Organic Agriculture q3 Final

TECHNICAL VOCATIONAL AND LIVELIHOOD
DAILY LESSON PLAN
IN
ORGANIC AGRICULTURE PRODUCTION NC II
PRODUCE ORGANIC VEGETABLES

Grade 11 - Quarter 3
1
DAILY LESSON PLAN IN ORGANIC AGRICULTURE
Session No: 1-2
Learning TVL-ORGANIC Grade Level 11

Area AGRICULTURE Quarter 3
Teaching Dates & Duration 120 mins
I. LEARNING OBJECTIVES
Content Standards The learner demonstrates an understanding of the basic
concepts, underlying theories and principles in producing organic
vegetables.
Performance Standards The learner independently demonstrates the core competencies
in producing organic vegetables based on TESDA Training
Regulations.
Learning Competencies/Code Select seeds based on PNS and NSQCS/BPI
guidelines/TLE_AFOA912OV-IIIa-j-IVaj-1
Objectives
• Knowledge Generate ideas on the characteristics of quality seeds.
• Skills Make necessary steps in selecting good quality seeds.
• Attitude Perform the proper selection of seeds.
• Values Recognized the characteristics of quality seeds for better
productivity.
II. CONTENT Established Nursery
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Curriculum Guide in Organic Agriculture page 8.
Competency Based Learning Material for Third Year Horticulture
2. Learner’s Materials pages
NC II Pages 130-142.
3. Textbook pages
Competency-Based Learning Material Third Year pages 66-77.
4. Additional Materials from
Curriculum Guide in Organic Agriculture
Learning Resource (LR) portal
https://en.wikipedia.org/wiki/Seed
https://www.bing.com/images/search?q=GOOD%20QUALITY%2
0SEEDS%20qoutes&qs=n&form=QBIR&sp=-
B. Other Learning Resources
1&pq=good%20quality%20qoutes&sc=3-
19&sk=&cvid=D14A9636BC854594BA67551E7F74AB6A
C. Supplies, Equipment, Tools, etc. Real seeds, Manila paper, scotch tapes, marker and others
IV. PROCEDURES
A. Introductory Activity A B
2
(5 minutes)
Which field used high quality seeds? Why?

B. Activity PRETEST
(20 minutes)
Let’s find out how much you already know about growing of vegetable seeds and
seedlings. Select the correct then write answer by writing the letter of your
choice in your test notebook.
1. The fertilized and ripened ovule refers to _____.

a. flower b. fruit c. plant d. seed
2. The primary function of a seed is_____.
a. for food b. for commercial purposes c. for reproduction d. all of the above
3. What is the % germination of the 100 seeds tested if there are 91 seeds
germinated?
a. 85% b. 88% c. 91% d. 100%
4. If you secure seeds to plant, see to it that _____.
a. the seeds are attractive
b. the variety is adapted to the locality
c. the quality of the product is given consideration
d. b and c
5.Which of the following is NOT a characteristic of a good seed?
a. clean, free from mixtures and damage
b. free from seed borne diseases and insects
c. immature seeds
d. true-to-type and viable
6. The operation involved in determining whether or not seeds are viable, free
from diseases and injuries, or their combination refers to _____.
a. seed germination b. seed testing c. seed treatment d. seed selection
7. Which of the following components of the growing media is best suited for
vegetable production?
a. equal parts of garden soil, sieved sand, compost and sawdust or rice hull
b. equal parts of coco coir, garden soil, rice hull and animal manure
c. equal parts of animal manure, compost, sieved sand and coco coir
d. all of the above
8. A method of soil sterilization which is NOT environment friendly is _____.
a. biofumigation b. chemical treatment c. heat treatment d. solarization
9. Which one is NOT true about pricking?
a. Pricking is the transfer of young seedlings to another seed box, seed bed or
individual plastic bags.
b. Seedlings to be pricked are taken from thinly populated seed box or seed
3
bed.
c. A dibble is used to separate and ease out the seedlings in order not to
damage delicate roots.
d. Pricking is practiced when the two true leaves have already developed.
10. The practice of exposing gradually the seedlings to sunlight to acclimatize
them refers to _____.
a. hardening off b. pricking out c. roguing d. thinning
11. The process of pulling out disease infected or damaged seedlings is _____.
12. The following are methods of seed testing EXCEPT _____.
a. actually germinating the seeds c. using better storage facilities
b. breaking the seed coat d. floating in water
13. Why do some seeds fail to germinate?
a. The seeds are in their dormant stage.
b. The seed coat is thick and hard.
c. The seeds are immature and have dead embryo.
d. All of the above.
14. Which of the following is NOT a special treatment for some seeds in order
to germinate?
a. heating c. cracking the seed coat
b. Winnowing d. using better storage facilities 15. _____ refers
to an essential establishment of a garden where plants are
propagated and nursed preparatory to planting.
a. garden shed b. nursery c. orchard d. seed bed
Answer key: 1. d 2. d 3. c 4. d 5.c 6. d 7. a 8. b 9. b 10. a 11. c

12. c. 13. d 14. d 15. b
C. Analysis Ask:
(5 minutes) 1. How do you find the activity? Easy or difficult? Why?
D. Abstraction Seed - a fertilized and ripened ovule which may develop into a plant by
(30 minutes) germination.
Seed testing - the operation involved in determining whether or not seeds are
viable, free from diseases, injuries, and foreign matters or their
combination.
Germination - the development of the seed into a young plant.
Dormancy - a period in which a plant has no active growth in response to harsh
environmental conditions. It also refers to the rest period of
seeds.
Securing Seeds
There are two ways of securing the seeds to be planted:
1. You can buy seeds from seed stores in your town or order from reliable seed
producers in the city.
2. You can also produce your own seeds to plant.
4
Factors to Consider when Securing Seeds to Plant
1. Quality of the product
2. Adaptation of seeds to one’s locality
Advantages of Producing Your Own Seeds
1. Supply of seeds for your farm is always made available.

2. Higher percentage of germination is assured.
3. Improvement of quality and quantity of the produce is possible.
Disadvantages of Producing Your Own Seeds

1. Seed growing is an exacting work.
2. It competes with the normal work in the nursery.
3. It calls for knowledge of the principles of plant breeding.
4. It calls for keen observation.
5. It requires close application of details.
Farmers are very much aware that the quality of seeds affects the yield of crops,
but still many are using low quality seeds. This is because of the inability of some
farmers to secure good quality seeds. Good quality seeds should possess the
following characteristics:
1. Damage free – seeds that do not possess cracks or holes, and are not
broken
2. True- to-type - seeds that carry the desirable characteristics of the parents
3. Viable – seed that germinates and is able to survive until the stored food in
the cotyledon is consumed up to the time it can support itself
by absorbing plant food nutrients from the soil through its root
system.
4. Free from mixtures – seeds that are free from weed seeds and other
foreign matters. Free from seed-borne diseases
5. Properly developed – The size of seeds depends upon the amount of food
stored in them. It is important that the seeds are large, plump and well
developed. If the seeds are small and wrinkled, they may not contain enough
stored food for their initial growth. This is the reason why crops that grow from
poorly developed seeds are stunted during the early stages of growth and never
recover sufficiently to produce normal plants.
E. Application Read and analyze the situation. Then answer the question briefly. Present your
(20 minutes) output in front of the class.
Situation:
You have enough money to buy certified seeds for your field, but here comes a
friend producing seeds willing to give you free seeds. However, the seed bulk he
is giving you for free is not yet certified. Weed seeds, crushed leaves and stems
5
are still present there.
1. Which do you prefer, buy certified seeds or accept your friend’s offer?
Explain your answer.
2. What are the characteristics of quality seeds?
F. Assessment Group Assessment

(36 minutes)
Performance Task
Title: Select good quality seeds
Performance Objective: Given the necessary materials, you

should be able to select good
quality seeds considering its
characteristics.
Time: 6 minutes/group
Supplies/Materials
Real seeds
Equipment : None
Steps/Procedure:
1. Get a bulk of seeds from your teacher for you to perform

seed
selection.
2. Perform the following:
Separate the seeds having the following characteristics:
A. Seeds which are plump and mature
B. Seeds with holes
C. Seeds with cracks
D. Insect-infested seeds
E. Disease-infected seeds
F. Seeds which are wrinkled and immature
3. Remove foreign materials orCriteria
Performance mattersChecklist
such as weed seeds,
crushed leaves
Name of Student: and stems, small stones, etc.
4. Present your work CRITERIA
to your teacher for evaluation.
YES NO
Did you….
1. Get a bulk of seeds
2. Separate the seeds which are plump and mature
6
3. Separate the seeds with holes
4. Separate the seeds with cracks
5. Separate insect-infested seeds
6. Separate disease-infected seeds
7. Separate seeds which are wrinkled and immature
8. Remove foreign materials or matters such as

weed seeds, crushed leaves and stems and small
stones,
9. Present work
Note: This can be done individually or by group.

A. Assignment 1. Search about different methods of testing seeds.
(2 minutes) 2. Explain the importance of seed testing. (5 points each)
B. Concluding Activity "Everything you do is a seed that you sow. Seed bad, harvest bad. Seed good,
(2 minutes) harvest good. And the list goes on and on”
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by: ROSIE C. BALDELOVAR
7
Session No: 3-4

VII. LEARNING OBJECTIVES
Content Standards The learner demonstrates an understanding of the basic concepts,
underlying theories and principles in producing organic vegetables.
Performance Standards The learner independently demonstrates the core competencies in
producing organic vegetables based on TESDA Training Regulations.
Objectives
• Knowledge Generate ideas on the different methods of testing seeds through a
graphic organizer.
• Skills Initiate in practicing different methods of testing seeds.
• Attitude Perform the proper testing of seeds.
• Values Appreciate the purpose of seed testing for higher productivity.
VIII. CONTENT Established Nursery
IX. LEARNING RESOURCES
D. References
Competency Based Learning Material for Third Year Horticulture NC
II Pages 130-142.
7. Textbook pages
8. Additional Materials from Learning
Resource (LR) portal
https://www.bing.com/images/search?q=GOOD%20QUALITY%20SE
EDS%20qoutes&qs=n&form=QBIR&sp=-
E. Other Learning Resources
1&pq=good%20quality%20qoutes&sc=3-
19&sk=&cvid=D14A9636BC854594BA67551E7F74AB6A
F. Supplies, Equipment, Tools, etc. Real seeds, pail, water, nigo, manila paper, scotch tapes, marker
and others
X. PROCEDURES
G. Introductory Activity
(5 minutes)
1. What does the picture show?

H. Activity Direction: Using a graphic organizer, write the different methods of testing seeds,
(11 minutes) then prepare a 2 minute explanation about your output.
8
Methods of
Testing
Seeds
I. Analysis Ask:
(5 minutes) Did you learn something new?
J. Abstraction
(30 minutes) Seed Testing
After selecting your seeds, you must also test the viability of your seeds.
Nearly 50% of the local farmers who engage in small-scale vegetable growing save
their own seeds for the next planting season. This can be done provided that the
seeds are still viable during the planting season. To be sure that the seeds are
viable, you have to conduct seed testing and compute for the % germination.
Purposes of Seed Testing

Discover whether or not the seed is true to its name, except as to variety.
Ascertain whether or not it has been intentionally adulterated. Remove the
relative proportions of inert material and of foreign seed. Disclose the presence of
noxious or other weed seeds. Find out the percentage of seed germination.
Find out the amount of seeds needed to plant in a given area. Economize labor
and expenses in re-planting. Obtain a uniform stand of crops.
Methods of Seed Testing
1. Floating in water. A good example for this is

the rice grains, before the rice grains are sown in
the field; farmers usually submerge the seeds in a
container of water to test the seeds. All floating
seeds are thrown away for they are empty and are
not going to germinate. This method is also true
to vegetable seeds.
2. Breaking the seed coat. This method is applied to

seeds that have hard seed coat.
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3. Winnowing. If you winnow, all the seeds that
are blown away or carried away by the wind are
empty.
Germinating the seeds using the following
methods:
Rog Doll Method Seed Box Petri Dish
K. Application The learners will practice testing seeds using different methods.
(5 minutes)
L. Assessment
(60 minutes) Performance Task
Title: Test the quality of seeds
Performance Objective: Given the necessary materials, you

should be able to test the quality of
seeds using different methods.
Time: 60 minutes
Supplies/Materials
Real seeds, pail water, cloth, pliers, winnowing basket“nigo” or

large woven tray, seed box and others
Equipment : None
Steps/Procedure:
5. Prepare all the materials needed in testing seeds.

6. Get 100 pieces of seeds per testing.
7. Perform seed testing through;
A. Floating in the water
B. Winnowing
10
C. Rog Doll Method
D. Seed box Method
Record and report your observation.
Performance Criteria/Rubric
Name of Student:
5 4 3 2 1
Prepare Prepare more Prepare 3 Prepare only Did not

complete than 5 materials 2 materials prepare any
materials materials in needed in needed in of the
needed in performing testing seeds seed testing materials
testing seeds seed testing
Prepare 100 Bring and Bring and Bring and Did not bring
pieces of prepare more prepare 60 prepare less and prepare
seeds per than 80 pieces pieces of than 50 any of the
seed testing of seeds seeds pieces of seeds.
seeds
Test the Test the Test the Test the Did not
quality of quality of quality of quality of follow the
seeds seeds seeds seeds proper
through procedure in
following 3-4 following 2-3 following 1-2
testing seeds
Floating in steps. steps. steps.
the water
following the
complete
steps.
testing seeds
Winnowing steps. steps. steps.
following the
complete
steps
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following 3-4 following 2-3 following 1-2 testing seeds
Rog Doll steps. steps. steps.
Method
following the
complete
steps
testing seeds
Seed box steps. steps. steps.
Method
following the
complete
steps
The learners Students Learners They only They did not

recorded and recorded and recorded recorded and record and
reported the reported the and reported the reported the
complete detail of the reported the 3 results of result of
detail of the results of some of the testing testing seeds
results of testing, but results of
testing. lacking 1. testing
Note: The teacher may search the steps on different methods of testing seeds, that will serve as
her/his reference in rating the students performance.
C. Assignment Answer the following question for 5 points each.

