://www.google.com/search?q=what+are+micro-organisms
%3F&oq=what+are+micro-organisms
%3F&aqs=chrome..69i57j0i10l9.10287j0j7&sourceid=chrome&ie=UTF-8
https://www.google.com/search?
q=importance+of+microbes+to+plants&sxsrf=APq-
WBtxSJrLyMZXUG8szNDf8LCtZV6IUA
%3A1644332925297&ei=fYcCYtPKEZDihwO7xLO4Bg&ved=
https://link.springer.com/chapter/10.1007/978-81-322-2169-
2_9#:~:text=Microbes%20create%20nutrient%2Dlike%20carbon,for
%20composting%20and%20humus%20formation.
https://agriculture.gov.tt/publications/land-preparation/
https://www.fao.org/3/y4360e/y4360e0a.htm

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SELF CHECK 2.2-1
I. ENUMERATION: Give what is asked for.

A. 1-4. Give the four types of land preparation and describe each. (2
points each)
B. 5-10 The first six steps and its activity from preparing the land
until planting. (2 points each)
II. SEQUENCING: Arrange the following events by writing the number

on the space provided for
A.
___ Determine if you are planting in individual holes or on beds
___ Determine the Soil Type
___ Clear the selected area of everything you don’t need
___ Prepare the planting area to ensure adequate drainage, aeration and
space for root growth
___ Observed the drainage pattern of the area cleared
___ Plant your seedling or sapling
B.
___ To till or dig-up, mix, and overturn the soil or removal of stones
___ To break the soil clods into smaller mass and incorporate plant residue
___ Clear the selected area of everything you don’t need and remove weeds
___ Smoothen the soil with a broom rake. Then drag the rake (tines up) to
create "furrows" for this reseeding lawn jobs

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ANSWER KEY 2.2-1
I. ENUMERTION
A.
1. Clearing
Land preparation starts with removal of shrubs and stumps.
2. Plowing
To till or dig-up, mix, and overturn the soil or removal of stones
3. Harrowing
To break the soil clods into smaller mass and incorporate plant
residue,
4. Leveling
B.
5. Step 1. Determine the Soil Type
6. Step 2. Clear the selected area of everything you don’t need
7. Step 3. Observed the drainage pattern of the area cleared
8. Step 4. Prepare the planting area to ensure adequate drainage, aeration
and space for root growth
9. Step 5. Determine if you are planting in individual holes or on beds
over the entire area and incorporate in the soil
10. Step 6. Make drains at least 20 cm deep to allow excess run –off water
from the beds to flow into the main drains
II. SEQUENCING
A. B
5 2
1 3
2 1
4 4
3
7

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OPERATION SHEET 2.2-1
Title: Operate Tillage Tractor for Land Preparation
Performance Objective: Given the tools materials and equipment, you

should be able to operate a tillage tractor to
prepare the land within 1 hour.
Supplies/Materials/Tools
Double disk openers, coulters, row cleaners
Video presentation on how to operate tillage tractor
Training Materials: Handouts, First aid kit, PPEs
Equipment : Tillage Tractor
Steps/Procedure:
Here a step by step guide:
1. Check the area for obstacles that may be under or near the tractor
2. Check that the wheels are free, not frozen or stuck in the ground.
3. Check for any loose parts or objects on the tractor such as tools on
the platforms or around brakes and other controls
4. Check the tires for wear and inflation, the power takeoff shaft for
shielding and guarding (rotate the shield to make sure it moves freely),
the hitch for proper hitch pin and safety clip. Pay particular attention to
the ground under the tractor for any signs of liquid leaks such as oil,
coolant or fuel.
5. Use a clean funnel and clean the top of the oil can to prevent rust or
other foreign objects going in with the oil
6. Slowly remove the red cap and check the liquid level
7. Check for visibility all around and adjust any side mirrors that you
have. If mirrors or windows need cleaning, take the time to do it
8.Check all the units - power tiller, rotary tiller, discs ploughing and the
2 wheels functional
9. Check the wheels – supporting the tractor and converting rotary
motion of the engine properly fixed
10. Monitor engine running and other components moving. Over time,
alternator belts, fan belts, and air compressor belts can loosen, crack, or
split
11. Check every electrical circuit on your machine is protected by a fuse

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12. Use the braking power of the engine
13. When everything is in good condition, proceed to the tilling operation
Assessment Method: Practical Demonstration

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PERFORMANCE CRITERIA CHECKLIST
CRITERIA
YES NO
Did you….
1. wear appropriate personal protective equipment before 
starting up. eg. shoes and eye gear?
2. check the area for obstacles that may be under or 
near the tractor?
3. clean and lubricate the machine according to cleaning 
and lubricating instructions?
3. check if the equipment is in good condition? 
4. check the tires for wear and inflation, the power 
takeoff shaft for shielding and guarding (rotate the shield
to make sure it moves freely), the hitch for proper hitch
pin and safety clip?
5. pay particular attention to the ground under the 
tractor for any signs of liquid leaks such as oil, coolant
or fuel?
6. carry out land preparation in accordance with 
enterprise practices?
7. check for visibility all around and adjust any side 
mirrors that you have. If mirrors or windows need
cleaning?
8. check all the units - power tiller, rotary tiller, discs 
ploughing and the 2 wheels functional?
9. check the wheels – supporting the tractor and 
converting rotary motion of the engine properly fixed?
10. monitor engine running and other components 
moving. Over time, alternator belts, fan belts, and air
compressor belts can loosen, crack, or split?
11. check every electrical circuit on your machine is 
protected by a fuse?
12. use the braking power of the engine? 
13. proceed to the tilling operation?

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INFORMATION SHEET 2.2-2
Introducing micro-organism before transplanting
Learning Objectives: After reading the INFORMATION SHEET 2.2-2, the

trainees will be able to:
1.define microorganism;
2. identify the major groups of microorganisms; and
3. discuss the importance of keeping and propagating microorganism in the
area
Introduction
A microorganism, or microbe, is an organism of microscopic size,

which may exist in its single-celled form or as a colony of cells. The possible
existence of unseen microbial life was suspected from ancient times, such as
in Jain scriptures from sixth century
The major groups of microorganisms—namely (1) bacteria, (2)

archaea, (3) fungi (yeasts and molds), (4) algae, (5) protozoa, and (6)
viruses
Bacteria, eubacteria and archaea
Microbiology came into being largely through studies of bacteria. The

experiments of Louis Pasteur in France, Robert Koch in Germany, and
others in the late 1800s established the importance of microbes to humans.
As stated in the Historical background section, the research of these
scientists provided proof for the germ theory of disease and the germ theory
of fermentation. It was in their laboratories that techniques were devised for
the microscopic examination of specimens, culturing (growing) microbes in
the laboratory, isolating pure cultures from mixed-culture populations, and
many other laboratory manipulations. These techniques, originally used for
studying bacteria, have been modified for the study of all microorganisms—
hence the transition from bacteriology to microbiology.
The organisms that constitute the microbial world are characterized

as either prokaryotes or eukaryotes; all bacteria are prokaryotic—that is,
single-celled organisms without a membrane-bound nucleus.
Their DNA (the genetic material of the cell), instead of being contained in the
nucleus, exists as a long, folded thread with no specific location within the
cell. They are the transformer of matter and material.
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Fungi
A fungus is any member of the group of eukaryotic organisms that

includes microorganisms such as yeasts and molds, as well as the more
familiar mushrooms and can be single celled or very complex multicellular
organisms. They are found in just about any habitat but most live on the
land, mainly in soil
Protozoa
Protozoa is an informal term for a group of single-celled eukaryotes,

either free-living or parasitic, that feed on organic matter such as other
microorganisms or organic tissues and debris.
Viruses
A virus is a submicroscopic infectious agent that replicates only inside

the living cells of an organism. Viruses infect all life forms, from animals and
plants to microorganisms, including bacteria and archaea.
Microorganisms are classified as autotrophs or heterotrophs based on

whether or not they require pre-formed organic matter. Autotrophs derive
energy from either light absorption (photoautotrophs) or oxidation of
inorganic molecules (chemoautotrophs). In most of the light reactions the
bacteria are fixing carbon dioxide into organic carbon, just as green plants
do. Some photosynthetic bacteria (photoheterotrophs) require pre-formed
organic matter as reducing agents, but generate ATP from the absorption of
light energy. Finally, some bacteria and fungi (heterotrophs) used pre-
formed organic matter as both a source of energy to generate ATP and as a
source of carbon for the cell, just as animals do. The following table
summarizes the classification of the ways in which microbes process energy.
Classification Energy source for Source of Example of

generating ATP carbon for the organisms
cell
Photoautotroph Light CO2 Bacteria, plants
Chemoautotroph Inorganic CO2 Bacteria

compounds
Photoheterotroph Light CO2, organic Bacteria

matter
Heterotroph Organic matter Organic matter Bacteria, fungi,

animals

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Microorganisms that live in the soil are essential to life on earth.
Microbes create nutrient-like carbon, nitrogen, oxygen, hydrogen,
phosphorus, potassium, trace elements, vitamins and amino acids and
make them available for plant in right form for their growth and health.
Bacteria and fungi are the major decomposer on earth and crucial
component for composting and humus formation. Microbes are the key
components of soil nutrient cycling. Status of soil health and richness of
soil nutrient pool depend on structure and functions of soil microbial
community. Microbes play an important role in nutrient mobilization and
uptake. They promote plant growth and suppress disease by their various
activities. Phosphate and sulphate solubilization, plant growth promotion,
siderophore production, nitrogen fixation, denitrification, immune
modulation, signal transduction and pathogen control are some of the well-
recognized microbial mediated processes which promote the plant growth
and protect them from pests.
In conclusion, the role of microorganisms in sustainable agriculture

and environment and suggested for the promotion and use of microbial-
based formulations instead of chemical fertilizers. We also emphasized on
cultivation and preservation of agriculturally and environmentally
important but not yet cultured organisms for sustainable development in
agriculture and environment.
Fermentation processes can be separated into multiple steps,

including cultivation of the microbial production strains, removal of cells by
centrifugation or ultra filtration, separation and purification of the amino
acid product from fermented broth, evaporation and drying, and finally
wastewater treatment.
Different mulches have variable effects on soil physicochemical

characteristics, bacterial and fungal communities and ecosystem functions.
However, the information about soil microbial diversity, community
structure and ecosystem function in tea plantation under different mulching
patterns was limited. In this study, we investigated bacterial and fungal
communities of tea plantation soils under polyethylene film and peanut hull
mulching using high-throughput 16S rRNA and ITS rDNA gene Illumina
sequencing.
What is mulch?
Mao kini ang materyal nga gibutang ibabaw sa yuta nga

gitamnan para mas mapalambo pa ang pagtubo sa mga tanom niini.
Lahi-lahi ang klase sa mulch sama sa itomon o puti nga plastic, mga
uhot sa humay, dahon sa sagbot, dahon sa saging, lukay, bato, ug
uban pa.

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Advantages of using mulch/Mga Bintaha sa pag-gamit ug mulch
 Makapugong kini sa ka-omogon sa yuta

 Makalikay sa pag-anod sa mga sustansya o abono nga naa sa
yuta
 Malikayan ang pagka-bantok sa yuta
 Malikayan ang pag-anod sa yuta
 Ma-kontrolar ang pag-tubo sa sagbot
The benefits of organic material were highlighted when land

preparation, as part of the plantation development, was discussed. The
mulching is done by putting a layer of organic material (e.g. wheat straw)
around the base of the palm. Mulching of the basin has the following
advantages:
- Limits water loss from the soil through evaporation;

- Prevents crust formation;
- Allows better water penetration into the soil:
- Limits weed growth around the plant; and
- Improves the humus content of the soil.
How do you apply mulch?