(2 minutes) 1. Why do some seeds fail to germinate?
2. What would be the special treatment for some seeds in order to germinate?
D. Concluding Activity
(2 minutes)
XI. REMARKS
XII. REFLECTIONS
H. No. of learners who earned
assessment
12
I. No. of learners who require
remediation.
J. Did the remedial lessons
lesson.
K. No. of learners who continue
L. Which of my teaching
Why did these work?
M.What difficulties did I
solve?
N. What innovation or localized
other teachers?
13
Session No: 5

XIII.LEARNING OBJECTIVES
Objectives
• Knowledge Formulate steps in getting the germination percentage of seeds.
• Skills Make a computation on the germination percentage of the given
number of seeds.
• Attitude Apply the different rules in determining the germination percentage
of seeds.
• Values Recognized the importance of solving the germination percentage
of seeds for better productivity.
XIV. CONTENT Established Nursery
XV. LEARNING RESOURCES
G. References
9. Teacher’s Guide pages Curriculum Guide in Organic Agriculture page 8
II Pages 130-142.
11. Textbook pages
https://www.bing.com/images/search?q=seed+germination&FORM
H. Other Learning Resources
=HDRSC2
I. Supplies, Equipment, Tools, etc. Manila paper, scotch tapes, marker and others
XVI. PROCEDURES
M. Introductory Activity
(5 minutes)
What can you say about the picture?

N. Activity Group Activity
(8 minutes) Direction: Given the squash card below, write inside the squash the reason why do
some seeds fail to germinate.
14
Reason why
do seeds fail
to
germinate?
O. Analysis Ask:
(5 minutes) After having an activity, how do you feel? Are you happy or not? Why?
P. Abstraction Seed Germination
(25 minutes) External Conditions Required in the Germination of Seeds
*Viability or vitality. The seed must be viable with a good alive embryo. Immature and
unhealthy seeds produce weak and unhealthy plants.
*Proper amount of moisture. The soil must be moist. Soil must contain sufficient quantity of
moisture necessary for germination. The seed absorbs moisture which cause all the parts
to soften and swell to burst its covering and allow the embryo to come out. If the soil is too
dry, the seed could hardly absorb water to hasten its germination.
*Proper degree of temperature and amount of light
*Suitability of the soil
Why do Some Seeds Fail to Germinate?

*The seeds are in their dormant stage.
*The seed coat is thick and hard.
*The seeds are immature.
*The seeds have dead embryo.
*The ground is too dry.
*The weather is too cold.
Special Treatment for Some Seeds in Order to Germinate

1. By cracking the seed coat. If the seed has thick and hard seed coat, crack or file it to
allow water and oxygen to get inside the seed. In cracking the seed, care should be
observed so as not to injure the flesh of the seed which will be the source of infection and
rotting that will cause the seed to decay.
2. By heating. If the seed is in a dormant stage, heat it a little. By heating it up, the embryo
becomes active as it starts to grow. Over heating is also dangerous as it will kill the
embryo.
3. By better storage facilities. The death of the seed embryo due to faulty storage facilities
may be prevented by improving the facilities where seeds are kept up until planting time.
When a seed begins to germinate, the root is the first part to grow. It becomes well
established before the other parts of the embryo emerge above the surface of the soil so
that the seedlings may not be easily dislodged from its position and the parts which are
soon to be exposed to the drying influence of the sun and wind may continually be supplied
with water from the soil. The seed must be covered with fine soil more or less as thick as the
seed itself.
15
Determining the Percentage of Germination of Seeds.
Below are the rules in computing the % of germination of seeds.
Rule 1: If you test 100 seeds, the number of seeds germinated is equivalent to the
percentage germination of the seeds.
Example: You tested 100 seeds of eggplant using the rag doll method. Eighty five seeds
germinated. The % of germination of the seeds then is 85%.
Rule 2. If you test less than or more than 100 seeds use, the formula below in computing
the % of germination of the seeds.
Example: Mr. X tested 125 seeds of hybrid tomato and 105 germinated. What is the % of
germination of the tomato seeds?
No. of seeds germinated

%germination = _______________________ x 100
No. of seeds tested
= 105 X 100 125
= 10500 125
% Germination = 84 %
_________________________
Rule 3. If you found out that the % of germination of your seeds is below 80, you need to
adjust your seed bulk. Use the formula below in adjusting the seed bulk.
% germination
Amount of seeds needed Adjusted
amount of seed = _________________________x 100
% germination
Example: You needed 200 seedlings to plant your garden. You found out
84 %
that your seeds have only 75 % germination. How many seeds will you
sow?
Let: X = the number of seeds to sow or your adjusted seeds

X=200 X 100
75
= 266.6 or 267 seeds
16
Q. Application What are the steps in computing the percentage of germination of seeds?
(5 minutes)
R. Assessment Direction: Let us test your mathematical ability.
(10 minutes) Compute the germination percentage in the following problem:
Mr. Juan Dela Cruz tested 150 seeds of his long purple eggplant and there are 110
seeds which germinated. What is the % germination of his eggplant seeds?
Is there a need for Mr. Dela Cruz to adjust his seeds to sow? If yes, then compute
for the amount of seeds he will sow to meet the 150 seedlings that he needs in his
garden.
Answer: = 110 X100 150

= 73.33% Yes, It need to adjust
= 150 X100 73.33%
= 204.55 or 205 seeds
E. Assignment 1. How will you prepare your seed bed/growing media? (10 points)
(1 minute) 2. Search the standard measurement of a seed bed.
F. Concluding Activity "Quality is never an accident it is always the result of intelligent effort”
(1 minute)
XVII. REMARKS
XVIII. REFLECTIONS
O. No. of learners who earned
assessment
P. No. of learners who require
remediation.
Q. Did the remedial lessons
lesson.
R. No. of learners who continue
S. Which of my teaching
Why did these work?
T. What difficulties did I
solve?
U. What innovation or localized
other teachers?
17
Session No: 6-8

XIX.LEARNING OBJECTIVES
Learning Competencies/Code Prepare seedbeds based on planting requirements and the Vegetable
Production Manual (VPM) /TLE_AFOA912OV-IIIa-j-IVaj-1
Objectives
• Knowledge Produce growing media based on the required proportion for
vegetable crop production.
• Skills Construct seedbed using appropriate materials and tools.
• Attitude Perform different methods of sterilizing growing media.
• Values Recognize the importance of proper sterilization of soil for higher
production yield.
XX. CONTENT Establish Nursery
XXI.LEARNING RESOURCES
J. References
Competency Based Learning Material for Third Year Horticulture NC II
Pages 80-82.
15. Textbook pages
Competency Based Learning Material-TLE-AFA pages 80-82
https://www.gardeningknowhow.com/garden-how-
to/propagation/seeds/seedlings-after-germination.htm
https://www.google.com/search?q=SEED+BED+QUOTES&tbm=isch&t
K. Other Learning Resources bo=u&source=univ&sa=X&ved=2ahUKEwil69rPlL_fAhWJvY8KHbBRBtY
QsAR6BAgAEAE&biw=1366&bih=501#imgrc=W5CAr9WpL2Yg8M:
L. Supplies, Equipment, Tools, etc. saw dust, rice hull, garden soil, sieved sand, shovel, wheelbarrow,
seed box, bamboo, plywood, wood, hammer, nails, Personal
Protective Equipment
XXII. PROCEDURES
S. Introductory Activity
(5 minutes)
What is a growing media to you? Explain.

T. Activity
18
(10 minutes) Activity 1: Grouping the students into 3 groups and let them arrange the jumbled
letters inside the box to get the correct terms.
Note: The teacher will provide jumbled letters per group.
Sloi stezationrili Staaonniti Sedh Sede bsed Slaoriionzat
Sdee xbo
1._____________- the process of subjecting the soil to heat or chemicals to kill micro
organisms and other bacteria.
2. ____________- an activity that reduces the spread of pathogen inoculums, such as

removal and destruction of infected plant parts, and cleaning of tools
and field equipment.
3. __________- a roof used to protect seedlings and other plants.
4. __________- especially prepared plots where seeds are germinated.
5. __________- a box filled with soil or growing media where the seeds are
germinated
6.__________- as a method of soil sterilization, uses the sun to heat the soil.
U. Analysis Ask:
(5 minutes) 1. What can you say about the activity? Is it difficult?
V. Abstraction DEFINITION OF TERMS
(18 minutes) Soil sterilization - the process of subjecting the soil to heat or chemicals to kill
microorganisms and other bacteria.
Sanitation - an activity that reduces the spread of pathogen inoculums,
such as removal and destruction of infected plant parts, and cleaning of
tools and field equipment.
Shed - a roof used to protect seedlings and other plants.
Seed beds - especially prepared plots where seeds are germinated.
Seed box - a box filled with soil or growing media where the seeds are germinated
Preparing the Growing Media
The best soil for general nursery purposes is a friable loam, rich in humus with a
proper percentage of clay. In cases that these are not available, the growing media
can be prepared by thoroughly mixing the following components:
For loam soil

1 part loam soil
1 part manure or decomposed manure
1 part decomposed rice hull
For clay soil

1 part clay soil
19
2 parts compost or manure
1 part decomposed rice hull/sieved sand
Preparing the Seed Beds/Seed Boxes and Sowing of Seeds
In large scale planting, the vegetable seedlings are raised in outdoor seed beds
instead in seed boxes. In this system, the seedlings may be raised economically. The
seed bed should be carefully prepared by spading and raking to pulverize the soil.
Improvement may be made by adding the prepared growing media.
A 1 X 10 square meter seed bed is good enough. It is 5 to 10 cm above the level of

the ground.
Methods of Soil Sterilization

1. Burning organic materials on the soil
A common method of soil sterilization is heating up the soil. The high temperature
will cause the death of many micro-organisms, including pathogens on the top of the
soil and insect pests with soildwelling stages such as cut worms.
2. Pouring boiling water into the soil
3. Solarization
Solarization, as a method of soil sterilization, uses the sun to heat the soil.
Solarization can control soil-borne diseases, weed seeds and some nematodes
including root knot nematodes. To solarize soil, the soil is covered with clear
polyethylene or plastic sheets. The best time is during the hot season, when there is
plenty of sun. The sun heats up the soil through the plastic and the plastic sheet
keeps the heat inside the soil. The sheets should be left in the field for 4 weeks.
4. Biofumigation
Soil-borne pests and pathogens can be suppressed by chemical compounds that are
released during decomposition of certain crops. This is called biofumigation. The
chemical compounds that kill or suppress pathogens are principally isothiocyanates.
Those crops with biofumigation potentials are used as rotation crop, a companion or
a green manure crop.
5. Chemical treatment
Treat the soil with chemicals like Formaldehyde, 1 tablespoon per 1 gallon of water.
However, the use of chemicals is not environmentally friendly because chemicals may
kill not only destructive microorganisms but also the beneficial ones. They are also
hazardous to health when inhaled.
W. Application Let the learners produce growing media based on the required proportion.
(20 minutes)
For loam soil
1 part loam soil
1 part manure or decomposed manure
1 part decomposed rice hull
For clay soil

1 part clay soil
2 parts compost or manure
20
1 part decomposed rice hull/sieved sand
X. Assessment
Performance Task
(120 minutes)
Title: Preparing growing media (seed box)
Performance Objective: Given the necessary tools and

materials, you should be able to
prepare seed box measuring 1 X1
square meter and 6 inches deep.
Time: 60 minutes
Supplies/Materials
saw dust, rice hull, garden soil, sieved sand, shovel,

wheelbarrow, seed box, bamboo, plywood, wood, hammer,
nails, Personal Protective Equipment
Equipment : None
Steps/Procedure:
1. Prepare all the tools and materials needed in preparing

growing media.
2. Use any available material. Recycle if it is needed.
3. Prepare seed box measuring 1 X1 square meter and 6 inches
deep.
4. Place the thoroughly mixed growing media inside your seed
box.
5. Sterilize your growing media by pouring boiling water into it.
Job Sheet
Performance Criteria Checklist
Name of Student:
CRITERIA
YES NO
Did you….
1. Prepare all the tools and materials needed in
preparing growing media.
2. Use any available material .
3. Use recycled materials.
4. Prepare seed box measuring 1 X1 square meter and 6

inches deep.
5. Sterilize your growing media by pouring boiling water
into it.
21
Title: Preparing growing media (seed bed)
prepare plots measuring 1 X 10 square
meters.
Time: 60 minutes
Supplies/Materials
saw dust, rice hull, garden soil, sieved sand, shovel, wheelbarrow,
seed box, bamboo, plywood, wood, hammer, nails, straw, Personal
Protective Equipment
Equipment : None
Steps/Procedure:
1. Prepare the tools and materials needed in preparing plots.

2. Wear personal protective equipment.
3. Perform field lay-outing following 1x10 square meters.
4. Label the field using straw.
5. Construct a plot within 1 hour, using appropriate tools and
materials.
6. Sterilize your seed bed by solarization.
Note: This can be done by group.
Performance Criteria/Rubric
Name of Student:
5 4 3 2 1
Prepare the Prepare 4 kinds Prepare some Prepare only 2 Did not
complete tools of tools and of the tools and prepare any of
and materials materials in materials materials the materials
needed in seed constructing a needed plot needed in seed
bed seed bed. preparation. bed making.
preparation.
Wear the Wear Personal Wear some of Wear Personal Did not wear
complete Protective the Personal Protective Personal
Personal Equipment Protective Equipment Protective
Protective (gloves, hat, Equipment (gloves, and Equipment
Equipment boots, masks) (hat, boots, jacket only) during seed
(gloves, jacket, during seed bed masks) during during seed bed making.
hat, boots, seed bed bed
22
masks) during preparation. preparation. preparation.
seed bed
preparation.
Perform field Perform field Perform field Perform field Did not
lay-outing and lay-outing and lay-outing and lay-outing and perform field
labeling labeling labeling labeling lay-outing and
following 1x10 following 1x8 following 1x5 following 1x4 labeling.
square meters. square meters. square square meters.
meters.
Constructed Prepared plot Produced Make bed for Constructed

plot within 1 within 1 hour seed bed for 2 more than 2 seed bed for
hour and 30 minutes hours hours almost 3 hours
G. Assignment Define the following terms; (5 points each)

(1 minute) 1. Hardening
2. Pricking
3.Thinning
4. Roguing
H. Concluding Activity
(1 minute)
XXIII. REMARKS
XXIV. REFLECTIONS
V. No. of learners who earned
assessment
W. No. of learners who
require additional activities
for remediation.
X. Did the remedial lessons
lesson.
Y. No. of learners who continue
Z. Which of my teaching
Why did these work?
AA. What difficulties did I
solve?
BB. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
23
Session No: 9-10

XXV. LEARNING OBJECTIVES
Learning Competencies/Code Prepare seedbeds based on planting requirements and the Vegetable
Production Manual (VPM) /TLE_AFOA912OV-IIIa-j-IVaj-1
Objectives
• Knowledge Plan the steps of sowing seeds.
• Skills Arrange seeds in rows when sowing.
• Attitude Follow the proper procedure of sowing seeds.
• Values Recognize the importance of proper sowing of seeds for higher
productivity.
XXVI. CONTENT Established Nursery
XXVII. LEARNING RESOURCES
M. References
17. Teacher’s Guide pages Curriculum Guide in Organic Agriculture page
II Pages 83-84.
19. Textbook pages
https://www.bing.com/videos/search?q=sowing+seeds+in+the+phili
ppine+farm&&view=detail&mid=F382D16B761FE671E1D6F382D16B
N. Other Learning Resources 761FE671E1D6&&FORM=VRDGAR
https://www.bing.com/images/search?q=sowing+seeds+qoutes&FO
RM=HDRSC2
O. Supplies, Equipment, Tools, etc. Trowel, PPE, sprinklers and seeds, manila paper, scotch tapes,
marker and others
XXVIII. PROCEDURES
Y. Introductory Activity Showing a video presentation on how to sow seeds.
(10 minutes)
24
What is the video presentation is all about?
Note: in the absence of video presentation the teacher may tell a short story on how to sow seeds.
Z. Activity Direction: Choose the correct term from the square and put it inside the rectangle below.
(5 minutes)
Pricking
Hardening-off
Weeding
Thinning
AA. Analysis Ask:

( 5 minutes) 1. How do you find the activity? Easy or difficult?
2. Are you familiar with the terms?
BB. Abstraction
( 35 minutes) 1. Hardening - the practice of gradually exposing the seedlings to full sunlight
at least a week before transplanting.
2. Pricking - the transferring of young seedlings when the seedlings have
already developed the first two true leaves from thickly populated
seed bed or seed box.
3. Thinning - the process of reducing the number of seedlings in the seed box or
seed bed that are thickly populated
4. Roguing - the removal of disease-infection seedlings
You are through preparing your growing media. The next activity you will do is to
propagate your plants.
Sowing Seeds
Sowing is the most important operation in crop production. The seed must be
placed at a required depth in a moist soil so as to get optimum condition for its
germination.
Too shallow sowing results in thin germination due to inadequate soil moisture at
topsoil layer. Similarly, if the seeds are sown very deep in the soil, the young
seedlings may not be able to push their shoots above through thick soil layer. Seed
must be sown at proper depth and should be properly covered with soil so as to get
adequate moisture for its germination.
If you are planning to produce seedlings for backyard garden, it is convenient to sow
25
the seeds in seed boxes, plastic cups, fruit juice containers, small polyethylene bags
or germinating trays. However, if you intend to plant in commercial scale, it is logical
to sow the seeds in seed beds because one hectare of solanaceous crops requires
52,000 to 68,000 seedlings which need 10 plots measuring 1 X 10 square meters.
Steps in Sowing Seeds in Seed Boxes and Seed Beds
1. Moisten the soil media.
2. Sow the seeds in rows or broadcast evenly and thinly. Broadcasting is less
satisfactory than sowing the seeds in rows a few centimeters apart unless pricking is
to be done. Broadcasting of seeds, however, is not advisable because of the
following reasons:
*The air circulation between the plants is not sufficient.
*Seedlings dry less quickly, and such a condition is favorable for the growth of fungi.
*Weeds are harder to control.
*It is hard to produce stocky seedlings because the seeds are not properly covered
with soil.
3.Cover the seeds with thin layer of fine soil sufficient enough to cover the fine
seeds.
4. Press down firmly the whole surface of the seed box or seed bed with a flat board
to ensure compact surface.
5. Water the seed beds/seed boxes using a sprinkler with fine holes or water hose
with fine spray.
CC. Application The learners will practice sowing seeds in the seed box or in the seed bed.
(10 minutes)
DD. Assessment
Performance Task
(51 minute)
Title: Sowing Seeds in the seed bed

sow seeds following the proper
procedure.
Time: 51 minutes
Supplies/Materials
Trowel, PPE, sprinklers and seeds, seed boxes, seedling trays or

seed bed
26
Equipment : None
Steps/Procedure:

7. Sow the seeds in rows or broadcast evenly and thinly.
8. Cover the seeds with thin layer of fine soil sufficient enough
to cover the fine seeds.
9. Press down firmly the whole surface of the seed box or seed
bed with a flat board to ensure compact surface.
10. Water the seed beds/seed boxes using a sprinkler with fine
holes or water hose with fine spray.

Name of Student:
CRITERIA
YES NO
Did you….
2. Sow the seeds in rows or broadcast evenly and
thinly.
3. Cover the seeds with thin layer of fine soil sufficient

enough to cover the fine seeds.
4. Press down firmly the whole surface of the seed box
or seed bed with a flat board to ensure compact
surface.
5. Water the seed beds/seed boxes using a sprinkler
with fine holes or water hose with fine spray.
27
Note: You can also sow seeds in the seedling trays or seed boxes.
I. Assignment Search about on how to take care germinating seedlings. Paste it on your assignment
(2 minutes) notebook. (20 points)
J. Concluding Activity
(2 minutes)
XXIX. REMARKS
XXX. REFLECTIONS
CC. No. of learners who earned
assessment
DD. No. of learners who
for remediation.
EE. Did the remedial lessons
lesson.
FF. No. of learners who
continue to require
remediation
GG. Which of my teaching
Why did these work?
HH. What difficulties did I
solve?
II. What innovation or localized
other teachers?
28
Session No: 11-14

XXXI. LEARNING OBJECTIVES
Learning Competencies/Code Care and maintain seedlings according to farm procedure
/TLE_AFOA912OV-IIIa-j-IVaj-1
Objectives
• Knowledge Formulate different methods of caring and maintaining seedlings.
• Skills Initiate plant care and management of seedlings.
• Attitude Follow the techniques in caring and maintaining seedlings according
to farm procedure.
• Values Appreciate the significance of taking care and maintaining of seedlings for
higher productivity yield and as responsible consumerism.
XXXII. CONTENT Established Nursery
XXXIII. LEARNING RESOURCES
P. References
Pages 88-91.
23. Textbook pages
Dumaguete Crops Division Provincial Agriculturist Office/power point
presentation of Jacque S. Era/AG II/HVCDP-RO
https://www.bing.com/images/search?q=caring+seedlings+qoutes&F
Q. Other Learning Resources ORM=HDRSC2
https://www.bing.com/images/search?q=caring%20qoutes&qs=n&for
m=QBIR&sp=-1&pq=caring%20qoutes&sc=8-
13&sk=&cvid=0287898BAAD545588719D7C3E542EB19
R. Supplies, Equipment, Tools, etc. seed beds with seedlings seed boxes with seedlings seed beds seed
boxes, polyethylene plastic bags, seed trays
XXXIV. PROCEDURES
EE. Introductory
Activity
(5 minutes)
29
Say something about this quote.
FF. Activity Direction: A. True or False. Write TRUE if the statement is correct and FALSE if it is
(10 minutes) wrong. Write your answer in your quiz notebook.
1. An establishment where seedlings are propagated and nursed prior to planting

them in the field is the nursery.
2. The nursery should be totally shaded to protect the seedlings from the heat of the
sun and beat of the rain.
3. A good nursery must also have a room for the tools/farm implements and
equipment to be kept or stored when they are not in use.
4. It is important to sterilize the growing media to keep the seedlings away from soil-
borne diseases.
5. The nursery should be arranged properly so as to have aesthetic beauty and ease of
work.
B. Fill in the blanks with a word or group of words to complete the sentence.
1. The development of a seed into a young plant is _______________.

2. Exposing the seedlings gradually to sunlight a week before transplanting is
called_________________________.
3. When seedlings have developed the first two true leaves in a thickly
populated seed bed or seed box, they could be _____________________ to
another seed bed or seed box.
4. The removal of disease-infected and heavily damaged seedlings is
called________.
5. If a farmer raises seedlings to plant a hectare of land, it is advisable to sow
the seeds in the _________________.
Answer Key: A- 1. TRUE 2. TRUE 3. TRUE 4. TRUE 5. TRUE

B-1.GERMINATION 2. HARDENING 3. PRICKED 4. ROGUING 5. SEEDBEDS
GG. Analysis Ask:
(5 minutes) After having an activity, how is your score? Did you find it difficult or easy?
HH. Abstraction Seeds even have their own food supply to start them off at least until they can extend
(36 minutes) roots and draw food and water from the soil.
Before sowing, water the seed beds, seed boxes, and trays to give the seeds a good
start. Thereafter, these should be watered at least once a day. The seedlings should
also be fertilized as the case maybe, sprayed to control insect pests and diseases.
Remove weeds whenever necessary.
Care of Germinating Seedlings

Protect the seeds sown in seed beds from ants by spraying insecticides which drive
away ants. In the case of seed boxes, let the legs of the seed boxes stand in cans filled
with water and little petroleum to prevent the ants from reaching the seed boxes.
Seed boxes should be placed under the shade and should be provided with temporary
shelter. Regulate watering. Too much or too little of it may prevent germination.
30
Care of Seedlings
When seedlings are already growing, water them once with 3-4 tablespoons of
ammonium sulfate dissolved in sprinkler of water. Expose the seedlings to the
morning sun not later than eight o’clock everyday. The length of exposure depends
upon the resistance of the seedlings to heat. Protect the seedlings from excessive
heat or strong rain. If dumping-off develops, remove immediately the infected
seedlings with the soil surrounding them. Burn the disease infected seedlings and soil
to avoid further spread of the disease.
Pricking
In cases where seedling in seed boxes or seed beds is thickly populated, practice
pricking out. This is done by transferring young seedlings (when the first two true
leaves have already developed) to another seed box or seed bed on individual plastic
bags. The rule in pricking is never handle the plants by their stems, which bruise
easily, but always by their seed leaves. Others use a sharpened wood or a metal
device called dibble to separate and ease out the seedlings, taking care not to damage
the delicate roots.
Hardening Off
It will be necessary to harden off your seedlings before transplanting them into the
garden beds. This is accomplished by placing the seedlings outside in a sheltered
location. At this point the seedlings are very tender and could easily be broken by
wind and rain. Start out by placing the seedlings in full morning sunlight for one hour.
Increase the time for full sunlight, gradually adding time each day. Protect your
seedlings from wind and animals to prevent breakage of the tender vegetation.
Within a week your seedlings should be able to withstand full sunlight the whole day
without wilting or burning the tender leaves.
31
Thinning and Roguing
Some plants with tiny seeds are delicate. They can be sown along a shallow drill and
later some seedlings can be pulled out leaving the healthy seedlings about 5 cm apart.
This is called thinning. Meanwhile, the process of pulling out disease-infected or
damaged seedlings is roguing.
Thinning is the process of reducing the number of seedlings in the seed bed or seed
box. This should be done as follows:
Moisten the seed box or seed bed a few hours before thinning. Remove the
weak, unhealthy and poor-looking seedlings. Immediately back firmly the disturbed
soil with your hands. Throw the seedlings being pulled out or bury them into the
soil.
Value of Thinning Thinning accelerates the free circulation

of air which makes the seedlings sturdier and healthier. If the right amount or quality
of seeds is sown evenly, there is no need for thinning.
II. Application Conduct Farm Visitation
(120 minutes) Direction: Go to the municipal nursery or any near farm in your locality and ask permission
from the nursery man to let you observe their nursery work especially the care of seedlings.
Interview the nursery man if he practices the different care and management of seedlings
listed in the table below. Rate the practices according to what you have learned from the
interview by putting a check mark on the spaces provided for.
Practice in the care and management of Excellent Good Fair Poor