Aim for at least 50mm (about two inches), ideally 75mm (about
three inches). Spread the mulch evenly. Your plants need room to breathe,
so avoid applying mulch too close to plant stems or tree trunks to prevent
them waterlogging or rot setting in. Regularly keep an eye on the levels.
How to prepare the ground before mulching?

Steps to Maximize the Look of your Mulch
1. Kill Weeds: Spray all weeds with weed killer 1 to 2 weeks prior to
mulching
2. Trim Trees and Bushes
3. Clean out Mulch Beds
4. Cultivate
5. Edge Your Beds
6. Rake Smooth
7. Apply a Pre-Emergent

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References

Strategies.

Growers"
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4624139/
https://www.google.com/search?q=steps+in+applying+muclh&sxsrf=APq-
WBsfnUNns234r_H6Saqqts4gSDCPnw
%3A1644738667930&ei=a7gIYpn0N6Pd2roP9tiMqAE&ved=0ahUK

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SELF CHECK 2.2-2
I. FILL IN THE BLANKS. Supply the correct term necessary to complete the
thought of the sentence
1. _____________ is any member of the group of eukaryotic organisms that
includes microorganisms such as yeasts and molds.
2. _______________ is a process that can be separated into multiple steps,
including cultivation of the microbial production strains, removal of cells by
centrifugation or ultra-filtration, separation and purification of the amino
3. _______________ is a layer of material applied to the surface of soil.
Reasons for applying mulch include conservation of soil moisture, improving
fertility and health of the soil, reducing weed growth and enhancing the
visual appeal of the area
4. _____________ create nutrient-like carbon, nitrogen, oxygen, hydrogen,
phosphorus, potassium, trace elements, vitamins and amino acids and
make them available for plant in right form for their growth and health
5. ________________ and 6. _______________ are the major decomposer on
earth and crucial component for composting and humus formation
7. _______________ are classified as autotrophs or heterotrophs based on
whether or not they require pre-formed organic matter
8. ______________ are energy derived from either light absorption
(photoautotrophs) or oxidation of inorganic molecules (chemoautotrophs).
9. _____________ are pre-formed organic matter as both a source of energy to
generate ATP and as a source of carbon for the cell, just as animals do
10. _____________ is a submicroscopic infectious agent that replicates only
inside the living cells of an organism.
II. ESSAY: Expound the following. Cite concrete and contextualized example
to justify your answer. 5 points each
1. Give five (5) benefits/advantages on the necessity of mulching

2. Describe fermentation process in detail.

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ANSWER KEY 2.2-2
I. IDENTIFICATION
1. Fungus
2. Fermentation
3. Mulch
4. Microbes
5. Bacteria
6. Fungi
7. Microorganism
8. Autotrophs
9. Heterotrophs
10. Virus
1. Mulching limits water loss from the soil through evaporation; prevents
crust formation; allows better water penetration into the soil: limits weed
growth around the plant; and improves the humus content of the soil.
2. Fermentation processes can be separated into multiple steps, including

cultivation of the microbial production strains, removal of cells by
centrifugation or ultra filtration, separation and purification of the amino

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TASK SHEET
Title: Benefits of Microorganism in Planting

Performance Objective
Given all the supplies and materials, you should be able to
discuss the benefits of keeping microorganisms in the planting area in
30 minutes.
Conditions: The students/trainees must be provided with the following:
Tools and materials

bolo broomstick
sprinkler trowel
Training Materials
Handouts video presentation
PPEs shovel first aid kit
Equipment: LCD, Desktop Computer, Printer
Steps and Procedures

1. 1. Get Rid of Weeds
2. 2. Wait for Seeds to Germinate
3. 3. Install Edging
4. 4. Add the Mulch Around Developed Plants
5. 5. Water the Mulched Area
Assessment Method:
Oral Questioning Written Examination Demonstration

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PERFORMANCE CRITERIA
YES NO
Did you….
1. get rid of weeds? √
2. wait for seeds to germinate? √
3. install edging? √
4. add enough amount of the mulch around √
developed plants?
5. water the mulched area? √

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2.3 Transplanting seedlings
Learning Objectives: After reading the INFORMATION SHEET 2.2-3, the

learners will be able to:
1. handle seedlings from a seedling tray to a plot form properly; and

2. transplant seedlings following the prescribed procedures.
Introduction:
Steps in transplanting seedlings
1. Prepare a hole in well fertilized soil.
2. Place your hand over the soil allowing the seedling stem to come between
your fingers not leaving too much of a gap - we don't want to lose it's
original soil- and squeeze the bottom of the seedling pot to loosen the soil
and the roots from the inner walls.
3. Seedlings should be hardened-off, well-fed and watered before

transplanting. Prepare a weed-free surface. Loosen and aerate garden soil by
tilling or hoeing.
4. Carefully remove seedling from its container. Try not to disturb the roots.
5. Set seedling in hole level with soil surface. The exception is tomato
seedlings, which can be transplanted a bit deeper.
6. Feed seedling to kick start growth. Transplant each seedling with a hefty
handful of compost. If you don’t make compost, purchase specially
formulated fertilizer for transplanting.
7. Surround seedling with displaced soil.
8. Water seedling thoroughly.
9. Mulch seedling to maintain soil moisture and regulate temperature.
10. Keep area weed-free.

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1. Plant spacing
It is difficult to prescribe a definite plant spacing but there are specific

factors influencing the spacing such as:
- to allow for sufficient sunlight when palms are tall;

- to allow for sufficient working space within the plantation; and
- to provide sufficient space for root development.
Distance in Planting (Distansya sa pagtanom)
Watermelon, Muskmelon, Honeydew -
80 to 100 cm between hills
Distansya sa pagtanom ug Talong ug Atsal
60 cm between rows
60 to 70 cm between hills

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Distansya sa pagtanom ug dahonon nga mga Utanon sama sa
Pechay, Mustasa, Tangkon
15 cm between hills
20 cm between rows
2. Time of planting
Early in the morning not beyond 9:00 o’clock in the morning and 4:00
o’clock or later in the afternoon.
3. Transplanting stage
Research has shown that the best field survival rate, as well as early
plant development, is obtained when the date tissue culture plantlets are
transplanted at the four (4) plus pinnae leaf stage. Plants received from a
tissue culture laboratory normally only have juvenile leaves or one pinnae

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leaf at the most. These plants are thus too small to be transplanted into the
field. It is therefore necessary to include a hardening-off phase for plant
development which also allows some time for plants to adapt to local
climatic conditions. This results in the young plants being kept in the farm
nursery for a period, until the sufficient number of pinnae leaves have
developed before transplanting takes place.
Pagbalhin sa Lalongon ngadto sa Garden (Transplanting)
 Ang pagbalhin sa lalongon ngadto sa garden pagahimoon sa

hapon o kung di na kayo init ang adlaw. Kung alimoon ang
panahon, pwede ra himoon ang pagbalhin bisan unsang orasa.
 Likayi ang pag-“transplant” sa gulang na nga lalongon. Kini
tungod kay kasagaran, mahulog ang unang mga bulak niini ug
gamay ra ang ma-ani niini.
Straight Rows. Planting straight rows is much more than a matter of

farmer pride. Whether rows are planted by hand, by push seeder, or a
tractor-mounted planter, it is essential to make those rows straight.
Straight rows are much easier and faster to weed than crooked rows. It
is difficult if not impossible to use cultivation equipment to weed a field
of crooked rows, and even hoeing is much faster when rows are even and
straight.
Row Markers. Rows should be evenly spaced as well as straight. There

are a number of ways to mark rows and keep them evenly spaced. Most
push seeders will have an adjustable row marker. For transplants on a
small scale, a row- marking rake or a push seeder without seeds can be
used to mark rows. Some growers use home-made rolling dibblers, either
pushed by hand or mounted on a tractor.
Spacing for Good Weed Management. Set up your plant spacing for
seeding and transplanting in a way that will make it easier to manage
weeds later. Match up the spacing of the weeding tools you will be using
(for example, 8-inch wheel hoe, 5-inch hula hoe, or mechanical
cultivators) with row spacing. Choose a few plant spacings that work
well with your equipment and don't vary them. This will save time
adjusting equipment or finding the right sized hoe.
Check the Seeder. No matter which seeder you use, it is worth the time
to check and make sure it is functioning properly. Seed tubes can clog
up, plates can stop picking up seeds, or the spacing can be wrong. Lift
the seeder and turn the drive wheel a few times to make sure seed is
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dropping down freely. It is also a good idea to go back over a row that
has been planted, dig up a few seeds, and check to make sure they are
being placed at the proper depth and spacing.
4. Planting time and depth
Planting should always be initiated early in the morning to limit stress

on the date plantlets and also to allow sufficient time for adaptation (from
the plastic bag to the soil). Bags are to be removed with care and the plant,
with most of its surrounding substrate, to be planted carefully.
Planting is probably the area where most people make the vital
mistake of planting the plant too deep. The planting depth is critical because
the "heart" of the plant should never be covered with water. Once the plant
is covered with water the growing point rots and the plant dies off. If a date
plant is planted too shallow, its roots will desiccate and die.
The golden rule is to ensure that the greater diameter of the bulb of
the plant is at the same level as the soil surface after transplanting and to
ensure that water does not go over the top of the date plant.
5. Basin preparation
Immediately after transplanting, a basin is prepared around the palm

to prevent run-off and to ensure a suffi cient supply of water to the plant.
When using a micro irrigation system, it is recommended to have a basin of
approximately 3 m in diameter and 20 to 30 cm deep. The basin should
have a slight downward slope towards the plant to allow the water to reach
the root system of the young plant.
References

Strategies.

Growers"

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https://bmcmicrobiol.biomedcentral.com/articles/10.1186/s12866-020-
01794-8
https://www.mcfarlaneag.com/news/five-fall-tillage-tool-maintenance-tips
https://crops.extension.iastate.edu/encyclopedia/tillage-equipment-
maintenance

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SELF CHECK 2.2-3
Instructions: Write capital letter T if the statement is true and capital
letter F if otherwise.
__ 1. Cucurbits, solanaceous , crucifiers are types of vegetable that
have the same measurement in terms of distances between hills and
between rows
__ 2. Weeding and harrowing agricultural term which mean exactly the
same thing
__ 3. It is essential to plough when land is dry to reduce weeds.
__ 4. Seedlings should be hardened-off, well-fed and watered before
transplanting.
__ 5. Fine tilth improves germination reduces seeding rate and improves
seedling uptake in irrigated ecologies
__ 6. Plowing is to pulvorize, mix, and overturn the soil
__ 7. Clearing in land preparation starts with removal of shrubs and stumps
___ 8. Feed seedling to kick start growth with a hefty handful of compost
either with compost or specially formulated fertilizer for transplanting
__ 9. Harrowing is to break the soil clods into smaller mass and incorporate
plant residue
__ 10. The purpose of land preparation is to provide the necessary soil
conditions which will enhance the successful establishment of the young
offshoots or the tissue
II. ESSAY: Expound the following
1. Why is depth of the hole for planting considered critical? 5 points each
2. Why is it necessary to observe the prescribed spacing when planting on

their final spots?