seedlings (5) (4) (2) (1)
1. Watering at least once a day
2. Pricking
3. Thinning
4. Roguing
5. Hardening Off
JJ. Assessment Direction: Perform the practices listed below the table in your own seed box. The
(60 minute) teacher will evaluate your work upon accomplishing it. The teacher will use the same
table in rating your work.
Practice in the care and Excellent Good Fair Poor
32
management of seedlings (5) (4) (2) (1)
1. Watering at least once a day
2. Pricking
3. Thinning
4. Roguing
5. Hardening Off
Name of Student:
Note: The teacher may conduct a short post-test after his/her performance task.
POST-TEST
Direction: Choose the correct answer by writing only the LETTER in your test
notebook.
1. The fertilized and ripened ovule refers to the _____.
a. flower b. fruit c. plant d. seed
2. The primary function of a seed is _____.
a. for food b. for commercial purposes c. for reproduction d. all of the above
3. What is the % germination of the 100 seeds tested if there are 91 seeds
germinated?
a. 85% b. 88% c. 91% d. 100%
4. If you secure seeds to plant, see to it that _____.
a. the seeds are attractive b. the variety is adapted to the locality c. the
quality of the product is given consideration d. b and c
5. Which of the following is NOT a characteristic of a good seed?
a. clean, free from mixture and damage c. immature seeds
b. free from seed- borne diseases and insects d. true-to-type and viable
6. The operation which involves determining whether or not seeds are viable,
free from diseases and injuries or their combination refers to ________.
a. seed germination b. seed testing c. seed treatment d. seed selection 7.
Which of the following components of the growing media is best
suited for vegetable production?
a. equal parts of garden soil, sieved sand, compost and sawdust or rice hull
b. equal parts of coco coir, garden soil, rice hull and animal manure c. equal
parts of animal manure, compost, sieved sand and coco coir d. all of the
above
8. A method of soil sterilization which is NOT environmentally friendly is_______.
a. biofumigation b. chemical treatment c. heat treatment d. solarization
9. Which is not true about pricking?
a. seedbed or individual plastic bags
b. seedlings to be pricked are taken from thinly populated seed box or seed
bed
c.a dibble is used to separate and ease out the seedlings in order to not
damage delicate roots
d. pricking is practiced when the two true leaves have already developed.
10. The practice of exposing gradually the seedlings to sunlight to acclimatize
them refers to _______.
11. The process of pulling out diseases infected or damaged
33
seedlings is ________.
a. hardening off b. pricking out c. rouging d. thinning
12. The following are methods of seed testing EXCEPT _____.
a. actually germinating the seeds b. breaking the seed coat c. using
better storage facilities d. floating in water
13. Why do some seeds fail to germinate?
a. The seeds are in their dormant stage.
b. The seed coat is thick and hard.
c. The seeds are immature and have dead embryo.
d. All of the above
14. Which of the following is NOT a special treatment for some seeds in order to
germinate?
a. heating b. winnowing
c. cracking the seed coat d. using better storage facilities
15. _____ refers to an essential establishment of a garden where plants are
propagated and nursed preparatory to planting.
a. Garden shed b. Nursery c. Orchard d. Seed bed
Answer key: 1. d 2. d 3. c 4. d 5. c 6. d 7. a 8. b 9. a 10. a

11. c 12. c 13. d. 14. b 15. b
K. Assignment 1. How many times did you plow your field in order to improve the soil texture
(2 minutes) and aeration? (5 points)
2. What is the purpose of sterilizing the soil by exposing it to direct sunlight 3-4 days?
(5 points)
L. Concluding Activity “ A positive attitude will lead to a positive outcomes”
(2 minutes)
XXXV. REMARKS
XXXVI. REFLECTIONS
JJ. No. of learners who earned
assessment
KK. No. of learners who
for remediation.
LL.Did the remedial lessons
lesson.
MM. No. of learners who
continue to require
remediation
NN. Which of my teaching
Why did these work?
OO. What difficulties did I
solve?
PP. What innovation or
34
Session No:15-16

XXXVII. LEARNING OBJECTIVES
Learning Competencies/Code Perform land preparations according to prescribed practice
(cleaning, plowing, and farrowing) /TLE_AFOA912OV-IIIa-j-IVaj-1
Objectives
• Knowledge Formulate the factors to consider in selecting site for planting vegetables.
• Skills Design a site for vegetable production.
• Attitude Apply those factors in choosing the right site for vegetable production.
• Values Value the importance of those factors for a successful production.
XXXVIII. CONTENT Plant Seedlings
XXXIX. LEARNING RESOURCES
S. References
II Pages 38-47.
27. Textbook pages
https://www.bing.com/images/search?q=garden%20site%20sayings
&cbir=sbi&imageBin=&qs=n&form=QBIR&sp=-
T. Other Learning Resources
1&pq=garden%20site%20sayings&sc=0-
19&sk=&cvid=16B7EDFF528E4A3D9BE5DCD15ED9B8BE
U. Supplies, Equipment, Tools, etc. Manila paper, scotch tapes, marker and others
XL. PROCEDURES
KK. Introductory
Activity
( 5 minutes)
Direction: Answer the question found inside the rectangle?

LL. Activity Conducting Pre-test
( 11 minutes)
Let’s find out how much you already know about raising vegetable crops,
35
specifically selecting, preparing the site for planting vegetable crops and land
preparations. Read and understand the questions below. Select the correct answer
then write the letter of your answer in your quiz notebook.
1. Which of the following is NOT a factor in selecting the site for vegetable
production?
a. Climatic requirements b. Topography of the land
c. Thorough land preparation d. Availability of water supply
2. What topography or terrain of the land is best suited for vegetable
production?
a. Water logged b. Level or plain c. Slightly sloping d. Hilly/mountainous
3. Which of the following choices is NOT a factor governing climate?
a. Water b. Sunlight c. Temperature d. Presence of clouds
4. Which of the following sentences is NOT true about the relationship of climate
to plant production?
a. Crops and crop production are affected.
b. Topography and area of the land are affected.
c. Respiration, assimilation, photosynthesis and other physiological processes
in plants are affected.
d. Variation in plant and animal life are directly and indirectly affected.
5.The soil is made up of different sizes of particles of sand, silt, and clay. The
relative amount of each of these soil components is called _____.
a. soil profile b. soil texture c. soil formation d. soil composition
6. The arrangement of soil particles from the surface soil to the hard parent sock is
_____.
7. Which of the following is NOT a characteristic of good soil for growing
vegetable plants?
a. It contains plenty of minerals.
b. It has high water-holding capacity.
c. It contains large amount of clay making the soil compact.
d. It has good aeration which allows the free movement of air for respiration and
development of roots.
8. Which is NOT true about soil testing?
a. It determines how fertilizers are to be applied.
b. Soil testing determines the pH level of the soil.
c. Soil testing determines the type and amount of nutrients present in the soil.
d. Result of soil testing is the basis of making fertilizer recommendations.
9. Which of the following factors is NOT necessary in the analysis of soil samples?
a. cropping history
b. accessibility to water supply
c. past lime and fertilizer treatments
d. slope, degree of erosion, soil texture and color
10. Which of the following is NOT a characteristic of a prepared land?
a. The land has big clods.
b. The land is free from stubbles.
c. The land is free from growing weeds.
d. The land is thoroughly pulverized and leveled.
36
11. The stirring of the soil for the purpose of facilitating the growth of plants refers
to _______.
a. tilling b. digging c. cultivating d. plowing and harrowing
12. Which of the following is NOT an objective of thorough land preparation?

a. Make possible proper utilization of nutrients by the plants.
b. Improve aeration enabling the roots to develop and branch out rapidly.
c. Stimulate micro-organisms to act on plant residues and animal wastes to
be used by the plants.
d. Lessen the water-holding capacity of the soil.
13.Which of the following farm tools and implements is NOT used in preparing the
land?
a. plow and harrow b. grass cutter, scythe, axe
c. pair of scissors and knives d. garden hoe, shovel, pick-mattock
14.When is the best time to prepare the land? It is when the soil is _____.
a. too dry to avoid puddling
b. too wet so that tilling would be easy
c. not too wet as to cause puddling nor too dry as to make pulverization of
the soil difficult
d. all of the above
15. The following are reasons for using appropriate tools to perform certain task.
Which one is NOT?
a. To accomplish the task well b. To avoid the destruction of tools
c. To make the work easier and faster d. None of the above
Answer key: 1. c 2.c 3. d 4. b 5. d 6. a 7. c 8. a 9. b 10. a 11. b 12. d 13. c 14. c

15. d
MM. Analysis Ask:

(5 minutes) 1. How do you find the activity?
2. Which of the questions is the most difficult?
NN. Abstraction SELECT SITE FOR PLANTING VEGETABLE CROPS
(60 minutes)
1. Climate- the average condition in a locality in relation to
temperature and moisture
2. Weather - the condition of the atmosphere with reference to its pressure,
temperature, moisture, the presence of clouds, and the direction and velocity of
the wind at any given moment
3. Topography – the physical features of the land surface, whether it is sloping,
flat/level, or hilly/mountainous
Factors in Selecting a Site
In selecting land for agricultural use, look for land with the following characteristics
which contribute to its beneficial use:
A. General characteristics of a good farm land
37
1. Absence of squatters and other prior claimants; land with titles are preferred.
2. Accessibility to or easily reached by motor vehicles, railroad, farm vehicles,
river transportation; near air and sea-ports existing or proposed
3. Near sources of potable and irrigation waters
4.Near markets or sources of food
5. Near schools, churches, and health and medical facilities
6. Fertile soil
7. With level or gently rolling topography
8. Satisfactory peace and order condition
9. Adequate supply of labor, preferably cheap labor, as well as of skilled laborers
including tractor operators and mechanics
B. Other factors to consider in site selection
1. Topography of the Land
One factor to consider in site

selection for vegetable
production is the
topography of the land. Soil
is a vital part of the earth.
Without good soil, no crops
could be grown. Below are
pictures of the different
topographies of the land.
Water easily drains in slightly

sloping field which is best for
vegetable growing.
Hilly portion of the land could

hardly be reached by irrigation; it
is also difficult to till. Irrigation for
crops in the hills mainly depends
on rainfall.
2. Nearness to road and

transportation facilities
38
Vegetables are perishable. They are best liked when they are fresh and of good
quality. If the site is accessible to all forms of transportation , vegetable products are
easily transported without much damage.
3. Availability of water supply
All parts of the plant need water. No plant will survive without water. Water is an
essential factor in the production of vegetable crops. Water dissolves plant nutrients
in the soil to be supplied to the different parts of the plant. Plants can be classified
according to their water requirements, such as hydrophytes, mesophytes, and
xerophytes.
The amount and distribution of rainfall throughout the year also have significant
effects on production. For plants grown from seed production, water is vital during
the time of fertilization.
4. Climatic requirements
The climate is mainly governed by (a) temperature, (b) water, and (c) light.
There are three basic temperatures necessary for the germination and growth of
each plant species. First, the minimum temperature limits of the growth of plants. If
the temperature goes below the minimum temperature, the plant will not grow or
will be stunted. Second, the maximum temperature wherein the plants can still
survive. Third, the moderate temperature which is between the maximum and the
minimum temperature which will make the plants grow fast.
Plants which require cool temperature like Irish potato, peas, and others should be
planted during the cool season and in mountainous or high places like Baguio and
Benguet. Plants like peanuts, eggplant, tomato, and pepper require a high
temperature.
Temperature affects some vital processes inside the plant like photosynthesis,
respiration, absorption of water and minerals and in the germination of seeds.
Enzymes which speed up these processes are affected by temperature. An example
is in seed germination. The stored food in the endosperm before the seeds develop
should be dissolved in order to be used as food. If the temperature is low or high for
the temperature requirement of the enzyme, they will not dissolve the stored food.
This is also true in photosynthesis and in plant respiration. If it is too hot, the
chlorophyll present in the leaves may be destroyed. That is why you can see burnt
portions in leaves during the hot season. On the other hand, when it is cool, the
water in the soil gets a bit concentrated, and diluted if the temperature is hot.
Water and minerals can readily be absorbed if the soil solution is diluted.
Water serves as a solvent. Nitrogen, phosphorus, potassium, and the other food
elements cannot be taken up by the plant unless there is water in the soil, serving as
a solvent for the plant food which, in the form of a solution, is absorbed by the
39
roots.
Water is present in the soil either as free water, as capillary water, or as hygroscopic
water. Free water is that which flows under the influence of gravity. This water is
not used by the plant; however, it is injurious to certain crops and, for their proper
growth, should be removed by drainage. Capillary water is water which adheres to
soil particles and is found in the opening between them. This is the water that is of
immediate service to the plant. Hygroscopic water exists as a film surrounding and
is held firmly by the soil particles. It is only given by soil particles when these are
subjected to a very high temperature. This water is an emergency substitute for
capillary water when the latter is not available in case of severe drought.
Light affects the growth of crop plants mainly through affecting (1) their structural
development, (2) their food production, and (3) the time required of certain species
of varieties to produce seeds. Light is necessary for photosynthesis and is therefore
required by green plants for the manufacturing of food. Many plants are influenced
by the length of day especially with regard to flowering, fruiting, and production of
seeds. This effect of light is known as photoperiodism. Some plants are known as
long-day plants and others as short-day plants. The long-day plants need a
comparatively long day for flowering, and their vegetative growth increases when
the days are short. The short-day plants such as corn, soybeans and sorghum
achieve their vegetative growth when the days are long. They flower and produce
seeds when the days are short. Climate is one of the most important factors which
control plant growth and influence crop yield in any given region from year to year.
Climate and Its Relation to Crop Production Climate affects crops and crop
production. It affects respiration, assimilation, photosynthesis, and other
physiological processes in plants. A dry climate favors the growth of vegetative
leaf formation. Climate is also important in the growing of seedlings and cuttings
because moisture favors the development of roots and water is essential for cell
growth.
Factors Affecting Climate
1. Latitude - the distance north or south of the equator. As a rule, the farther a
region is located from the equator, the cooler is its climate.
2. Altitude - an elevation above sea level. In higher elevation, the temperature is
lower than at sea level.
3. Mountain ranges – affect wind and humidity.
4. Ocean currents - affect the temperature of neighboring areas.
5. Vegetation - More forest and vegetation are like clouding in a given local
OO. Application Direction: Conduct an ocular inspection of your school and select a site for vegetable
(20 minutes) production based on what you have learned from lesson. Accomplish the table
below which you are going to use, by putting a check mark on the space of your
choice corresponds to how the factors in site selection for vegetable crops are met.
40
PP. Assessment Direction: Answer the questions below. Write the letter of your answer in your quiz
(15 minutes) notebook.
1. The best topography of the land for vegetable growing is _____.

a. hilly land b. level land c. water logged d. slightly sloping
2. The site of the vegetable area should be near the road and transportation
facilities because of the following reasons EXCEPT one:
a. consumers can easily reach the place
b. passers can easily see or visit the place easily
c. transporting of vegetable products will be delayed
d. vegetables are perishables and should not be stocked for a long time
3. The area selected should also be near sources of good water supply. Which of
the following is NOT a function of water?
a. Water is not very necessary to plants.
b. Water is very important during the germination of seeds.
c. Water is needed by plants to maintain their growth and development.
d. Water dissolves organic and inorganic matters in the soil to be transported to
the different parts of the plant.
4. There are vegetable crops suited to certain climatic conditions. Climate is
governed by the following factors EXCEPT______.
a. water b. sunlight c. temperature d. presence of clouds
5. Sunlight is necessary to vegetable crops because of the following reasons
EXCEPT _____.
a. Light is necessary for photosynthesis
b. Light affects the structural development of plants.
c. Many plants are influenced by photoperiodism.
d. Sunlight dries up the plants especially during rainy season.
6. The soil is made up of different sizes of particles of sand, silt and clay. The
relative amount of each of these soil components is known as _____.
7. ______ is arrangement of soil from the surface to the hard parent rock.
a. Soil profile b. Soil texture c. Soil formation d. Soil composition
8. Which is NOT a characteristic of a good soil for growing vegetables?
a. contains plenty of minerals
b. has high water holding capacity
c. contains large amount of clay making the soil compact
d. has good aeration which allows the free movement of air for respiration
and development of roots
41
9.Which of the following is NOT a factor in affecting climate?
a. light b. ocean currents
c. altitude and latitude d. mountain ranges and vegetation
Answer key: 1. d 2. c 3. a 4. d 5. d 6. d 7. c 8. c 9. a
M. Assignment Search about classification of hand tools and equipment according to their uses.
(2 minutes)
N. Concluding Activity
(2 minutes)
XLI. REMARKS
XLII. REFLECTIONS
QQ. No. of learners who earned
assessment
RR. No. of learners who
for remediation.
SS. Did the remedial lessons
lesson.
TT. No. of learners who
continue to require
remediation
UU. Which of my teaching
Why did these work?
VV. What difficulties did I
solve?
WW. What innovation or
42
Session No: 17

XLIII. LEARNING OBJECTIVES
vegetables.
Regulations.
Objectives
• Knowledge Formulate advantages and disadvantages of working with and without
tools.
• Skills Initiate in using hand tools and equipment appropriately.
• Attitude Follow the purpose of using tools and equipment.
• Values Appreciate the significance of using appropriate tools and equipment
to lighten and fasten farm work.
XLIV. CONTENT Plant Seedlings
XLV. LEARNING RESOURCES
V. References
NC II Pages 52-55.
31. Textbook pages
https://www.bing.com/images/search?q=agricultural%20tools%
20and%20equipment%20qoutes&cbir=sbi&imageBin=&qs=n&fo
W. Other Learning Resources rm=QBIR&sp=-
1&pq=agricultural%20tools%20and%20equipment%20qoutes&s
c=0-39&sk=&cvid=1DFEA4CAAD4148DDB5F5CF93FAB7A7D1
X. Supplies, Equipment, Tools, etc. Agricultural tools and equipment
XLVI. PROCEDURES
43
QQ. Introductory
Activity
(5 minutes)
Direction: Choose one tool or equipment that best describes yourself and why ?
RR. Activity Direction: Write the advantages of working with tools and disadvantages of not
(5 minutes) using tools during work.
Working with tools Working without tools
SS.Analysis Ask:
2. What did you realize when you work with tools and without tools?
TT. Abstraction Definition of Terms
(30 minutes) 1. Clearing of land – the removal of materials from the land which will
obstruct or make subsequent cultural operations
difficult
1. Tillage – the stirring of the soil for the purpose of facilitating the growth
of plants. It is the operation of stirring, breaking up, and
pulverizing the soil by means of plows, harrows, cultivators, hoes,
tractors, and other implements.
Hand Tools and Farm Implements: Their Uses and Care
The kinds or types of hand tools and equipment used by the farmer determine
the success or failure of his crops. This lesson shows not only the importance of
hand tools and equipment in farm crop production but also their uses, care, and
repair.
Classification of Hand Tools and Equipment According to Their Uses
44
In vegetable or field crop production, whether in small or big scale, the farmer
needs to maintain a stock of hand tools and farm implements. These tools and
implements are classified according to their uses, as follows:
1. Tools for digging holes and pulverizing the soil
a. Bolo
*for digging small holes for posts

*for cutting of grasses and weeds
*for loosening and pulverizing the soil
*for breaking the topsoil in preparing
garden plots if no other tools are
available
b. Crowbar
*for digging big holes
*for digging out big stones and
stumps
c. Pick-Mattock
*for breaking hard top soil
*for digging canals
* for digging up stones and tree
stumps
d. Grub-Hoe-for breaking hard top

soil
e. Spade-for digging canals and

ditches
f. Shovel
*for shoveling loose materials
*for removing trash
*for moving soil from one place to
another
45
46
Note: You may add some of additional tools and equipment that are available.
Application Identification of tools and equipment.
(10 minutes)
Note: The teacher may use real tools and equipment to be identified by the students.
UU. Assessment Learners will be called to demonstrate on how to use hand tools and equipment
(15 minutes) appropriately.
Performance Checklist
Name of Use YES NO
Tools/Equipment
Hand cultivator Use to eliminate young weeds around the
plants.
Hand Trowel Use for loosening the soil around the growing
plants.
Bolo Use for digging small holes for posts.
Crowbar Use for digging out big stones and stumps.
Pick Mattock Use for digging canals, digging up stones and
tree stumps.
Grub Hoe Use for breaking hard top soil.
Spade Use for digging canals and ditches.
Shovel Use for shoveling loose materials, removing
trash and moving soil from one place to
another.
Note: You can enhance this performance checklist and you may use any available tools/equipment.
O. Assignment What will be the result of thorough land preparation for planting crops and
(1 minute) vegetables?
P. Concluding Activity “The kinds or types of hand tools and equipment used by the farmer determine
(1 minute) the success or failure of his crops”
XLVII. REMARKS
XLVIII. REFLECTIONS
XX. No. of learners who earned
assessment
YY. No. of learners who
47
for remediation.
ZZ. Did the remedial lessons
lesson.
AAA. No. of learners who
continue to require
remediation
BBB. Which of my teaching
Why did these work?
CCC. What difficulties did I
solve?
DDD. What innovation or
48
Session No: 18-20

XLIX. LEARNING OBJECTIVES
vegetables.
Regulations.
Objectives
• Knowledge Discover the importance of thorough land preparation.
• Skills Prepare the land for planting.
• Attitude Perform field lay-outing.
• Values Follow the proper procedure in land preparation.
L. CONTENT Plant Seedlings
LI. LEARNING RESOURCES
Y. References
NC II Pages 56-59.
35. Textbook pages
Z. Other Learning Resources
AA. Supplies, Equipment, Tools, etc. Garden plot, Clearing tools, Digging tools, Rake
LII. PROCEDURES
VV. Introductory The teacher may show related picture on thorough land preparation.
Activity
(5 minutes)
Describe the picture.

WW. Activity Group or individual activity
(10 minutes) Direction: Arrange the steps in preparing the land by writing it inside the
rectangles.
49
*Clear the land from heavy trashes like big stones, tall grasses, branches of trees,
and others. This facilitates tilling and helps avoid the destruction of farm
tools/implements/equipment.
*At the last harrowing where final pulverizing and leveling of the land is done,
incorporate organic matter for better growth of the vegetable crops.
*Make the furrows based on the recommended distance of planting or construct

the beds if necessary.
*Plow and harrow the field 2 – 3 times. After the first plowing and harrowing,
leave the field for sometime to let weed seeds to germinate.
*After they have germinated, plow and harrow again to eradicate them.
Note: Please see abstraction for the answer key.

XX. Analysis Ask:
(5 minutes) How do you find the activity?
YY. Abstraction
(30 minutes)
50
Importance of Thorough Land Preparation
Thorough land preparation for planting crops ensures proper growth of crops. A
good harvest will not be attained unless the soil is properly cultivated. The
benefits derived from thorough land preparation are as follows:
*The soil moisture is conserved.

*The growth of weeds is controlled.
*The soil is loosen, thus allowing free circulation of air.
*The rate of decomposition of animal wastes and plant residues is faster.
Moisture conservation in soil is important especially in places where dry

season is longer than the rainy season. To conserve moisture, the soil should be
51
cultivated often. Cultivation prevents rapid evaporation of moisture from the soil
by channeling the flow of water downward rather than spreading it on the
surface. More water could then be stored.
In many ways, weeds are enemies of plants. They use much of the water and
mineral nutrients available to the plants to support their growth. Tall weeds
shade the crops which prevent the plants from taking in sunlight needed for the
manufacturing of food. Pests and diseases also temporarily reside among the
weeds. All of these can be prevented through proper cultivation of the soil.
Tilling is the operation involved in stirring the soil. Soil which is properly
cultivated makes possible proper utilization of nutrients by the plants. It likewise
improves aeration enabling the roots to develop and branch out rapidly. It
stimulates micro-organisms to act on the dead leaves and animal wastes so they
can be used readily by the plants.
Steps in Preparing the Land
Thorough land preparation is achieved by following these steps, as follows:
1. Clear the land from heavy trashes like big stones, tall grasses, branches of
trees, and others. This facilitates tilling and helps avoid the destruction of farm
tools/implements/equipment.
2. Plow and harrow the field 2 – 3 times. After the first plowing and harrowing,
leave the field for sometime to let weed seeds to germinate. After they have
germinated, plow and harrow again to eradicate them.
3. At the last harrowing where final pulverizing and leveling of the land is done,
incorporate organic matter for better growth of the vegetable crops.
4. Make the furrows based on the recommended distance of planting or

construct the beds if necessary.
ZZ.Application Prepare a 1 X 20 sq. m. garden following the steps in thorough land preparation.
(112 minutes) Observe safety measures in the use of tools.
AAA. Assessment POST-TEST
(15 minute) Direction: Read and understand the questions below. Select the correct answer;
then write the letter of your answer in your quiz notebook.
1. What topography or terrain of the land is best suited for vegetable

production? a. water logged b. level or plain c.
slightly sloping d. hilly/mountainous
2. The stirring of the soil for the purpose of facilitating the growth of plants
52
refers to______. a. tilling b. digging c. cultivating
d. plowing and harrowing
3. In the following choices, there are three factors governing climate. Which one
is NOT? a. water b. sunlight c. temperature d.
presence of clouds
4. Which of the following is NOT a factor in selecting the site for vegetable
production? a. climatic requirements b.
topography of the land c. thorough land preparation d. availability
of water supply
5.The soil is made up of different sizes of particles of sand, silt and clay. The
relative amount of each of these soil components is known as _____. a. soil
profile b. soil texture c. soil formation d. soil composition
6. The best time to prepare the land is _____. a. when it is too dry
to avoid puddling. b. when it is too wet so that tilling would be
easy. c. when it is NOT too wet as to cause puddling nor too dry as
to make
pulverization of the soil difficult. d. all of the above.
7. In general, a good soil for vegetable growing is one that has the following
characteristics EXCEPT ______. a. It contains plenty of
minerals.
b. It has high water holding capacity.
c. It contains large amount of clay making the soil compact.
d. It has good aeration which allows the free movement of air for respiration and
development of roots.
8. Which of the following factor is NOT true about climate and its relation to
plant production?
a. Crops and crop production are affected.
b. Topography and area of the land are affected.
c. Respiration, assimilation, photosynthesis and other physiological processes in
plants are affected.
d. Variation in plant and animal life are directly and indirectly affected.
9. Which is NOT true about soil testing?

a. It determines how fertilizers are to be applied.
b. Soil testing determines the pH level of the soil.
c. Soil testing determines the type and amount of nutrients present in the soil.
d. Result of soil testing is the basis of making fertilizer recommendations.
10. The following records are needed to analyze the soil samples EXCEPT______.
a. cropping history
b. nearness to water supply
c. past lime and fertilizer treatments
53
d. slope, degree of erosion, soil texture and color
11. The following are characteristics of thoroughly prepared land EXCEPT______.