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ANSWER KEY
I. TRUE – FALSE
1. F 6. F
2. F 7. T
3.T 8. T
4. T 9. T
5. T 10. T
II. ESSAY
1. The planting depth is critical because the "heart" of the plant

should never be covered with water. Once the plant is covered with water
the growing point rots and the plant dies off. If a date plant is planted too
shallow, its roots will desiccate and die. The golden rule is to ensure that the
greater diameter of the bulb of the plant is at the same level as the soil
surface after transplanting and to ensure that water does not go over the top
of the date plant.
2. It is important to observe proper spacing in planting seedlings into their

final spots so that there will be sufficient sunlight when plants grow;
sufficient working space within; and sufficient space for root development.

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JOB SHEET 2.2-1
Title: Prepare, clear, plow, harrow and farrow land for

planting
Performance Objective: Given the needed supplies, and materials, you
should be able to prepare, clear, plow, harrow and farrow land for
planting in 1 hour and 30 minutes
Supplies and Materials
PPE medicine kit bolos stick broom tillage tractor trowel
Equipment: Tillage Tractor

Steps and Procedures
1. Check the area for obstacles that may be under or near the tractor.
2. Clear the field by stripping the weeds
3. Plow the field 2 twice.
4. Harrow until the desired tilt is obtained.
5. Make single row or double row furrows or holes at 8cm depth (or
depending on the kind/variety to be planted)
6. if tillage tractor in good condition then proceed to the tilling operation
Assessment Method:
Hands-on and Oral Questioning

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YES NO
Did you….
1. check the area for obstacles that may be under or
near the tractor
2. clear the field by stripping the weeds
3. plow the field 2 twice √
4. harrow until the desired tilt is obtained. √
5. make single row or double row furrows or holes at √
8cm depth (or depending on the kind/variety to be
planted)
7. wear personal protective equipment before starting √
up. eg. shoes and eye gear?

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2.4 Water transplanted seedlings

Learning Objectives:
After reading INFORMATION SHEET 2.2-4, the trainees will be able to:
1. supply enough of water to plants;
2. establish plants in their new homes via their roots growing into the
surrounding soil and by forming symbiotic relationships with various
microorganisms in the soil;
3. feed and protect them and get fed via the plants’ root exudates in return.
Introduction
As the plant grows, water carries nutrients throughout the plant.
Water is responsible for several important functions within plant tissues.
Water is necessary for photosynthesis, which is how plants use energy from
the sun to create their own food. Immediately after you put your transplants
into their final spots in your garden, water them heavily in order to: Make
sure their roots are making contact with the soil they were just transplanted
into, and. Be sure that both the roots and the soil are nice and moist to
encourage the roots to grow into the new soil.
Irrigation
Immediately after transplanting, the plants should be irrigated to limit

transplant stress. Once the plantation is established, a frequent irrigation
schedule is to be followed to allow sufficient water supply to the young date
palm.

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The irrigation frequency, is soil type dependent, but on very sandy
soils it requires daily irrigation during the first summer. Heavy soils will
require irrigation once a week, while in most soils, irrigation is required
every second or third day. During the first six weeks, the date growers
should inspect their planted date to verify that the surface soil does not dry
and shrink away from the plant.
Transplants planted into the field will experience some level of

transplant shock. The goal is to minimize this transplant shock and get
plants growing as soon as possible. Key to minimizing transplant shock
is starting with transplants that are well watered, and supplying more
water immediately after transplanting. Avoid transplanting into dry soil.
Even when planting into moist soils, newly planted seedlings need
additional water. This can be accomplished by adding water to the
transplant hole as the plants are set in, or by irrigating immediately
after transplanting a field. When placing seedlings down in the planting
hole in the field, ensure that the top of the root ball is completely
covered with field soil. If the root ball is exposed, it will dry out very
quickly and the seedling will not thrive. At this stage, overhead
irrigation is more effective than drip irrigation, because the plant roots
will be too far away from the drip lines. A gentle rainfall is also welcome
after transplanting a field.
Pagpatubig
Kanunay bubo-an ang mga tanom labi na sa tag-init. Kinahanglan dili

pundohan ug tubig ang garden lami na sa tag-ulan.
TIP:
Limitahe ang pagpatubig sa watermelon, honeydew ug muskmelon kung

ang mga bunga dagko na ug padulong na sa pagka-hinog.
Water plants regularly.

1. Stick your finger in the soil up to your 2nd knuckle to see how wet it is; if
your finger comes back dry, you need to water your plant. ...
2. Always use warm water for your plants, as cold water can shock the roots
and cause damage to the plant.
3. Give your plants a deep watering about once a month.
Five (5) Basic Needs of Plants
Plants, like all living things, have basic needs that must be met for
them to survive. These needs include: light, air, water, a source of nutrition,
space to live and grow and optimal temperature.
Protection

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Tissue culture-derived plants and young offshoots should be protected
from harsh climatic conditions (sun and wind during the first summer and
cold the following winter) and against some animals (rabbits, etc.). The use
of a hessian wrapping, a shade net cover, or a tent of date leaves is
recommended. The top is to be left open so that new growth may push out.
Aftercare
Beside irrigation applications, the annual fertilisation schedule,

weeding and mulching, the date grower should keep an eye on the
plantation in order to detect and consequently correct any adverse
situations.
Pag-abono/Fertilizing
 Human sa pagtanum ge rekomendar nga sprayhan ug IMO ug

FAA.
 Human sa usa ka simana, butangan ug vermi cast o bokashi
 Dayon sprayhan ug FFJ, FPJ, FAA plus IMO.
 Kinahanglan kaduha mo spray sa usa ka simana
 Kinahanglan sa hapon mo spray
 Sa panahon na hapit na mamulak ang tanum kinahanglan usab
otrohan ug butang ug vermi cast or bokashi
 Dayon sprayhan ug Calphos plus IMO
 Human sa pagpamulak sprayhan ug IMO plus FFJ hantod sa
panahon na ma harvest ang bunga sa tanum.
Vermi-Tea and Animal Manure Tea
 Isulod ang vermicast o tae sa mga hayop sa sako ug ihulom sa

tubig. Ang tubig niini pwede mao ang gamiton sa pagbubo kada
adlaw.
References
Strategies.

Growers"
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https://globalchange.umich.edu/globalchange1/current/lectures/kling/
microbes/microbes.html
https://bmcmicrobiol.biomedcentral.com/articles/10.1186/s12866-020-
01794-8

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SELF CHECK 2.2-4
2.4 Water Transplanted Seedlings
Instructions: Give a profound discussion on the following. 5 points each
1. Plants, like all living things, have basic needs that must be met for them
to survive, is it advisable to use warm or cold water to water the plants?
Why?
2. Aside from proper and regular irrigation applications, what else could you
do to take care of your plants?
3. Normally, transplants planted into the field will experience some level
of transplant shock. What should you do to avoid experiencing the high
level of transplant shock? Give at least three (3) and explain its
necessity.
4. What can keep your plants from getting established? 5 points
5. Why do we need to water heavily when plants are already in their final
spots? 5 points

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Answer Key 2.2-4
1. No, so as not to shock the roots and cause damage to the plants
2. Aside from the regular application and proper irrigation, regular and
appropriate fertilization schedule, weeding and mulching, the date grower
should, for at least the first 10 to 12 months, keep an eye on the plantation
in order to detect and consequently correct any adverse situations
3. Water the newly field transplanted plants so as not to shock the roots
Supply more water immediately after transplanting to establish in
their new abode
Avoid transplanting into dry soil
4. Too much water. Garden plants need aerobic soil conditions (e.g. oxygen
to be present). They also need relationships with aerobic bacteria, aerobic
fungi, and other oxygen-dependent microbes to live.
When you overwater plants, the soil gets soggy, which
creates anaerobic conditions. This means that oxygen can’t reach the plants’
roots, aerobic microorganisms start dying, and anaerobic bacteria start
proliferating. Eventually, this causes the plant’s roots to rot and your plant
to die. (*In hydroponic systems, plants form “water roots,” which are a
different type of root than soil roots. Also, hydroponic systems keep the water
in motion in order to maintain oxygen flow and nutrient flow over the water.
5. Immediately after you put your transplants into their final spots in your
garden, water them heavily in order to make sure their roots are making
contact with the soil they were just transplanted into, and that both the
roots and the soil are nice and moist to encourage the roots to grow into the
new soil. The root ball of your seedlings isn’t sticking out from the soil or
they will wick moisture up and out of the soil, and quickly dry out.
Generally speaking, you want your transplants to be buried in their new
soil up to the same level they were in your seed trays.

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Performance Criteria Checklist 2.2.4
YES NO
Did you….
1. water plant in their final spots? 
2. ensure enough moisture essential for plant growth? 
3. provide crop assurance against short duration 
drought?
4. cool the soil and atmosphere to provide a suitable 
surrounding?
5. wash out or dilute harmful salt, chemicals of the soil? 
6. reduce hazards of soil piping? 
7. transplant seedlings based on VPM? 
8. implement water management according to plan? 
9. determine effective and specific pest, weed and 
diseases control measures?
10. soften the tillage pan 

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TASK SHEET 2.2-4
Title: Water plants in their final spots
Performance Objective: Given all the supplies and materials, you

should be able to provide enough amount of
water to plants in their final spots in 30 minutes.
Supplies/Materials : assorted vegetable seedlings, water container,

sprinklers, PPE, knapsack sprayer,
Equipment : Soil Thermometer,
Steps/Procedure:
1. 1. Water until where the roots are
2. 2. Check the soil before watering
3. 3. Water in the morning
4. 4. Water slowly
5. 5. Make every drop count
6. 6. Don't overwater
7. 7. Don't let them go dry
8. 8. Use mulch to conserve moisture.
Assessment Method: Hands-on with Oral Questioning

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OPERATION SHEET
Produce Organic Vegetables
Title: Operate a walking tillage tractor
Performance Objective:
After the training session, the trainees will be able to:
1. Wear personal protective equipment before starting up. eg. shoes and
eye gear.
2. Clean and lubricate the tillage tractor according to company’s
requirements and manufacturer’s cleaning and lubricating instructions.
3. Check each major parts of a tractor;
4. Check all the units/components like power tiller, rotary tiller, discs
ploughing and the 2 wheels functional; and
5. Drive the two-wheel walking tractor and till the land.
… any noted defects should be corrected immediately for these can affect
performance and your safety
Assessment Method:
Practical/ Hands-on

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Performance Criteria Checklist
CRITERIA
YES NO
Did you….
1. wear personal protective equipment before starting √
up?
2. water where the roots are? √
3. check the soil before watering? √
4. water in the morning? √
5. water slowly √
6. make every drop count √
7. Don't overwater √

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Evidence Plan
Competency standard: Organic Agriculture Production NC II
Unit of competency: Produce Organic Vegetables
Ways in which evidence will be collected: De P W
[tick the column] mo
O R
nst
rati R I
The evidence must show that the on
Thir
trainee… Observ d T T
&
ation & part
Qu F T
Questi y
est
oning Repo O E
ion
rt
ing L N
I
O
selected seeds in accordance with PNS   

prepared seed bed in accordance with   

planting requirement*
cared and maintained in accordance with 
enterprise practice
prepared potting media  
prepared land in accordance with enterprise    
practice *
introduced beneficial micro-organism 
transplanted seedlings based from VPM    
recommendation*
watered seedlings in accordance on VPM    
recommendations
determined pest effective control measures    
on specific pests, diseases and weed
management*
maintained the desired plant population of 
the area
maintained plant rejuvenation and rationing   

according to PNS
applied organic fertilizer in accordance with  
fertilization policy of the PNS
harvested vegetables using maturity indices*    
NOTE: *Critical aspects of competence
TABLE OF SPECIFICATIONS
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Revision # 01
# of
Objectives/Content Knowledg Applicatio items/
Comprehension
area/Topics e n % of
test
Establishing
2 (10%) 2 (5%) 4 (5%) 8 (20%)
nursery
Plant seedlings 5 (10%) 5 (10%) 7 (10%) 17 (30%)
Perform plant care
2 (10%) 2 (10%) 4 (10%) 8 (30%)
and management
Perform harvest and
post-harvest 2 (5%) 2 (5%) 3 (10%) 7 (20%)
activities
40
TOTAL 11 (30%) 11 (30%) 18 (40%)
(100%)
INSTITUTIONAL ASSESSMENT
Written Test

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Revision # 01
I. MULTIPLE CHOICE:
Direction: Encircle the letter of the correct answer

1. The amount of sunlight needed in the preparation of the nursery
a. 2-4 hours per day b. 4-6 hours per day
c. 6-8 hours per day d. 6-112 hours per day
2. The number of leaves the seedling ready for transplant

a. having 2-3 true leaves b. having 2-3 leaves
c. having 3-4 leaves c. having 3-4 true leaves
3. Is the practice involving the selective removal of certain parts of a plant,

such as branches, buds, or roots
a. trimming b. transplanting
c. pruning d. fertilizing
4. A layer of material applied to the surface of soil for conservation of soil

moisture, improving fertility and health of the soil, reducing weed growth
and enhancing the visual appeal of the area
a. fertilizer b. mulch
c. seedlings d. weeding
5. A technique of adding a layer to the surface of the soil to suppress weeds

and prevent water loss through evaporation
a. fertilizing b. mulching
c. transplanting d. weeding
6. Is the technique of moving a plant from one location to another

a. fertilizing b. mulching
c. transplanting c. watering
7. Is the transfer of pollen from an anther of a plant to the stigma of a plant,
later enabling fertilization and the production of seeds by human hands
a. fertilization b. condensation
c. evaporation d. pollination
8. Is the process of gathering a ripe crop from the fields or cutting of grain
typically using a scythe, sickle, or reaper
a. planting b. watering
c. harvesting d. pollinating
9. Is the science, art and technology of enclosing or protecting products for

distribution, storage, sale, and use and a process of designing
a. storing b. harvesting
c. packaging d. cleaning
10. The following are the practices done during post-harvest EXCEPT ____
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Revision # 01
a. transporting b. sorting
c. grading d. trimming
II. TRUE OR FALSE: Write the T if the statement TRUE and F if the
statement is FALSE
_____ 1. To develop the skills in producing organic vegetables is to study

agriculture and have the National Certification
_____ 2. Raised nursery bed is useful during rainy season
_____ 3. Well decomposed compost manure or farm yard manure are applied
to protect the soil for erosion
_____ 4. One seedling should be transplanted at one place
_____ 5. Seedling are handled or are held at their soft stem so as not to
destroy its soft leaves
_____ 6. The trellis is important for solanaceous vegetables
_____ 7. To get more yields/fruits/harvest trellis supporting the vines in
vertical way is preferred
_____ 8. Trimming and pruning the vine over the trellis is very important to
get maximum yield from the plant
______ 9. Weeding is necessary for loosening soil and controlling the weeds
_____ 10. In case of direct sowing, about 25-20 days after sowing fertilizer of
a well decomposed compost be applied around the base of each plant
III. IDENTIFICATION: Write the correct term being described in the

following statements. Write your answers on the space provided
___________ 1. a farm tool for loosening or turning the soil before sowing
seed or planting
___________ 2. a layer of material applied to the surface of soil
___________ 3. The gourd plant family consisting of about 965 species in
around 95 genera, of which the most important to humans
___________ 4. a small area of a yard or garden that's used simply for
growing certain selected plants without regard to design
___________ 5. a breaking up and smoothing out the surface of the soil. In
this way it is distinct in its effect from the plough, which is used for deeper
tillage
__________ 6. the end-product of the breakdown of organic matter by
earthworms
__________ 7. the sign or indication of the readiness of the commodity for
harvest
__________ 8. cutting away dead or overgrown branches or stems, especially
to increase fruitfulness and growth
__________ 9. a genus of monocotyledonous flowering plants that includes
hundreds of species, including the cultivated onion, garlic, scallion, shallot,
leek, and chives

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Revision # 01
_________ 10. an agricultural system that uses fertilizers of organic origin
such as compost manure, green manure, and bone meal and places
emphasis on techniques such as crop rotation and companion planting
IV. MATCHING TYPE: Match statements in column A with the terms in

column B. Write the letter of the correct answer on the space provided for
COLUMN A COLUMN B
___ 1. It is the breaking up and smoothing A. Harrowing

out the surface of the soil, an effect from
the ploughing, used for deeper tillage B. Mulching
___ 2. A system that uses fertilizers of organic
origin such as compost manure, green manure, C. Transplanting
and bone meal and places emphasis on
techniques such as crop rotation D. Organic Farming
___ 3. The gourd family crops grown around the
tropics and in temperate areas E. Cucurbits
___ 4. Any of a large genus of bulbous
herbs of the lily family including the onion, F. Allium
garlic, chive, leek, and shallot
___5. The spreading various covering materials on G. Tractor
the surface of soil to minimize moisture losses and
weed population and to enhance crop yield H. Irrigate
___6. The process of moving a fully germinated
seedling (or mature plant) and placing it in I. Planting
a permanent location for the growing season
___ 7. The natural substance containing J. PPE
The elements that improve growth and
productiveness of plants K. Organic Fertilizer
___ 8. Used for pulling and pushing agriculture
machine for plowing, tilling, disking, harrowing,
and planting
___ 9. Used to protects farmers from pesticide
health effects
___ 10. Is to water crops by bringing in water from
pipes, canals, sprinklers, or other man-made means,
rather than relying on rainfall alone

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Revision # 01
ANSWER KEY (Written Test)
I. MULTIPLE CHOICE
1. B 4-6 hours 6. C transplanting
2. A 2-3 true leaves 7. D pollination
3. A. trimming 8. C harvesting
4. B mulch 9. C packaging
5. B mulching 10. D trimming
II. TRUE-FALSE
1. F 6. F
2. T 7. T
3. F 8. T
4. T 9. T
5. F 10. T
III. IDENTIFICATION
1. plow 6. Vermi cast
2. mulch 7. Maturity index
3. cucurbits 8. prunning
4. seedbed 9. Alliums
5. harrowing 10. Organic farming
IV. MATCHING TYPE
1. A Harrowing 6. C. Transplanting
2. D. Organic Farming 7. K. Organic Farming
3. E. Cucurbits 8. G. Tractor
4. F. Allium 9. J. PPE
5. B. Mulching 10. H. Irrigate

CC P a g e | 83
Revision # 01
PERFORMANCE TEST
Specific Instruction for the Trainee
Qualification Organic Agriculture Production NC II
Unit of Competency Produce Organic Vegetables
General Instruction:
Given the necessary and appropriate tools, materials and equipment,

you are required to layout and prepare a vegetable garden. (20 points)
Specific Instruction:
1. Have the appropriate PPE
2. Prepare the land for the final spots of the seedlings
3. Remove the seedling from the seedling tray
4. Transplant seedlings with minimum reasonable distances in between hills

and in between rows.

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Revision # 01
QUESTIONING TOOL
Satisfactory
Questions to probe the candidate’s underpinning knowledge
response
Extension/Reflection Questions Yes No
1. What is the approximate distance per cm in between hills
and in between rows in planting leafy vegetables like pechay
and mustasa?
❑ ❑
Answer:
15 cm in between hills and 20cm in between rows
2. Why is it necessary to water and how much amount of water
be put in the newly transplanted seedlings?
Answer: newly transplanted seedlings must be heavily watered ❑ ❑
so as not to shock the roots for the new environment
3. Why is it necessary to hold the leaves of the seedlings upon
transplanting?
Answer: ❑ ❑
The seedling be held on their leaves so as not to destroy the soft
stem of the seedlings
4. Why is it needed for seedlings to have 2-3 true leaves before
transplanting?
Answer: ❑ ❑
They provide photosynthesis as the plant grows because when it
four leaves, it becomes too large and the leaves are hardened off
Safety Questions
5. Why is it necessary to follow the CODE provided in the
Philippine National Standards? ❑ ❑
Answer:
To promote organic agriculture and enhance yield and
market competitiveness by providing a uniform approach to
the requirements on conversion, crop production, livestock,
processing, special products
6. Why do we need to maintain training facilities?
❑ ❑
Answer
To meet and obtain/achieve training standards and
competencies
7. If the contaminants are found to be at unacceptable levels,
will you still use the site for production? If Yes, No. Why? ❑ ❑
Answer: Yes but suspend the usage of the area for the time
being while problem is being assessed and treated. Once
recovered, its time to use again
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Revision # 01
No. Destroy first the contaminants by incineration; encouraging
natural organisms in the soil to break them down; or adding
material to the soil to encapsulate the contaminants
8. Why do cucurbits, alliums, solanaceous and crucifiers differ
in their distances and positions in planting? ❑ ❑
Answer: They have different characteristics (size, length etc)
Contingency Questions
9. What does agriculture sustainability mean?
❑ ❑
Answer
In the context of agriculture, sustainability refers to the
successful management of agricultural resources to satisfy
human needs while at the same time maintaining or enhancing
the quality of the environment and conserving natural resources
for future generations. Sustainability in organic farming must
therefore be seen in a holistic sense, which includes ecological,
economic and social aspects.
10. What is social sustainability?
❑ ❑
Answer
Social sustainability is also about equity among and between
generations. Organic agriculture contributes to the social well-
being by reducing the losses of arable soil, water contamination,
biodiversity erosion, GHG emissions, food losses, and pesticide
poisoning.
11. Cite an approach or practice usually involve a lot of
learning and intensive observation of crop development, and ❑ ❑
dynamics of pests, diseases and natural enemies
Answer
Stop using high input external fertilizer, instead, use in-farm
compost and green manure
12. In a very warm and dry climate, losses of water through
transpiration from plants and evaporation from soils are high, ❑ ❑
any suggestion can be done to plant to yield much fruit?
Answer
The key to increasing crop productivity lies in protecting the soil
from strong sun and wind and increasing the supply of organic
matter and water to the soil. Soil organic matter can either be
increased through compost or through cultivation of green
manure crops. In the case of compost production the challenge
is to increase production of plant biomass, which is needed for
compost production
Job Role/Environment Questions
❑ ❑
CC P a g e | 86
Revision # 01
13. Is organic farming better for the environment?
❑ ❑
Answer
Organic farming is better for the environment because its
practices involve less pollution soil erosion, and energy
14. What are the environmental impacts of organic farming?
❑ ❑
Answer
Organic farming is widely considered to be a far more
sustainable alternative when it comes to food production. The
lack of pesticides and wider variety of plants enhances
biodiversity and results in better soil quality and reduced
pollution from fertilizer or pesticide run-off
15. What are the challenges for organic agriculture?
❑ ❑
Answer
A recent review of organic farming listed several challenges
facing organic agriculture (Halberg et al. 2005a) including:
• ecological justice; • animal welfare; • fair trade; • supply chain
development; • productivity limitations; and • regional
adaptation and global harmonization for standards
16. Is there a need to practice organic farming?
❑ ❑
Answer
YES, for organic agriculture reduces non-renewable energy use
by decreasing agrochemical needs (these require high quantities
of fossil fuel to be produced). Organic agriculture contributes to
mitigating the greenhouse effect and global warming through its
ability to sequester carbon in the soil
Rules and Regulations
❑ ❑
17. What makes organic food organic?
❑ ❑
Answer
“Organic” must consist of a minimum of 95% organically
produced ingredients, excluding water and salt, and the
remaining ingredients must consist of nonagricultural
substances approved on the National List, and/or specific non-
organically produced agricultural substances
18. What requirements do organic products have to meet?
❑ ❑
Answer
Organic products must be produced using agricultural
production practices that foster resource cycling, promote
ecological balance, maintain and improve soil and water quality,
minimize the use of synthetic materials, and conserve
biodiversity.