a. The land has big clods.
b. The land is free from stubble.
c. The land is free from growing weeds.
d. The land is thoroughly pulverized and leveled.
12. Which of the following is NOT an objective of thorough land preparation? a.
Thorough land preparation makes possible proper utilization of nutrients by
the plants.
b. It improves aeration enabling the roots to develop and branch out rapidly.
c. It stimulates micro-organisms to act on plant residues and animal wastes to be
used by the plants.
d. Water-holding capacity of the soil is lessened.
13. Which of the following tools and implements are NOT used in preparing the
land?
a. plow and harrow b. grass cutter, scythe, axe c. pair of
scissors and knives d. garden hoe, shovel, pick mattock
Answer key: 1. c 2. c 3. d 4. b 5. d 6. a. 7. c 8. a 9. b 10. a 11. b 12. d 13. c
Q. Assignment What are the different microorganisms? Explain their individual benefits. (10
(2 minutes) points each microorganism)
R. Concluding Activity
(1 minute)
LIII. REMARKS
LIV. REFLECTIONS
EEE. No. of learners who earned
assessment
FFF. No. of learners who
for remediation.
GGG. Did the remedial lessons
lesson.
HHH. No. of learners who
continue to require
remediation
III. Which of my teaching
Why did these work?
JJJ. What difficulties did I
solve?
KKK. What innovation or
54
Session No: 21

LV. LEARNING OBJECTIVES
Learning Competencies/Code 1.6 Identify beneficial micro-organism and introduced it prior to planting
vegetable crops /TLE_AFOA912OV-IIIa-j-IVaj-1
Objectives
• Knowledge Formulate descriptions of beneficial microorganism.
• Skills Construct a table that shows different examples of microorganism and its
benefits.
•Attitude Display the production process of producing beneficial microorganism.
•Values Appreciate the significance of beneficial microorganism.
LVI. CONTENT Plant Seedlings
LVII. LEARNING RESOURCES
BB. References
37. Teacher’s Guide pages Curriculum Guide in Organic Agriculture page 8
II Pages 130-142.
39. Textbook pages
CC. Other Learning Resources
DD. Supplies, Equipment, Tools, etc. Manila paper, scotch tapes, marker and others
LVIII. PROCEDURES
BBB. Introductory Showing the products of beneficial microorganisms
Activity
(5 minutes)
55
Describe the pictures in just one sentence.
CCC. Activity Direction: Match column A with column B. Choose the letter of the correct answer.
(9 minutes) Put your answer on the space provided before the number.
A B
___1. Produces lactic acid from sugars and A. Fermenting Fungi
other carbohydrates. B. Lactic Acid Bacteria
___2. Promotes active cell and root division C. Fermentation
___3. Decompose organic matter rapidly to D. Putrefaction
produce alcohol, esters and anti- E.Yeasts
microbial substances. F. Effective
___4. Prevent infestation of harmful insects and Microorganisms
maggots. G. Photosynthetic
___5. Process that produces useful substances. Bacteria
___6. Process that produces harmful
substances.
___7. Strong sterilizers.
___8. Self supporting microorganisms.
___9. Is the trademark term used to denote the
specific mixed culture of known,
beneficial microorganisms o EM, used as
a microbial inoculants.
___10. Converts useful substances from
secretion of roots, organic matter and/or
harmful gasses (hydrogen sulfide) using
sunlight and heat of soil as sources of
energy.
56
Answer Key: 1. B 2. E 3. A 4. A 5. C 6. D 7. B 8. G 9. F 10. G
DDD. Analysis Ask:

(4 minutes) How’s the activity? What is your score?
EEE. Abstraction
(20 minutes)
57
58
59
60
FFF. Application Direction: Construct a table that shows different microorganism and its benefits.
(10 minutes)
BENEFITS OF MICROORGANISM
Microorganism Benefits
Answers:
61
GGG. Assessment Identification of the different beneficial microorganisms.
(10 minutes)
Note: Please construct your identification test.
S. Assignment Direction:
(1 minute) 1. Using a Venn Diagram, differentiate sexual and asexual method of propagating
plants. (20 points)
2. Give an example of sexual and asexual methods of propagating plants. (30 points)
T. Concluding Activity “Kagaw Kaman Sa Paningin Nila Ay May Silbi Ka Sa Agrikultura”
(1 minute)
LIX. REMARKS
LX. REFLECTIONS
LLL. No. of learners who earned
assessment
MMM. No. of learners who
for remediation.
NNN. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson.
OOO. No. of learners who
continue to require
remediation
PPP. Which of my teaching
Why did these work?
QQQ. What difficulties did I
solve?
RRR. What innovation
or localized materials
did I use/discover which
I wish to share with
other teachers?
62
Session No: 22-23

LXI. LEARNING OBJECTIVES
Learning Competencies/Code Transplant vegetable seedlings based on VPM recommendations
Objectives
• Knowledge Hypothesize different plant parts that are directly planted.
• Skills Design hills for planting vegetables.
• Attitude Follow the methods and depth of direct planting of vegetables.
• Values Practice the methods of direct planting.
LXII. CONTENT Plant Seedlings
LXIII. LEARNING RESOURCES
EE. References
II Pages 99-106.
43. Textbook pages
FF. Other Learning Resources
GG. Supplies, Equipment, Tools, etc. Seeds, Cuttings, Underground runners, Bulbs, Suckers, Rhizomes,
Seedlings, Covering materials like banana bracts, Sprinklers, Dibblers
LXIV. PROCEDURES
HHH. Introductory Showing different real or pictures of plants.
Activity Example
(5 minutes)
1 2 3 4
63
5 6 7 8
Question: What part of plants directly planted in the ground?
III. Activity PRETEST

(10 minutes)
Direction: Choose the correct answer. Write only the LETTER of your choice in your
test notebook.
1. The placing of propagating materials either seeds or vegetative parts of a plant in

the soil and covering them with subsequent amount of soil refers to _____. a.
laying out b. planting c. pricking d. transplanting
2. Which of the following are NOT directly planted? a. cabbage seeds

b. bean seeds c. monggo seeds d. squash seeds
3. Which part of the plant is NOT directly planted? a. bulbs and seeds
b. cuttings c. roots and tubers d. none of these
4. Which of the following is NOT a consideration in selecting cutting? a.

cuttings should come from sturdy plants b. cuttings should be
uniform in size and weak. c. cuttings should be free from diseases
and insect pests d. cuttings should come from productive plants planted
in productive soil
5. Time of planting depends on the following factors EXCEPT _____. a. soil and
weather conditions b. the time the produce is desired c. the kind of crop to
be planted d. size of seeds and other propagating
materials
6. Which of the following is NOT considered in determining the depth of planting?

a. the shape of the seeds b. the kind of soil
c. the size of the seeds d. the amount of moisture in the soil
7. If the farmer uses an equipment like driller to plant his field, the method of
planting he used is ________. a. by machine b. drill
method c. sowing seeds by hand d. broadcasting method
8. Which of the following factors is NOT considered in determining the rate of

planting? a. condition of the soil b. method of
planting c. viability of the seeds d. possible ravages of insects
9. Which of the following is NOT true about the rate of planting? a. More
seeds are planted when seeds have low viability. b. More seeds are
planted when the soil and weather conditions are not
favorable. c. More seeds should be planted when
seeds produce delicate and
weak seedlings
d. Less seeds should be planted when there are possible ravages of insects in the
64
area.
10. Which of the following is NOT an underground planting material? a. gabi

b. ginger c. onions d. ubi
Answer Key: 1. b 2. a 3. b 4. b 5. b 6. a 7. a 8. b 9. d 10. a

JJJ. Analysis Ask:
(5 minutes) After having an activity, how do you feel? How’s the test easy or difficult?
KKK. Abstraction Planting - the placing of propagating materials like seeds or vegetative parts of the
(30 minutes) plants on the soil or at the bottom of the furrows, and covering them subsequently
with soil
Plant Density - the number of plants per square area
Direct Planting/Sowing
Planting means the placing of propagating materials, either seeds or vegetative
parts of plants (seeds, cuttings, tubers, rhizomes, clones), on the soil or at the
bottom of the furrows, and then usually covering them subsequently with soil.
Sowing is the most important operation in crop production. The seed must be
deposited at a required depth, i.e. moist zone of soil so as to get optimum condition
for its germination. Sowing is also the placing of specified quantity of seeds in soil in
the optimum position for its germination and growth.
Too shallow sowing results in thin germination due to inadequate soil moisture at
top soil layer. Similarly, if the seeds are sown very deeply into the soil, the young
seedlings may not be able to push their shoots above, through thick soil layer. Seed
must be sown at proper depth and should be properly covered with soil so as to get
adequate moisture for its germination. Seeds are sown either directly in the field or
in nurseries where they are raised and then transplanted later.
Generally, large seeds are planted directly in the ground or in garden plots or in the
field. Some vegetable crops do not need special care and are planted directly in the
ground. Some of these plants are:
legumes like mongo, beans, cowpeas, vegetable fruit crops like okra, squash,
upo, patola, root crops, radish and carrots.
Parts of Plants Directly Planted in the Ground

1. Seeds
2. Cuttings-Cuttings are pieces of stems placed under suitable conditions which will
produce new plants.
Points to consider in selecting cuttings:
*The cuttings should be taken from sturdy plants.

*They should come from productive plants planted in productive land.
65
*They should be free from diseases and insect pests.
*They should be stocky and uniform in size.
Kinds of Cuttings:
*Root cuttings like rimas

*Stem cuttings like camote
*Node cuttings like kangkong
Planting Cuttings
*Plant only one cutting to a hill.

*Plant cuttings in slanting position.
Underground runners - The underground section of the plant is used for planting
materials. The runners or suckers are clipped off from the parent plants and then
planted to the field before they get dry. They are usually set in ridges and rows.
Examples of these crops are arrowroot, ginger, taro, and gabi.
4. Bulb-The bulb portion of the plant is used as a planting material. One example is
garlic.
5. Root and tuber-Some crops are best propagated or planted by the sections of the
roots or tubers. The root or tuber is cut into halves or quarters, each section of
which should have two or three alive buds or “eyes.”
Methods of Direct Planting
1. By machine - Most commercial gardeners plant seeds with machine planters or

seed drillers and the likes. Machines do the work much better and more rapidly than
by hand sowing. The common seed drillers open the furrow, drop the seeds, cover
them, and pack the soil at one operation. These drillers can be regulated to sow at
various rates and at the depth desired.
2. Sowing seeds by hand -Planting seeds by hand is commonly practiced in home

gardens and in not too wide field. The seeds should be distributed uniformly in the
furrow and covered immediately to prevent loss of moisture and to bring the seed
into close contact with the soil.
The methods of planting seeds by hand are:
1. Hill planting. This is commonly done by having 3 to 4 seeds per hill. 2.

Broadcast method. This means scattering seeds uniformly by hand all over a well
prepared field and then covering the seeds with soil through the help of light
implement or plank.
Advantages of broadcasting over the other methods

*It is a quicker and cheaper method as far as cost of labor in planting is concerned.
66
*Implements are not required for sowing.
*Skilled labor is not required for sowing.
*It can be done in moist condition.
Disadvantages:
*It requires more seed per unit area.
*The seeds fall at different depth resulting in uneven and guppy plant stand as
shallow-sown seed may not germinate due to adverse moisture condition, and
germination of deep-sown seed may have adverse effects due to depth.
*Inter culture operation is difficult as spacing is not maintained.
*Uneven distribution of seed and hence crop growth resulting in excess competition
at certain area and no competition at some areas
*Loss of seeds by birds and insects if it is not properly covered with soil.
3.Drill /line/furrow sowing

Sowing of seeds in a line on a large scale is generally done with the help of
sowing implement such as seed drill or fermium seed drill called drilling. Drilling
seeds is done continuously in rows or in lines/furrows at regular interval. This
method is adopted for pure cropping or inter cropping. In addition to this, ferti-seed
drill is also used, where fertilizer and seeds are sown simultaneously at desired
depth of soil.
Advantages of drill or line/furrow sowing

*Seed placement is done at proper and uniform depth resulting into uniform
germination.
*Seed rate requires less as compared to broadcast method.
*It avoids overcrowding of seedling and maintains uniform spacing between two
rows.
*Cultivation is carried out easily.
*Sowing depth can be adjusted in order to place the seed at moist zone.
Disadvantages:
*It requires seed drill for sowing, hence it is costly than broadcast method.
*A skilled person is required to carry out sowing operation, if not the seeds are not
sown properly which may cause uneven germination and ultimately poor stand of
crops.
Rate of Planting
Among the factors to be considered with regard to the quantity of seeds to plant
are:
The viability of the seeds. Seeds known to be low in viability should be planted more
thickly than those having high viability. Seeds held over from one year to the next
planting season should be tested for germination. If the percentage of germination is
low or if the sprouts are weak, the seeds should not be planted.
The condition of the soil. When the soil and weather conditions are unfavorable,
more seeds should be planted than when the conditions are favorable.
67
The size and vigor of the plants. Seeds that produce delicate and weak plants, such
as carrots, should be planted quite thickly to ensure a good stand. Any excess of
plants may be removed to prevent crowding.
The possible ravages of insects. In planting seeds, it is a common practice to plant

freely in order to have several times as many plants that are needed. Later on, you
can practice thinning if you found out that your plants are crowding.
Depth of Planting
In places where there is heavy rainfall, seeds should be planted shallow for if
planted deeply into the soil during the rainy season, the seeds will decay. As a rule,
seeds should be at a depth at which the seeds will be able to come out well of the
ground before the reserved food in the seed becomes fully consumed and at the
same time afford enough anchorage to the roots. Size of seeds partly determines
the depth at which they are to be planted.
Distance of Planting of Some Vegetable Crops
68
LLL. Application Direction: Classify the plant parts below according to how they could be directly
(7 minutes) planted, either by seeds, cuttings, underground runners, bulb or root, and tuber.
1. beans 2. camote 3. ginger 4. garlic 5. gabi 6. pepper 7. eggplant 8. banana
MMM. Assessment Design a 1 X 10 square meter garden plot, perform direct planting following the hill
(60 minutes) method. Observe also the rate, distance, and depth of planting. Write a narrative
report on how you did the activity.
*Please provide rubric in this assessment.