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Revision # 01
19. What are organic standards?
❑ ❑
Answer
Organic standards is a labeling term that indicates that the food
or other agricultural product has been produced through
approved methods. The organic standards describe the specific
requirements that must be verified by a USDA-accredited
certifying agent before products can be labeled USDA organic
20. Which of the following is allowed in organic farming?

❑ ❑
Answer
Organic standards are designed to allow the use of naturally-
occurring substances while prohibiting or strictly limiting
synthetic substances. For instance, naturally-occurring
pesticides such as pyrethrin and rotenone are permitted, while
synthetic fertilizers and pesticides are generally prohibited.
The candidate’s underpinning
❑ Satisfactory ❑ Not
knowledge was:
Satisfactory

CC P a g e | 88
Revision # 01
Templates for Inventory of Training Resources
Resources for presenting instruction
As per TR As per Remarks
● Print Resources
Inventory
CBLM 1 set 1 set Complete
Vegetable Production Manual 20 copies 20 copies Complete
(VPM)
Assorted Organic Farming books, 4 sets in 4 sets in Complete
magazines, and journals each kind each kind
● Non Print Resources
Inventory
Power Point Presentation Complete
Video Demonstrations and Complete
Presentations
Video clips Complete
Resources for Skills practice of Competency #1

______________________________
● Supplies and Materials
Inventory
Seedling tray 6 pcs 6 pcs Complete
Assorted vegetables seedlings 10 packs 10 packs Replenished
Bamboo sticks, straws, etc 5 pcs 5 pcs Complete

● Tools
Inventory
Pruning shears 5 pcs 5 pcs Complete
Bolos, digging shovel/tools 15 pcs 15 pcs replenished
Cutting tools 5 pcs 5 pcs Complete

● Equipment
Inventory
Tractor 1 unit 1 unit maintenance
Wheel barrow 1unit 1 unit Complete

Carbonizer 1unit 1 unit Complete

CC P a g e | 89
Revision # 01
Note: In the remarks section, remarks may include for repair, for
replenishment, for reproduction, for maintenance etc.

CC P a g e | 90
Revision # 01
ACHIEVEMENT CHART
ORGANIC AGRICULTURE PRODUCTION NC II
232 HOURS
BASIC COMPETENCIES
Partic Obtai Partic Comp Partic Work Descr Identi Wor Pr Integr Set Maint Practice Identify hazards and Evaluate Control hazards and risks Maintain OHS awareness
ipate n and ipate lete ipate in a ibe fy k as ac ate and ain Occupa risks hazards and
in conve in releva in Team team own a tic perso mee profe tional risks
work y work nt work Envir role role tea e nal t ssion Health
place work place workplace onme and m Ca object wor al and
com place meeti relate and nt respo me re ives k growt Safety
muni infor ngs d discus nsibili mbe er with prio h and Proced
catio matio and docu sions ty r Pr organ ritie devel ures
n n discus ment withi of izatio s opme
sions na es nal nt
team si goals
on
ali
s
m
No. Name of Trainee                  
1 Magbanua, Jhon Paul E.                  
2 Lumingkit, Hanne Jie                  
3 Abril, Marie                  
4 Benson, Luigi                  
5 Ching, Noel                  
6 Cortes, Marie                  
7 Fortich, Fe                  
8 Gomez, Lester                  
9 Inao, Kent                  
10 Jamil, Ivan                  
11 Lestor, Cindy                  
12 Mira, Vince                  
13 Ocso, Mike                  
14 Perez, Pia                  
15 Quezon, Jhon                  
16 Reyes, Mark                  
17 Siao, Andy                  
18 Tran, Ken                  
19 Uy, Bert                  
20 Yu, Colins                  
Legend: Competent √ Not Yet Competent ______________
Trainer: Sr. Thelma R. Bulagao
Date Started: De. 28, 2021

CC P a g e | 91
Revision # 01
ACHIEVEMENT CHART
232 HOURS
COMMON COMPETENCIES
Apply Determi Apply Safekeep/ Use Sele Select Perform Perform Perfor Perform Develop Seek Update Perfor Carry Maintai Prepa
safety ne appropri dispose tools, farm ct and preventiv estimati m basic and informat industr m out n re
measur areas of ate materials tools and operate e on and estimati workpla update ion on y recor invent producti financ
es in concern safety and outfit and use farm maintena basic on ce industr the knowle d ory on ial
farm for measure equipm far equipm nce calculati calculati y industry dge keepi activiti method recor
operati safety s ent m ent on on knowle ng es ds
ons measur tool dge
es s
N Name of                  
o. Trainee
1 Magban                  
ua, Jhon
Paul E.
2 Luming                  
kit,
Hanne
Jie
3 Abril,                  
Marie
4 Benson,                  
Luigi
5 Ching,                  
Noel
6 Cortes,                  
Marie
7 Fortich,                  
Fe
8 Gomez,                  
Lester
9 Inao,                  
CC P a g e | 92
Revision # 01
Kent
1 Jamil,                  
0 Ivan
1 Lestor,                  
1 Cindy
1 Mira,                  
2 Vince
1 Ocso,                  
3 Mike
1 Perez,                  
4 Pia
1 Quezon,                  
5 Jhon
1 Reyes,                  
6 Mark
1 Siao,                  
7 Andy
1 Tran,                  
8 Ken
1 Uy, Bert                  
9
2 Yu,                  
0 Colins
Legend: Competent: √ Not Yet Competent ___________
Trainer: Sr. Thelma R. Bulagao
Date Started: Dec. 28, 2021

ACHIEVEMENT CHART
CC P a g e | 93
Revision # 01
232 HOURS
CORE COMPETENCIES
Raise Select Set-up Feed Grow Produce Establis Plant Perform Perfor Produc Prepare Compo Produce Prepare Process Package
Organi health cage chicke and Organic h seedlin plant care m e composti st and Organic for concoctio concoctio
c y equipme n harves Vegetabl nursery gs and harvest Organic ng area harvest concoctio productio ns ns
Chicke stocks nt t e manageme and Fertiliz and raw fertilize ns n of
n and chicke nt post- er materials r various
suitabl n harvest concoctio
e activitie ns
housin s
g
No Name of
. Trainee
1 Magbanu                 
a, JP
2 Lumingki                 
t, Hanne
Jie
3 Abril,                 
Marie
4 Benson,                 
Luigi
5 Ching,                 
Noel
6 Cortes,                 
Marie
7 Fortich,                 
Fe
8 Gomez,                 
Lester
9 Inao,                 
Kent
10 Jamil,                 
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Ivan
11 Lestor,                 
Cindy
12 Mira,                 
Vince
13 Ocso,                 
Mike
14 Perez,                 
Pia
15 Quezon,                 
Jhon
16 Reyes,                 
Mark
17 Siao,                 
Andy
18 Tran,                 
Ken
19 Uy, Bert                 
20 Yu,                 
Colins
Legend: Competent:  Not Competent _______________
Trainer: Sr. Thelma R. Bulagao Date Started: Dec. 28, 2021
ACHIEVEMENT CHART
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232 HOURS
ELECTIVE COMPETENCIES
Raise Select healthy domestic Feed hogs Grow and Raise Organic Select healthy Feed small Manage Manage Grow and harvest
Organic hog breeds and suitable finish hogs Small Ruminants breeders and ruminants breeding of does/ewes and small ruminants
Hogs housing suitable cages small ruminants their progenies
No. Name of
Trainee
1 Magbanua          
, JP
2 Lumingkit,          
Hanne Jie
3 Abril,          
Marie
4 Benson,          
Luigi
5 Ching,          
Noel
6 Cortes,          
Marie
7 Fortich, Fe          
8 Gomez,          
Lester
9 Inao, Kent          
10 Jamil, Ivan          
11 Lestor,          
Cindy
12 Mira,          
Vince
13 Ocso, Mike          
14 Perez, Pia          
15 Quezon,          
Jhon
16 Reyes,          
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Mark
17 Siao, Andy          
18 Tran, Ken          
19 Uy, Bert          
20 Yu, Colins          
Legend: Competent √ Not Yet Competent _____________


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PROGRESS CHART
232 HOURS
BASIC COMPETENCIES COMMON COMPETENCIES CORE COMPETENCIES ELECTIVE
Participate in Work in Practice career Practice Apply Use farm Perform Develop Perform Raise organic Produce Produce Produce Raise Organic Raise
No Trainee workplace team professionalis occupational safety tools and estimation update record chicken organic organic organic Hogs organic
communication environment m health and measures equipment and industry keeping vegetables fertilizer concoctions small
safety in farm calculations knowledge and ruminants
procedures operations extracts
1 Lumingkit, Hanne J               
2 Magbanua, JP               
3 Abril, Marie               
4 Benson, Luigi               
5 Ching, Noel               
6 Cortes, Marie               
7 Fortich, Fe               
8 Gomez, Lester               
9 Inao, Kent               
10 Jamil, Ivan               
11 Lestor, Cindy               
12 Mira, Vince               
13 Ocso, Mike               
14 Perez, Pia               
15 Quezon, Jhon               
16 Reyes, Mark               
17 Siao, Andy               
18 Tran, Ken               
19 Uy, Bert               
20 Yu, Colins               
Legend: Competent: √ Not Competent ______________

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Pre- Post-
Studen
Test Test 45
t 40 Graph of Pretest and Posttest
Score Score 35
Scores
SCORES
30
1 30 27 25
20 Pre-Tes...
2 24 34 15
10
3 17 28 5
0
4 24 30 1 2 3 4 5 6 7 8 9 101112131415
5 26 40
6 18 38
7 20 29
8 28 33
9 30 37
10 27 32
11 23 26 Analysis
12 28 39
13 32 34 Posttest scores, in red line, is generally higher than the
pretest scores, in blue line although four students did not show an
14 30 33 increase in test scores.
15 33 36
16 30 40 t-Test: Paired Two Sample for Means
17 37 40 Posttest Score Pretest Score
18 25 38 Mean 33.06666667 25.73333333
19 29 37 Variance 19.4952381 23.06666667
20 25 39 Observations 15 15
Pearson Correlation 0.364678398
Hypothesized Mean Difference 0
df 14
t Stat 5.45632926
P(T<=t) one-tail 4.22976E-05

t Critical one-tail 1.761310136
P(T<=t) two-tail 8.45951E-05
t Critical two-tail 2.144786688
Analysis
The table shows that the t Stat is equal to 5.46. This is the
mean difference between the posttest and pretest scores. The p-value
is 0.00008 which is less than .05 which means that the test scores
are significantly different. Mean posttest scores are therefore higher
than pretest scores.

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Maintain
Training
Facilities

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SHOP LAYOUT

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WASTE SEGREGATION LIST
Section/Area Practical Work Area of OAP
Generated/Accumulated Waste Segregation Method
Wastes Recycle Compost Dispose
Use plastic bags and 
bottle container
Straws, nylons 
Used rags and 
microfiber cloths
Used dust masks 
Broken bulbs 
Used tires
Empty plastic container 
Defective engine 
battery
Straps (buckles) 
Food scraps 
Defective vegetable 
harvest
Used paper 
Twigs 

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EQUIPMENT MAINTENANCE SCHEDULE
EQUIPMENT TYPE a single -axle tractor with one axle, self-
powered and self-propelled
EQUIPMENT CODE WT012021
LOCATION Carm-El Farm Shop
Schedule for the Month of March
ACTIVITIES MANPOWER Daily Every Weekly Every Monthly Remarks

Other 15th
Day Day
Check all the units - power tiller, Tractor 

rotary tiller, discs ploughing and Mechanics
the 2 wheels functional
Trainer
Check the main components: Tractor 
Mechanics
 I. C. engine,
 Clutch Trainer
 Transmission gears
 Differential unit
 Final drive
 Rear wheels
 Front wheels
 Steering mechanism
 Hydraulic control and hitch
system
 Brakes
 Power take-off unit
 Tractor pulley and
 Control panel functional
3. Check the wheels – supporting Tractor 

the tractor and converting rotary Mechanics
Trainer
4. Monitor engine running and Tractor 
other components moving. Over Mechanics
time, alternator belts, fan belts,
and air compressor belts can Trainer
loosen, crack, or split
5. Check every electrical circuit on Tractor 
your machine is protected by a Mechanics
fuse?
Trainer
6. Regular greasing the tractor Tractor 
Mechanics
Trainer

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WORKSHOP INSPECTION CHECKLIST
Qualification Organic Agriculture Production (OAAP) NC II

Area/
Practical Work Area In-Charge: Sr. Thelma Titus R. Bulagao
Section
YES NO INSPECTION ITEMS
√ 1. Is the comfort room regularly cleaned and free from unnecessary

odor?
√ 2. Is the rest room regularly sanitized?

√ 3. Are the working tools and materials properly and regularly
cleaned, dried and arranged in proper position?
√ 4. Are the working tools and materials fully operating?
√ 5. Is the tool room properly and appropriately designed for specified
tools and equipment?
√ 6. Is the tool room appropriately provided with legibly written
signages?
√ 7. Is the tool room properly equipped with enough tools and
farming material and appropriate PPEs?
√ 8. Is the workshop surroundings regularly cleaned and free from
obstruction and other debris?
√ 9. Are there properly labelled trash bins provided?
√ 10. Are the farm wastes properly segregated?
Remarks: The workshop area is properly and fully equipped and is ready for
training
Inspected by: Sr. Thelma Titus R. Bulagao Date: Oct 21, 2021

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EQUIPMENT MAINTENANCE SCHEDULE
EQUIPMENT TYPE a single -axle tractor with one axle, self-
powered and self-propelled
EQUIPMENT CODE WT012021
LOCATION Carm-El Farm Shop
Schedule for the Month of March
ACTIVITIES MANPOWER Daily Every Weekly Every Monthly Remarks

Other 15th
Day Day
Check all the units - power tiller, Tractor √

rotary tiller, discs ploughing and Mechanics
the 2 wheels functional
Trainer
Check the main components: Tractor √
Mechanics
 I. C. engine,
 Clutch Trainer
 Transmission gears
 Differential unit
 Final drive
 Rear wheels
 Front wheels
 Steering mechanism
 Hydraulic control and hitch
system
 Brakes
 Power take-off unit
 Tractor pulley and
 Control panel functional
3. Check the wheels – supporting Tractor √

the tractor and converting rotary Mechanics
Trainer
4. Monitor engine running and Tractor √
other components moving. Over Mechanics
time, alternator belts, fan belts,
and air compressor belts can Trainer
loosen, crack, or split
5. Check every electrical circuit on Tractor √
your machine is protected by a Mechanics
fuse?
Trainer

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6. Regular greasing the tractor Tractor √
Mechanics
Trainer
EQUIPMENT PURCHASE REQUEST Number:

RAJ03245
Department: Tech-Voc Date: Dec.
3, 2021
Section: Organic Agriculture Production NC II
Qty Unit Article Item Description Stock Unit Total
No. Cost Cost
10 pcs Power Tiller Power Farm Cultivator 1 3,850 38,500

Mini Power Tiller GT430A
3 pcs Fuel Water Parts Re522878 Green 2 150 450

Separator Filter Tractor
Filter
1 pc Transmission For Power Tiller 131mode 3 15,000 15,000

shaft head
l Walking
1 pc Rotary Tiller 4 15,000 15,000
Shocker
6 pc Rotavator Single speed 5 600 3600
Side Cover
6 pcs Rotary Tiller 6 350 2100

PTO Shaft
Yokes
6 pcs Paddy 7 215 1290
Twister
Blades
10 sets Tool Kit 8 1500 15,000
xxxx xxxxx xxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxx xxxxxx xxxxxx
TOTAL ESTIMATED COST 51,900

Purpose/ For the conduct of training and assessment in Organic Agriculture
Remarks Production NC II
Requested by: Approved by:

Signature
Printed Sr. Thelma Titus R. Bulagao Jose Chiquito M.
Name Mahinay
Designation OAP NC II Trainer OIC-LTI

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Supervise
Work-Based
Learning

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TRAINING PLAN
Qualification : Organic Agriculture Production NC II
Trainee’s Training Activity/Tasks Mode of Staff Facilities, Tools Venue Assessment Method Date and
Training Training and Equipment Time
Requirements
Preliminary 1. Search for prospective Carmelite Nov 20,
Activities industry partners Face to Trainer Laptop College Interview 2021
2. Send proposal letter face LCD Projector
(follow-up and Carm-El 8:00 AM –
visitation) Supervisor Farm 5:00 PM
3. Set and Appointment
for Presentation
4. Presentation
5. Conduct Site Visit for
work-based training
plan
6. Finalize the training
Plan and
Memorandum of
Agreement (MOA)
7. Present the Training
Plan and MOA/MOU for
approval

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Prepares nursery with Digging blade/bar Practical
appropriate dimension
as specified Nov 25,
Establish Practical 2021
nursery Prepares seedbeds Seedling Tray Elnard Demonstration with
Trainer Integrated oral questioning 8:00 AM –
Selects seeds Assorted seeds Farm 5:00 PM
Cares and maintains On-the- Supervisor Appropriate PPEs

seedlings Job
 Handles the Training Carbonized rice
seedlings properly hulls
 Waters the
seedlings regularly Booth/temporary
 Fertilizes the shed
seedlings
 Manages pests and PPEs
provides effective
pests control Assorted vegetable
seeds
Prepares potting media

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Prepares land for Shovel, rake, bolo,
Plant planting digging blade/bar Practical/ Dec 20,
seedlings Elnard Demonstration 2021
Starts, operates and Integrated Oral questioning
stops machine during Hands-on Trainer Assorted vegetable Farm
 Clearing seedlings 8:00 AM –
 Plowing 5:00 PM
 Harrowing On-the- Supervisor
 Farrowing Job Digging bar
Training
Transplants seedlings Basal Organic
 Appropriate Fertilizer
distances between
hills and between Hands-on Foliar Organic
rows Fertilizer
Takes care of the plants
as recommended
 Applies beneficial Pruning shears
microorganism
 Applies inter-
cropping
 Does crop rotation
 Plants botanical
attractants and
repellants
 Identifies and
preserves existing
predators
 Applies mulching

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Sprayer, water Practical/
Perform plant Implements water sprinkler Elnard Demonstration
care and management On-the- Mulching Integrated Dec 20,
management Job Trainer Farm Oral questioning 2021
Training Plant botanical
Determines pests and Manager repellants
provides effective pest
control measures Display Pest 8:00 AM –
Hands-on Attractants 5:00 PM
Petri Dish
Fertilize using organic
fertilizer Preserve existing
 Basal predators
 Foliar Basal
Foliar
Weighing scales
Identifies products for
harvest Charts, manuals Practical/ March 1,
Perform Hands-on Trainer Demonstration 2021
harvest and Harvests products using Picking shears Oral
post-harvest appropriate tools On-the Elnard 8:00 AM
management Job Supervisor Weighing scales Integrated 5:00 PM
Checks products using Training Trimming Farm
maturity indices Sort
Size
Sorts harvested products Trainer Wash Practical/
by trimming, sorting, Rags Elnard Demonstration
sizing and washing) Labelling materials Integrated Oral questioning
Supervisor Farm
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Markets products Packing material
Classifies harvested Storage
vegetables Picking shears
Accomplishes record of Crate

products Record Book
Columnar

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MONITORING SHEET
Technical Education and Skills Development Authority

Carmelite College of Siquijor, Inc.
TRAINEE’S RECORD BOOK
Trainee’s No. N2021-001
Name: Jhon Paul E. Magbanua

Qualification: Organic Agriculture Production NC II
Training Duration: 280 hours
Trainer: Sr. Thelma Titus R. Bulagao

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Instructions: _________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
This Trainee’s Record Book (TRB) records all the _______________________________________________________________________
accomplishments/tasks/activities while undergoing training in the _______________________________________________________________________
industry. It will eventually become evidence that will be submitted for _______________________________________________________________________
portfolio assessment and for whatever purpose it will serve. It is _______________________________________________________________________
therefore important that all contents are viably entered by both the _______________________________________________________________________
trainees and instructor. _______________________________________________________________________
The Trainee’s Record Book (TRB) contains all the required _______________________________________________________________________
competencies in your chosen qualification. All you have to do is fill in _______________________________________________________________________
the column Task Required” and “Date Accomplished” with all the _______________________________________________________________________
activities in accordance with the training program and to be taken up in _______________________________________________________________________
the school with the guidance of the instructor. The instructor will _______________________________________________________________________
likewise indicate his/her remarks on the “Instructor’s Remarks” column _______________________________________________________________________
regarding the outcome of the tasks accomplished by the trainees. Be _______________________________________________________________________
sure that the trainee will personally accomplish the tasks and be _______________________________________________________________________
confirmed by the instructor. _______________________________________________________________________
_______________________________________________________________________
It is of great importance that the content should be written legibly _______________________________________________________________________
in ink. Avoid any corrections or erasures and maintain the cleanliness of
this record.
This will be collected by your trainer and submit the same to the
Vocational Instruction Supervisor (VIS) and this form shall be part of the
permanent trainee’s document on file. THANK YOU.