U. Assignment Define the following terms: (5 points each)
(2 minutes) 1. Transplanting
2. Dibbler
V. Concluding Activity “The greatest threat to our planet is the belief that someone will save it”.
(1 minute)
LXV. REMARKS
LXVI. REFLECTIONS
SSS. No. of learners who earned
assessment
TTT. No. of learners who
for remediation.
UUU. Did the remedial
up with the lesson.
VVV. No. of learners who
continue to require
remediation
WWW. Which of my
teaching strategies worked
well? Why did these work?
XXX. What difficulties did I
solve?
YYY. What innovation or
69
Session No: 24-25

LXVII. LEARNING OBJECTIVES
Learning Competencies/Code Transplant vegetable seedlings based on VPM recommendations
Objectives
• Knowledge Plan appropriate materials in transplanting.
• Skills Arrange the steps in transplanting vegetables.
• Attitude Perform the proper transplanting of vegetables.
• Values Appreciate the importance of transplanting for the reproduction of
seedlings.
LXVIII. CONTENT Plant Seedlings
LXIX. LEARNING RESOURCES
HH. References
II Pages 107-110.
47. Textbook pages
II. Other Learning Resources
JJ. Supplies, Equipment, Tools, etc. Seedlings, Covering materials like banana bracts, Sprinklers, Dibblers
LXX. PROCEDURES
NNN. Introductory
Activity
(5 minutes)
Question:
1. What do you think he is doing?
2. When can you transplant seedlings?
3. Activity Direction: Arrange the steps in transplanting by writing the number on the space
70
(10 minutes) provided for before the steps.
___Water the transplant with the use of a sprinkler or water hose with fine
spray.
___Dig the holes big enough to accommodate the root system with the use of
appropriate tool.
___Provide a temporary shade to the newly transplanted seedlings
for a few days until the plants can withstand the heat of the sun.
___Cover root system with fine moist soil and press it down a little to bring the
soil in contact with the roots.
___Water the seedlings 24 hours before transplanting.
___Set the seedlings in the prepared holes.
___Uproot the seedlings with the aid of a dibble.
Answer Key:
5 -Water the transplant with the use of a sprinkler or water hose with fine
spray.
3 -Dig the holes big enough to accommodate the root system with the use of
appropriate tool.
6- Provide a temporary shade to the newly transplanted seedlings
for a few days until the plants can withstand the heat of the sun.
7- Cover root system with fine moist soil and press it down a little to bring the
soil in contact with the roots.
1- Water the seedlings 24 hours before transplanting.
4- Set the seedlings in the prepared holes.
2 -Uproot the seedlings with the aid of a dibble.
4. Analysis Ask:
2. How will you transplant seedlings?
3. Do you believe that we need to follow the steps in transplanting? Why?
5. Abstraction
(30 minutes) Definition of Terms
1. Transplanting - the process of transferring the seedlings from the nursery to
the field where they continually grow and develop.
2. Dibbler – a pointed tool or material that is used in uprooting seedlings.
Transplanting
Success in transplanting seedlings to the field or garden depends on good

seedlings, good condition of the soil, favorable weather conditions, time of
transplanting, use of appropriate tools and other materials, and the proper manner
of doing the work.
Seedlings are like babies. They are fragile and vulnerable so the principles of Tender
Loving Care (TLC) should be strictly followed.
Purposes of Transplanting
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Allow sufficient space for stocky development of the plants. Do preliminary
selection of good, healthy, and vigorous seedlings. Eliminate disease and weak
seedlings or plants.
Tips in Successful Transplanting
Have good healthy seedlings. Have the land thoroughly prepared before
transplanting. Transplant hardened seedlings. Hardened seedlings could withstand
outside conditions. Have a good container, a shallow small basket, or a banana bract
of convenient length for the seedlings.
Rules in Transplanting
Keep direct sunlight away from the roots while the seedlings are out of the
ground. Keep the roots moist and the tops dry while transferring the seedlings.
Keep as much soil on the roots as possible. Settle the soil around the roots when
watering. Handle seedlings carefully to avoid bruising or breaking. Transplant
late in the afternoon or on a cloudy day. Cover the transplants if deemed necessary.
Steps in Transplanting
1. Water the seedlings 24 hours before transplanting.

2. With the aid of a sharp dibble or trowel, lift the plants carefully. Never pull
the plants. The roots should not be disturbed. Carry them on a wet gunny
sack. They should not be exposed to sunlight.
3. Dig a hole big enough to receive the root system without bending or
squeezing it into the space.
4. Set the seedling in the hole. Sift fine moist soil around the roots and press it
down enough to bring the soil in contact with the roots.
5. Water the newly transplanted seedlings using a sprinkler or water hose with
fine spray.
6. If necessary, provide a temporary cover to the seedlings for a
few days. Temporary cover can be made from banana bracts or any available
materials suitable for the purpose.
Tools and Materials in Transplanting
Dibbler - The dibbler aids in lifting or pulling the seedlings to minimize possible
damages to seedlings. Sprinkler or water hose is used in watering the seedlings
before pulling them and upon transplanting. Covering materials like banana bracts
and other materials cover the transplants and safeguard the transplants from
excessive transpiration of water especially during sunny days.
6. Application Choose and prepare tools and materials needed in transplanting.

(7 minutes)
7. Assessment In your prepared garden for cruciferous and solanaceous crops, perform
72
(60 minute) transplanting of seedlings. Make use of your own vegetable seedlings you raised in
the nursery. Make sure that the seedlings are watered thoroughly 24 hours before
transplanting.
Note: After your performance test you can conduct a post test.
POST TEST
Direction: Choose the correct answer by writing only the LETTER in your test
notebook.
1. The placing of propagating materials either seeds or vegetative parts of a plant in

the soil and covering them with subsequent amount of soil refers to _____. a.
laying out b. planting c. pricking d. transplanting
2. Which of the following are NOT directly planted? a. cabbage seeds

b, bean seeds c. monggo seeds d. squash seeds
3. Which part of the plant is NOT directly planted? a. bulbs and seeds
b. cuttings c. roots and tubers d. none of these
4. Which of the following is NOT a consideration in selecting

cutting?
a. Cuttings should come from sturdy plants. b. Cuttings should be
uniform in size and weak. c. Cuttings should be free from diseases
and insect pests. d. Cuttings should come from productive plants
planted in productive soil.
73
5. Time of planting depends on the following factors EXCEPT_____. a. soil and
weather conditions b. the time the produce is desired c. the kind of crop to
be planted d. size of seeds and other propagating
material
6. Which of the following is NOT considered in determining the depth of planting?

a. the shape of the seeds b. the kind of soil c. the size of the seeds
d. the amount of moisture in the soil
7. If the farmer uses equipment like driller to plant his field, the method of planting
he used is _____. a. by machine b. drill method
c. sowing seeds by hand d. broadcasting method
8. Which of the following factors is NOT considered in determining the rate of

planting? a. condition of the soil b. method of
planting c. viability of the seeds. d. possible ravages of insects
9. Which of the following is NOT true about the rate of planting? a. More
seeds are planted when seeds have low viability. b. More seeds are
planted when the soil and weather conditions are not
favorable. c. More seeds should be planted when
seeds produce delicate and
weak seedlings
d. Less seeds should be planted when there are possible ravages of insects in the
area
10. Which of the following is NOT an underground planting material? a. gabi

b. ginger c. onions d. ubi
W. Assignment 1. What is irrigation? (5 points)

(2 minutes) 2. What are the benefits of irrigation? (10 points)
3. Give the methods of irrigation. (10 points)
X. Concluding Activity “Our environment, the world in which we live and work, is a mirror of our attitudes
(1 minute) and expectations”.
LXXI. REMARKS
LXXII. REFLECTIONS
ZZZ. No. of learners who
earned 80% on the
formative assessment
AAAA. No. of learners
who require additional
activities for
remediation.
BBBB. Did the
remedial lessons
work? No. of learners
who have caught up
74
with the lesson.
CCCC. No. of learners
who continue to
require remediation
DDDD. Which of my
teaching strategies
worked well? Why did
these work?
EEEE. What difficulties
did I encounter which
my principal or
supervisor can help me
solve?
FFFF. What innovation
or localized materials
did I use/discover which
I wish to share with
other teachers?
75
Session No: 26-27

LXXIII. LEARNING OBJECTIVES
vegetables.
Regulations.
Learning Competencies/Code Water seedlings based on VPM recommendations & Implement water
management system according to plan
Objectives
• Knowledge Formulate explanations of the benefits of irrigation.
• Skills Initiate in applying the different methods of irrigating plants.
• Attitude Practice the proper ways of irrigation and drainage practices.
• Values Follow the watering schedule based on the visual feel of the soil.
LXXIV. CONTENT Plant Seedlings & Perform plant care and management
LXXV. LEARNING RESOURCES
KK. References
51. Textbook pages
Slide presentation of Jacque S. Eran AG II/HVCDP-RO Crops
LL. Other Learning Resources
Division Provincial Agriculturist Office
MM. Supplies, Equipment, Tools, Sprinkler, pail, dipper, water pump, shovel, spade, crowbar,
etc. water hose/irrigation hose
LXXVI. PROCEDURES
OOO. Introductory Show different methods of irrigation.
Activity
(5 minutes) Question:
1. What method of irrigation uses hands or sprinklers in irrigating vegetables?
2. What are the benefits of irrigating plants, using different methods.
PPP. Activity Direction: Arrange the jumbled letters to get the correct answer. Write your
(10 minutes) answer on your test notebook.
1. Felid caciapty – the amount of water held by the soil after gravitational
water is drained away
2. Pmanerent winiltg pinot – a level of moisture in the soil which is
unavailable to the plant
76
3. Dinagrae – the removal of excess water from the soil
4. Eapovtioran – the loss of water in the soil in vapor form
5. Tpiraioranstn – the loss of water from the leaves in the form of water
vapor
6. Sepagee – the horizontal passage of water or sideward loss of water the soil
7. Polaerction – the vertical/downward movement and loss of water from the
soil
8. Irrtiigaon – the application of water to the soil by any other means than
rainfall
Answer key:
1. Field capacity 2. Permanent wilting point 3. Drainage 4. Evaporation
5. Transpiration 6. Seepage 7. Percolation 8. Irrigation
QQQ. Analysis Ask:

(5 minutes) How do you find the activity?
RRR. Abstraction Irrigation
(30 minutes)
Vegetables, being succulent products by definition, are generally more than 90%
water. Thus, water determines the weight and yield of vegetables. The quality of
vegetable products may be traced directly or indirectly to the mismanagement
of water supply in the production field. A good proportion of investment in
vegetable growing is allocated for water management, whether or not it is in a
traditional farm where water is applied by manual labor or in an automated drip-
irrigation system. Unlike field crops that can be grown under rain fed condition,
vegetables with few exceptions are always irrigated, at least partially. It is every
grower’s utmost concern to use irrigation water in the most efficient way. It is
equally important to provide adequate drainage facilities in the field because
most vegetables cannot tolerate prolonged waterlogged conditions.
Benefits of irrigation
1. Irrigation is insurance to drought.