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BASIC COMPETENCIES BASIC COMPETENCIES
Unit of Competency: Participate in the workplace communication Unit of Competency: Work in team environment
NC Level II NC Level II
Learning Outcome Task/Activity Date Instructor’s Learning Outcome Task/Activity Date Instructor’s
Required Accomplished Remarks Required Accomplished Remarks
Obtain and convey Describe team role
workplace Oral questioning and scope
information
Participate in Identify own role
workplace Demonstration and responsibility
meetings and within the team
discussions
Complete relevant Work as a team
work-related Role play member
documents
_____________________ ___________________________ _____________________ ___________________________

Trainee’s Signature Trainer’s Signature

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BASIC COMPETENCIES BASIC COMPETENCIES
Unit of Competency: Practice Career Professionalism Unit of Competency: Practice occupational health and safety procedures
Learning Outcome Task/Activity Date Instructor’s

Learning Outcome Task/Activity Date Instructor’s Required Accomplished Remarks
Required Accomplished Remarks Identify hazards
Integrate personal and risks
objectives with
organizational Evaluate hazards
goals and risks
Set and meet work

priorities Control hazards
Maintain and risks
professional Maintain OHS
growth and awareness
development
_____________________ ___________________________ _____________________ ___________________________

Trainee’s Signature Trainer’s Signature Trainee’s Signature Trainer’s Signature

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COMMON COMPETENCIES COMMON COMPETENCIES
Unit of Competency: Apply safety measures in farm operations Unit of Competency: Use farm tools and equipment

Required Accomplished Remarks
Determine areas of Required Accomplished Remarks
concern for safety
Select and use
measures
farm tools
Select and operate
Apply appropriate
farm equipment
safety
Safekeep/dispose
Perform
tools, materials
preventive
and outfit
maintenance
_____________________ ___________________________
____________________ ___________________________

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COMMON COMPETENCIES
COMMON COMPETENCIES
Unit of Competency: Perform estimation and basic calculation
NC Level II Unit of Competency: Develop and update industry knowledge
NC Level II

Required Accomplished Remarks Learning Outcome Task/Activity Date Instructor’s
Perform Required Accomplished Remarks
estimation Seek information
on the industry
Perform basic
workplace Update the
calculation industry
_____________________ ___________________________
_____________________ ___________________________

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CORE COMPETENCIES
COMMON COMPETENCIES
Unit of Competency: Raise organic chicken
Unit of Competency: Develop and update industry knowledge NC Level 2
NC Level II
Learning Outcome Task/Activity Date Instructor’s Select healthy
Required Accomplished Remarks stocks
Carry out Set-up cage
inventory equipment
activities
Maintain Feed chicken
production record Grow and harvest
Prepare financial chicken
record
_____________________ ___________________________
_____________________ ___________________________

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CORE COMPETENCIES
Unit of Competency: Produce organic vegetables

NC Level 2
Selected seeds Dec. 28, 2021 Competent
Establish nursery
Prepared seedbeds Dec. 28, 2021 Competent Maintained plant Competent

Cared and maintained Dec. 28, 2021 Competent rejuvination
seedlings Applied fertilizer Competent
Prepared potted media Dec. 28, 2021 Competent Checked products’ Competent
Plant seedlings Prepared land Dec. 28, 2021 Competent Perform harvest maturity
Applied micro- Dec. 28, 2021 Competent and post-harvest Harvested marketable Dec. 28, 2021 Competent
organism activities products
Transplanted seedlings Dec. 28, 2021 Competent
Used appropriate tools Competent
in harvesting
Provided appropriate Dec. 28, 2021 Competent
water to transplanted
Applied post-harvest Competent
practices
seedlings
Produced and Dec. 28, 2021 Competent
Implemented water Competent accomplished records
management
Perform plant Determined pests and competent _____________________ ___________________________
care and provided effective
management control measures Dec. 28, 2021 Trainee’s Signature Trainer’s Signature
Replanted missing hills Competent

CC P a g e | 121
Revision # 01
CORE COMPETENCIES CORE COMPETENCIES
Unit of Competency: Produce organic fertilizer Unit of Competency: Produce organic concoctions and extracts
NC Level 2 NC Level 2
Learning Outcome Task/Activity Date Instructor’s Learning Outcome Task/Activity Date Instructor’s
Required Accomplished Remarks Required Accomplished Remarks
Prepare Prepare for the
composting area production of
and raw materials various
Compost and concoctions
harvest fertilizer
Process
concoctions
_____________________ ___________________________ Package
concoctions
_____________________ ___________________________

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Revision # 01
ELECTIVES ELECTIVES
Unit of Competency: Raise organic hogs Unit of Competency: Raise organic small ruminants
NC Level 2 NC Level 2
Learning Task/Activity Date Instructor’s Learning Outcome Task/Activity Date Instructor’s

Outcome Required Accomplished Remarks Required Accomplished Remarks
Select healthy hog Select healthy
breeds and breeders and
suitable housing suitable cages
Feed small
Feed hogs ruminants
Manage breeding
Grow and finish of small
hogs ruminants
Manage does/ewes
and their progenies
Grow and harvest
ruminants
_____________________ ___________________________
Trainee’s Signature Trainer’s Signature _____________________ ___________________________

CC P a g e | 123
Revision # 01
TRAINING SESSION EVALUATION FORM
INSTRUCTIONS:
This post-training evaluation instrument is intended to measure
how satisfactorily your trainer has done his job during the whole
duration of your training. Please give your honest rating by checking
on the corresponding cell of your response. Your answers will be
treated with utmost confidentiality.
TRAINERS/ Poor/ Good/ Very
INSTRUCTORS Satisfact Good/ Outstan
Unsatisf ory Adequat ding
Name of Trainer: actory e Very
2 Satisfact 5
SR. THELMA TITUS 1 3 ory
R. BULAGAO
4
1. Orients trainees
about CBT, the use of
√
CBLM and the
evaluation system
2. Discusses clearly
the unit of
competencies and
√
outcomes to be
attained at the start
of every module
3. Exhibits mastery
of the subject/course √
he/she is teaching
4. Motivates and
elicits active
√
participation from the
students or trainees
5. Keeps records of
evidence/s of √
competency
attainment of each √
student/trainees
6. Instill value of
safety and orderliness
√
in the classrooms and
workshops

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Produce Organic P a g e | 124
Developed by:
Bulagao Revision # 01
7. Instills the value of
teamwork and 
positive work values
8. Instills good

grooming and hygiene
9. Instills value of 
time
10. Quality of voice 
while teaching
11. Clarity of 
language/dialect used
in teaching
12. Provides extra 
attention to trainees
and students with
specific learning
needs
13. Attends classes 
regularly and
promptly
14. Shows energy
and enthusiasm while 
teaching
15. Maximizes use of 
training supplies and
materials
16. Dresses 
appropriately
17. Shows empathy 
18. Demonstrates 
self-control

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Developed by:
This post-training evaluation instrument is intended to measure
how satisfactorily your trainer prepared and facilitated your
training. Please give your honest rating by checking on the
corresponding cell of your response. Your answers will be treated
with utmost confidentiality.
Use the following rating scales:
5 – Outstanding
4 – Very Good/Very Satisfactory
3 – Good/ Adequate
2 – Fair/Satisfactory
1 – Poor/Unsatisfactory
PREPARATION 1 2 3 4 5
1. Workshop 
layout conforms
with the
components of a
CBT workshop
2. Number of 
CBLM is sufficient
3. Objectives of 
every training
session is well
explained
4. Expected 
activities/outputs
are clarified
DESIGN AND
1 2 3 4 5
DELIVERY
1. Course 
contents are
sufficient to attain
objectives
2. CBLM are 
logically organized

Organic Agriculture
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Developed by:
and presented
3. Information 
Sheet are
comprehensive in
providing the
required knowledge
4. Examples, √
illustrations and
demonstrations
help
you learn
5. Practice √
exercises like
Task/Job Sheets
are sufficient to
learn required
skills
6. Valuable 
knowledge are
learned through the
contents of the
course
7. Training 
Methodologies are
effective
8. Assessment 
Methods and
evaluation system
are suitable for the
trainees and the
competency
9. Recording of 
achievements and
competencies
acquired is prompt
and comprehensive
10. Feedback about 
the performance of
learners are given
immediately

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Developed by:
TRAINING
FACILITIES/ 1 2 3 4 5
RESOURCES
1. Training √
Resources are
adequate
2. Training Venue √
is conducive and
appropriate
3. Equipment, √
Supplies, and
Materials are
Sufficient
4. Equipment, √
Supplies and
Materials are
suitable and
appropriate
5. Promptness in √
providing Supplies
and Materials
Support Staff 1 2 3 4 5
1. Support Staff are √

accommodating

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Developed by:
INDUSTRY TRAINING OR ON THE JOB TRAINING EVALUATION
FORM
Dear Trainees:
The following questionnaire is designed to evaluate the

effectiveness of the Supervised Industry Training (SIT) or On the Job
Training (OJT) you had with the Industry Partners of ICE. Please check
the appropriate box corresponding to your rating of each question asked.
The results of this evaluation shall serve as a basis for improving the
design and management of the SIT in SICAT to maximize the benefits of
the said program. Thank you for your cooperation.
Legend:
5 – Outstanding
4 – Very Good/ Very Satisfactory
3 – Good/ Adequate
2 – Fair/ Satisfactory
1 – Poor/ Unsatisfactory
NA – Not Applicable
Item
No.
Question Ratings
Institutional Evaluation 1 2 3 4 5 NA
1 Has EIF conducted an orientation
about the SIT/OJT program, the
requirements and preparations 
needed and its expectations?
2 Has EIF provided necessary 
assistance such as referrals or
recommendations in finding the
company?
3 Has EIF showed coordination with 
the Industry Partner in the design
and supervision of your SIT/OJT?
4 Has your in-school training 
adequate to undertake Industry
partner assignment and its

Organic Agriculture
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Developed by:
challenges
5 Has EIF monitored your progress 
in the Industry?
6 Has the supervision been effective 
in achieving your OJT objectives
and providing feedbacks when
necessary?
7 Did EIF conduct assessment of 
your SIT/OJT program upon
completion?
8 Were you provided with the results 
of the Industry and EIF assessment
of your OJT?
Comments/ Suggestions:
The company has provided a good accommodation for the
trainees to learn and improve more. The place is conducive for learning
and the employees are very facilitating which make the learning process
more effective.

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Developed by:
Ite
m Question Ratings
No.
Industry Partner 1 2 3 4 5 NA
1 Was the Industry partner

appropriate for the type of training
required and/or desired?
2 Has the industry partner designed 
the training to meet your objectives
and expectations?
3 Has the industry partner showed 
coordination with EIF in the design
and supervision of the SIT/OJT?
4 Has the industry partner and its 
staff welcomed you and treated you
with respect and understanding?
5 Has the industry partner facilitated 
the training, including the
provision of necessary resources
such as facilities and equipment
needed to achieve your SIT/OJT?
6 Has the Industry Partner assigned 
a supervisor to oversee your work
or training?
7 Was the supervisor effective in 
supervising you through regular
meetings, consultations, and
advise?
8 Has the training provided you with 
the necessary technical and
administrative exposure of real
world problems and practices?
9 Has the training program allowed 
you to develop self- confidence,
self- motivation and positive
attitude towards work?
10 Has the experience improved your 
personal skills and human

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Developed by:
relations?
11 Are you satisfied with your training 
bin the industry?
Comments/ Suggestions:
The company has provided a good accommodation for the trainees to learn
and improve more. The place is conducive for learning and the employees
are very facilitating which make the learning process more effective.
Signature:
Printed Name: GABRIEL A. SANTOS

Qualification: ORGANIC AGRICULTURE PRODUCTION NC II
Host Industry: ELNARD INTEGRATED FARM
Supervisor: JAYCE MAE VIOS

Period of training: NOVEMBER 28 – DECEMBER 3, 2021
Trainer: SR. THELMA TITUS R. BULAGAO

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Developed by:
RATER A
1. Workshop layout 
conforms with the
components of a CBT
workshop
2. Number of CBLM 
is sufficient
3. Objectives of every 
training session is
well explained
4. Expected 
activities/outputs are
clarified
RATER B
conforms with the
components of a CBT
workshop
2. Number of CBLM 
is sufficient
training session is
well explained
4. Expected 
clarified

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Developed by:
RATER C
conforms with the
components of a CBT
workshop
2. Number of CBLM is 
sufficient
training session is well
explained
4. Expected 
clarified
RATER D
conforms with the
components of a CBT
workshop
sufficient
explained
4. Expected 
clarified

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Developed by:
RATER E
conforms with the
components of a CBT
workshop
sufficient
explained
4. Expected 
clarified
AVERAGE RATING
PREPARATION Average
1. Workshop layout conforms

with the components of a CBT 4.2
workshop
2. Number of CBLM is sufficient 4.2
3. Objectives of every training 4.8

session is well explained
4. Expected activities/outputs are 4.6
clarified
General Average 4.45
Range
0.00-1.49=Poor/Unsatisfactory
1.50-2.49=Fair/ Adequate
2.50-3.49=Good/ Satisfactory
3.50-4.49=Very Good/Very Satisfactory

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Developed by:
4.50-5.0=Outstanding
General Interpretation
Based on the observation, the program got good results as it is
in Very Good/ Satisfactory level especially the objectives of every
training session is well explained. The number of CBLM and
Objectives of every training session is well explained and sufficient
which are best with all the preparations. In the conformity of
workshop layout with the components of a CBT workshop, the
preparation is really that much good. The number of CBLM is
sufficient and Objectives of every training session is well explained.
Recommendation: Above all, the program has done well. Only

Workshop layout conforms to the components of a CBT workshop
and expected activities/outputs are clarified needed to be improved.

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Developed by:
MEMORANDUM OF AGREEMENT
(SUPERVISE WORK BASED LEARNING)
KNOW ALL MEN BY THESE PRESENTS:

This Memorandum of Agreement (MOA) made and entered into by and
between:
The ELNARD INTEGRATED FARM, a duly organized and existing

industry under and by virtue of the laws of the Philippines, with
business/office address located at Candura, Siquijor, Siquijor,
hereinafter referred to as “THE ESTABLISHMENT”, represented
herein by its Owner and Manager, Mr. Elnard Ympal.
-and-
The CARMELITE COLLEGE OF SIQUIJOR, INC., a Catholic Higher
Educaion Institution iin Tinago, Siquijor, Siquijor, hereinafter referred to
as the “TECHNICAL VOCATIONAL INSTITUTION” represented herein
by its School President, Sr. Mila Margaret V. Montegrejo.
WITNESSETH THAT
WHEREAS, THE ESTABLISHMENT, in the exercise of its corporate social
responsibility, promotes and supports Technical Vocational Education
and Training (TVET) and finds the existing program offering of the TVI
using the SUPERVISE WORK BASED LEARNING in line with such
purpose as well as its own manpower development program.
WHEREAS, pursuant to such objective of improving the quality of life of

the Filipino workforce through the development of technical skills and
proper work values/ attitudes, THE ESTABLISHMENT has expressed its
willingness to partner with the TVI and accept students/trainees to
undergo the required in-plant trainees.
NOW, THEREFORE, for and in consideration of the foregoing premises

and of the parties hereby agree to execute this Memorandum of
Agreement under the following terms and conditions:

Organic Agriculture
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Developed by:
Section 1. The TVI and the ESTABLISHMENT to establish a training
partnership under the
SUPERVISE WORK BASED LEARNING and jointly apply for
accreditation with TESDA for the program in Organic Agriculture
Production NC II.
Section 2. As part of the partnership, the TVI and the

ESTABLISHMENT agrees to undertake the following functions and
responsibilities;
A. The ESTABLISHMENT shall:
1. Undertake to carry out in-plant training for the students/trainees

nominated by the TVI in accordance with the Training Plan jointly
worked out by the ESTABLISHMENT and the TVI following a
scheme of SUPERVISE WORK BASED LEARNING and within the
training schedule specified hereto attached as ANNEX “A”.
2. Assign personnel to train and guide the students/trainees, make
recommendations regarding discipline and proper behavior and
determine the proficiency of the students/trainees in specific trade
or craft;
3. Provide the students/trainees with the necessary tools and
materials required during the training;
4. Designate/appoint a TRAINING COORDINATOR to represent the
ESTABLISHMENT in all meetings with the TVI in connection with
the implementation of SWBL and other related concerns;
5. Offer one (1) day vacation in a week during the in-plant training;
and
6. Provide the students/trainees insurance policy during their in-
plant training.
B. The TVI shall:
1. Facilitate the processing of the accreditation of the TVI and the

ESTABLISHMENT with TESDA and furnish the ESTABLISHMENT
with a copy as evidence of its compliance therewith;
2. Recommend students/trainees who will undergo the in-plant
training in the ESTABLISHMENT;

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Developed by:
3. Designate/ appoint a TVI Industrial Coordinator who will be
responsible for
a. Meeting regularly with the ESTABLISHMENT Training

Coordinator;
b. Orienting the students/trainees about proper attitude and
behavior to be observed within the company site;
c. Monitoring and evaluating the performance of
students/trainees in the
ESTABLISHMENT during the in-plant training;
d. Conducting monthly visit at the training station/workplace
of the ESTABLISHMENT to monitor the status of the
program;
4. Undertake the in-school training by conducting theoretical

subjects and laboratory practice related to the approved
curriculum and Training Plan jointly developed with the
ESTABLISHMENT;
5. Exercise due care and diligence in the selection and supervision of
the trainees in order that injury damage or loss of person(s) and
property within ESTABLISHMENT premises will be avoided;
6. Pay the students/trainees their daily allowance from the training
allowance paid to them by the ESTABLISHMENT;
7. Ensure that the students/trainees undergo competency
assessment after completion of their training; and
8. Issue a Certificate of Training to SWBL students/trainees upon
completion of the training.
Section 3. The TVI and the ESTABLISHMENT further agrees that for the
duration of the inplant training of the students/trainees, the following
shall be observed.
1. There is no employer- employee relationship between the

ESTABLISHMENT and the students/trainees. Neither is the
accommodation giver by the ESTABLISHMENT in allowing the
students/trainees to undergo in- plant training be considered as a
guarantee for employment with the ESTABLISHMENT upon
completion of the program;

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Developed by:
2. The ESTABLISHMENT is not obliged to pay the students/trainees
compensation of any kind, other than the grant of the training
allowance during the in-plant training herein elsewhere provided;
3. The students/trainees and the TVI shall abide by the
ESTABLISHMENT rules and regulations and with those imposed
for the program, otherwise they shall be excluded from further
participation therein;
4. The ESTABLISHMENT reserve the right to refuse acceptance of
any students/trainees nominated or recommended by the TVI and
discontinue the training of any such trainee on reasonable
grounds after written notice to the TVI;
5. The TVI may pull-out any students/trainees from the
ESTABLISHMENT on reasonable grounds after it has sent a
written notice of such pull-out;
6. The ESTABLISHMENT may extend the in-plant training of
students/trainees who have exceeded the allowable number of
training hour subject to the approval of the TVI.
Selection 4. That all business and technical information, data software

and related documents, in whatever form provided, recorded or
unrecorded (hereinafter collectively referred to as “information”) which
the ESTABLISHMENT may furnish or has furnished TVI and the
students/trainees shall be:
1. Used solely for the purpose for which it was furnished;

2. Treated in strict confidentially and the students/trainees
cannot without the consent of the ESTABLISHMENT, be
examined as to any communication made to them in the
course of training;
3. Not be reproduced, except as necessary for its authorized
use; and
4. Returned (if in tangible form) together with all copies thereof
when demanded by the ESTABLISHMENT or when no longer
needed.
Section 5. This agreement shall take effect on NOVEMBER 28. 2021
and shall continue to be in effect unless terminated by either party by
giving the other party a written notice of its intention to terminate the
Agreement at least thirty (30) days prior to the intended date of
termination. Any provision of this Agreement may be amended only with
the written consent of both parties herein.

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Developed by:
IN WITNESS WHEREOF, the parties have signed these presents on this
26thday of November, 2021 at Elnard Integrated Farm, Candura,
Siquijor, Siquijor.

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Developed by:
CARMELITE COLLEGE OF SIQUIJOR, INC ELNARD INTEGRATED FARM
Technical Vocational Institution Establishment
by: by:
SR. MILA V. MONTEGREJO ELNARD YMPAL

School President Owner & Manager
Signed in the presence of:
SR. THELMA TITUS R. BULAGAO JAYCE MAE VIOS

TVL Coordinator Trainer
SUBSCRIBED AND SWORN TO BEFORE ME THIS 26TH DAY OF NOVEMBER 2021

AFFAINT EXHIBITING TO ME THEIR VALID ID:
Name ID Type ID No.
Sr. Mila V. Montegrejo UMID ID 199833116
Sr. Thelma R. Bulagao Voter’s ID 208808004
Doc. No. ________

Page No. ________
Book No. ________
Series No._______

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Developed by:

Plan Training Session: Organic Agriculture Production NC II Produce Organic Vegetables Document No. Issued By: CC

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Plan

Date Developed: Document No.

UNIT CODE : AGR611306

UNIR DESCRIPTOR : This unit covers the knowledge, skills and

SUGGESTED DURATION : 24 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the students/trainees will be able to:

LO1. Establish Nursery

LO2. Plant Seedlings

LO3. Perform Plant Care Activities and management

LO4. Perform Harvest and Post-Harvest Activities

Date Developed: Document No.

4. Perform 4.1 Products are checked using maturity indices

Date Developed: Document No.

2. Land Preparation 2.1 Clearing

Date Developed: Document No.

LO1. ESTABLISH NURSERY

Date Developed: Document No.

LO2. PLANT SEEDLINGS

Date Developed: Document No.

LO3. PERFORM PLANT CARE AND MANAGEMENT

Date Developed: Document No.

LO4. PERFORM HARVEST AND POST HARVEST ACTIVITIES

Date Developed: Document No.

Date Developed: Document No.

Name: Juan dela Cruz Date: October 25, 2021

Language, literacy Average grade in: Average grade in:

Cultural and Ethnicity/culture:

Education & Highest Educational Attainment:

Date Developed: Document No.

Previous List down trainings related to TM

Special courses Other courses related to TM

Learning styles a. Visual - The visual learner takes mental

Date Developed: Document No.

Date Developed: Document No.

INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary

Date Developed: Document No.

Date Developed: Document No.

Evidences/Proof of Current Competencies

Date Developed: Document No.

Current competencies Proof/Evidence Means of validating

Date Developed: Document No.

Date Developed: Document No.

Identifying Training Gaps

Date Developed: Document No.

Form 1.3 Summary of Current Competencies Versus Required

Required Units of Current Training

Date Developed: Document No.

Date Developed: Document No.

Date Developed: Document No.

Date Developed: Document No.

Date Developed: Document No.

Date Developed: Document No.

Organic Agriculture Date Developed: Document No. NTTA-TM1-07

Group Read Information Answer Self Compare your CBLM

Self-paced/ Study and interpret Perform Job Sheet Evaluate CBLM

Demonstration Study and interpret Perform Job Sheet Evaluate Pick

Self-paced/ Read Information Answer Self Check Compare your CBLM

Study and interpret Pick

Self-paced/ Read Information Answer Self Check Evaluate

LO 3: Perform Plant and Management

1. Implement water CBLM 30

3. Replant missing Self-paced Compare your CBLM