2. It enables the growing of quick maturing crops.
3. It is a guarantee to the quick germination of seeds.
4. It is a means of securing early maturity on most crops.
5. It increases quality, attractive appearance, and yield of crops.
Factors that Determine Water Deficiency for Irrigation Schedules
1. Based on soil water measurements. The level of soil water supply is

measured directly by soil sampling using the tensiometer, electrical resistance
block or gravimetry.
2. Based on evaporation rates. This needs evaporative devices. The amount of
moisture lost from the crop through transpiration is also measured. The amount
of water in the soil minus the amount transpired, the amount to be added is the
difference. This is the best index for irrigation requirement.
77
3. Calculated irrigation schedules. This method necessitates knowledge of the
field capacity, permanent wilting percentage, bulk/specific gravity and effective
depth of rooting, all of which require measurement.
4. Temporary wilting. When water stress occurs in plant, cells lose turgidity, and
plants show symptoms of wilting. Temporary wilting may occur at mid-day when
water demand reaches its climax, especially during the hottest months of the
year. Soil moisture may really be adequate, but transpiration may outpace
water absorption. If this is so, plant will recover by evening. However, if plants
wilt in the morning continuously for 3-4 days, water may indeed be lacking and
the crop must be irrigated immediately.
5.Color of foliage. Not all plant show temporary wilting when water is limited.
Instead, their leaves turned yellowish as in beans, and in some cases bluish green
as in eggplants, as the water is reduced in the soil. Color is an indicator of plant
variety where there is nitrogen supply so take this into account.
6.Rate of growth of the plants. If the rate of growth of the crop is sluggish,
water may not be enough.
7. “Feel of the soil”. Get samples from a depth where most of the roots occur,
and try to feel the soil. This depends on the type of the soil.
8. Sand-cum-soil-mini plot technique. It involves digging thoroughly a one cubic

meter pit in one part of the field. Mix 5% sand to the soil which has been dug
and return it to the pit. Now the soil has reduced water-holding capacity. The
crop, including the test plot, is planted as usual. The plants in the test plot will
start to wilt 2-3 days ahead of those in the field. Irrigation must be done when
wilting is observed in the test plot.
Kinds of Irrigation Water
1. Surface irrigation. In this case water is applied over the surface of the ground,
either in furrows or by spreading it broadcast over the land being irrigated.
Water is conducted from the source to the points of distribution, either in open
ditches or pipe lines. This kind of irrigation is usually used in the Philippines for
irrigating their rice fields.
2. Sub-irrigation. In this kind of irrigation the water is delivered to a porous
stratum of soil at proper depth. The moisture spreads to the plant roots through
this stratum.
78
3. Overhead or spray irrigation. In this case, water is put into the plants in the
form of very fine drops or spray or mist. In small scale, this method is used, like
in nurseries, where water is applied by means of sprinklers, water hose with
nozzles.
Methods of Irrigation
1. Irrigation by hand. This requires hand labor. This system is used only where a
valuable crop can be grown in a small piece of land, as in school and home
gardens. Water is applied either early morning or late in the afternoon.
2. Irrigation by windmill. It is used for irrigating a fruit plantation or a truck
garden. This system furnishes a very satisfactory means of pumping water in
some localities in the Philippines. It works well in sections along the seashores.
One thing which we must bear in mind is that where windmills are depended
upon as a source of water, it is advisable to have a considerable storage capacity
so that there will be a sufficient supply of water to last through periods of
drought.
3. Irrigation by power machinery. Water pumps are set in the source of water.
Water is delivered to the field through water hose.
4. Irrigation by gravity. This is the cheapest and most common method of
obtaining water for irrigation. Ditch canals are dug from the source of water like
streams or rivers going to the field; thus, water is taken from the river at an
outlet that can be opened and shut down.
5. Drip irrigation. Water passes to small pipes that are directed to the garden or
field of crops. The water can be controlled by closing the source of water.
Causes of Loss of Irrigation Water
Over irrigation. A farmer should not use more water than his crop needs. The
amount of water needed by crops varies with the crop, and a farmer should
ascertain what amount is for each crop and how it is best distributed among the
different times of application.
1. Poor grading of land. When a piece of land to be irrigated is not uniformly or

properly graded, as for example, when certain spots are high while others are
79
low, or when there is hardly any grade at all to allow movement of water by
gravity, there will be loss of water.
3. Seepage is the horizontal passage of water from irrigation canal through the
surrounding ground. Loss of water by seepage is prevented by lining the canal
properly with a clay puddle.
4. Deep percolation. Percolation is the vertical downward movement of water.

Water which sinks much deeper than the roots of the plants is wasted water.
Skillful cultivation should prevent much loss of water due to deep percolation.
5. Run-off at the ends of fields or furrows. To avoid waste of water in the form
of run offs, it is necessary to supervise carefully the irrigation work so that only
enough water is allowed to flow in the irrigation furrows.
6. Direct evaporation. This refers to the loss of water from plant parts, soil
surface and even from bodies of water with the aid of sunlight.
Points to Remember:
Drainage
Drainage is defined as the process of removing water from the soil in order to
increase its productivity.
Benefits derived from drainage
1. It improves the tilth of the soil.

2. It leads to the improvement of soil aeration.
3. It improves the temperature condition of the soil.
4. It increases availability of plant food.
5. It encourages multiplication and development of useful organisms in the soil.
6. It increases benefits obtained from the use of fertilizers.
Systems of drainage
1. Surface drainage, also called open drainage

2. Under-surface drainage
80
3. Combination of surface and under surface drainage
4. Vertical drainage – the water runs more or less vertically through the soil into
a porous bed of sand or gravel beneath.
SSS. Application Direction: Practice and apply different methods of irrigating plants.
(20 minutes)
TTT. Assessment A. Direction: Implement water management using the applicable methods of
(32 minutes) irrigation in your area.
Note: You can provide rubrics in assessing your learners and after the
performance test you can conduct a short post test.
B. Direction: Fill in the blanks with a word or group of words to complete the
sentence.
1. The application of water to the soil by any other means than rainfall is
__________ .
2. The opposite of irrigation is __________ which is the removal of excess water
from the field.
3. The method of irrigating a small piece of land like backyard and school
gardens is the __________.
4. The cheapest and most common method of irrigating the field where a ditch
canal is dug from the source (stream or river) going to the field is called
__________.
5. When irrigation water is supplied to the field with the use of engines (water
pump) to irrigate the field, the method used is __________.
Y. Assignment Give the meaning of the following terms: (5 points each)

(2 minutes) 1. Weeds 2. Weeding 3. Cultivation 4. Soil tilth
Z. Concluding Activity
(1 minute)
LXXVII. REMARKS
LXXVIII. REFLECTIONS
GGGG. No. of learners who
earned 80% on the formative
assessment
HHHH. No. of learners who
for remediation.
IIII. Did the remedial lessons
lesson.
JJJJ. No. of learners who
continue to require
81
remediation
KKKK. Which of my
LLLL. What difficulties did I
solve?
MMMM. What innovation or
82
Session No: 28-29

LXXIX. LEARNING OBJECTIVES
vegetables.
Regulations.
Learning Competencies/Code Determine effective control measures on specific pests and
diseases found under the “pest, disease and weed management"
section of the PNS /TLE_AFOA912OV-IIIa-j-IVaj-1
Objectives
• Knowledge Generate ideas about different types of weeds.
• Skills Initiate in performing the principles of weed control.
• Attitude Perform different methods of controlling weeds.
• Values Appreciate the importance of discovering the guidelines for Safe
herbicide use.
LXXX. CONTENT Perform plant care and management
LXXXI. LEARNING RESOURCES
NN. References
55. Textbook pages
OO. Other Learning Resources
PP. Supplies, Equipment, Tools, etc. Manila paper, scotch tapes, marker, vegetable gardens, Weeds,
Hand trowels,
LXXXII. PROCEDURES
UUU. Introductory
Activity Let the learners proceed to their garden, identify and pick 1 kind of weeds.
(5 minutes)
VVV. Activity
(10 minutes) Weed Basket Technique
Direction: Everybody form a circle, I have here a basket that contains different
weeds. When the music starts to play you need to pass this to your classmates.
You will just stop passing it if the music stops, then, pick 1 weed and name it. Are
you ready?
83
Note: The teacher will provide all necessary materials needed in the activity. If
possible use real kinds of weeds.
WWW. Analysis Ask:
(5 minutes) Did you enjoy the activity? Why?
XXX. Abstraction
(60 minutes) Weed control is killing or limiting the growth of plants in places where they are
not wanted, usually for economic, health, or aesthetic reasons. Weeds play an
important role in nature by rebuilding soil that has been disturbed by bulldozers,
fire, or flood, but in many areas weeds compete with more desirable plants for
available light, water, and nutrients. Weeds are exceptionally tough plants and
are able to reproduce aggressively. They often produce great quantities of seed,
for example, or disperse seed over a large area or they may quickly reproduce by
sending out far-reaching stems above or below ground, from which new weeds
can sprout. As a result, they may quickly outnumber other desired plants in an
area.
Why should we control weeds?
Principles of weed control
To control weeds successfully, understand thoroughly their nature, life history,

habit of growth, and their methods of natural reproduction.
⚫ It is necessary to know if a weed is terrestrial or aquatic.

⚫ It is necessary to know whether weeds are resistant to drought or to water
lodging or easily affected by these conditions.
⚫ It is important to know if its method of reproduction is by seeds, by
underground vegetative parts, or both.
Types of weeds
I. Grasses. Grasses are monocotyledonous plants which have long, narrow, two-
ranked, usually flat leaves with parallel veins and round, hallow stems. The
common examples of grassy weeds are:
1. Echinochloa crusgali (L. Beauv.) Local names: Philippines Dayakibok Tagalog
84
Dauadaua Bicol Lagtom Japan Inubie
2. Echinocloa colunum Local names: Philippines Bulang tiribuhan Tagalog Bulang

tiribuhan Ilocano Dalakayang, Dakayan Thailand Thai-Yak Nok Sri Champu
II. Sedges. Sedges are similar to grasses but have three-ranked leaves and
triangular solid stems. They frequently have modified rhizomes for storage and
propagation.
Examples: 1. Fimbristylis littoralis Gaud. Local names: Tagalog Ubod-ubod

Pangasinan Gumi Ilocano Siraw-siraw
2. Cyperus iria Linn. Local names: Philippines Alinang, sud-sud Tagalog Taga-t
Japan Kogome-gayatsuri
III. Broadleaved weeds are dicotyledonous plants with net-veined leaves.

Examples: 1. Monocharia vaginalis Presl. Local names: Philippines Gabing uwak
Tagalog Biga-bigaan Ilocano Bil-lagut Bicol Upiupi
2. Sphenoclea zeylanica Gaertu. Local names: Philippines Dilang butiki

Tagalog Silisilihan Visaya Mais-mais
Methods of Controlling Weeds
1. MECHANICAL METHODS
Weeds are controlled mechanically by:
1. uprooting the weeds

2. cutting
3. flooding or by drying the ground
4. burning
5. Smothering. This is done by depriving the weeds of complete sunlight.
85
6. tillage
II CROPPING AND COMPETITION METHODS
1. Thorough land preparation

2. Crop rotation. Different crops are planted in succession on a piece of land so
as to prevent the exhaustion of any particular food from the soil.
3. Cover cropping. Legumes like centrosema, calopogonium, and others are
grown to areas planted with permanent crops.
4. Inter-cropping. Two or more crops are grown in an alternate order.
5. Catch cropping. Crops are grown in between permanent crops.
One weed control technique involves managing plants so that weeds have a
difficult time to grow. A farmer or gardener may grow a smother crop, a crop of
closely spaced plants such as squash or sweet potato for example, before
planting the desired crop. The smother crop prevents weeds from receiving light,
water, and nutrients they require, minimizing their competition with the desired
crop. Another cultural control is to rotate crops by growing a different crop in
the same area every year for three or four years. In this method, a weed that
thrives with one crop will not survive with the next one.
III. BIOLOGICAL METHODS
1. Use of clean seeds for planting

2. Use of disease-free seeds
3. By pasturing
4. By mulching
Biological Weed Control
Biological control of weeds is carried out by a bioherbicide, a virus, bacterium,

fungus, insect, or other organisms that can weaken or kill weeds. Shown here are
bacteria being cultured in a laboratory petri dish prior to release into a target
weed area. Extensive testing must be carried out to ensure that the bioherbicide
does not damage desirable plants. The flowerhead weevil insect, for example,
was imported from Europe in the 1970s before adequate testing was done.
Designed to kill the milk thistle weed, it has recently attacked native thistle
species in the western United States.
86
IV. CHEMICAL METHOD (Use of herbicides). This method employs the use of
herbicides in controlling weeds. Chemicals are basically poison. When they are
not properly, they may harm lives of beneficial insects, animals and including
man. This method then is not environmentally friendly.
Guidelines for Safe Herbicide Use
It is admitted that the use of herbicides has undesirable side effects. Thus, there
is a need for precautionary measures in herbicide use to minimize its harmful
effects.
Precautionary Measures
1. Label herbicides properly and include the skull and crossed bone figures, the
2. notation “poison” and suggested antidotes and first aid instruction for poison
victims.
3. Keep herbicides away from reach of children and people who are unaware of
their danger. Do not store them with utensils and other items for cooking.
4. Observe manufacturer’s recommendations on dosages and time intervals
between last application and harvest.
5. Avoid smoking, eating, or drinking while using and/ or preparing herbicide.
Wash thoroughly after using or preparing the chemical.
6. Avoid applying herbicides near streams and wells, especially soil drenches
near potable water source.
7. Bury empty containers after rendering them useless as containers by breaking
the glass or puncturing metals and plastics.
8. Don’t spray or apply chemicals against the wind.
9. Avoid skin or body contact with the chemicals.
10. Use PPE (Personal protective Equipment) when applying herbicides.
Note: You can simplify this topic.

YYY. Application Perform different methods of controlling weeds.
(17 minutes)
Direction: Go to your vegetable gardens and pull out all the strange plants that
grew there besides those which you planted. These are called weeds. Get
different varieties of these weeds and then classify them according to their
common characteristics. Put your collection in a manila paper and be ready to
present to the class with all the weeds labeled. Perform this in 10 minutes.
87
ZZZ. Assessment Direction: Answer the following questions during the group discussion:
(20 minutes) 1. Based on you collection, what are the different weeds that could be seen in a
vegetable garden/field?
2. Why are they called weeds?
3. What are the common characteristics of weeds?
4. How do they differ?
5. Into how many ways can the weeds be classified?
6. What are the types or classifications of weeds?
7. Should the weeds be allowed to grow in your vegetable garden? Why?
8. What are the ways in controlling weeds?
AA. Assignment Search about the appropriate time to cultivate/hill up different vegetables. (20
(2 minutes) points)
BB. Concluding Activity Man’s attitude toward the so-called weeds is more or less the same as his
(1 minute) attitude towards so-called harmful insects.
LXXXIII. REMARKS
LXXXIV. REFLECTIONS
NNNN. No. of learners who
assessment
OOOO. No. of learners who
for remediation.
PPPP. Did the remedial
up with the lesson.
QQQQ. No. of learners who
continue to require
remediation
RRRR. Which of my
SSSS. What difficulties did I
solve?
TTTT. What innovation or
88
Session No: 30

LXXXV. LEARNING OBJECTIVES
Learning Competencies/Code Determine effective control measures on specific pests and diseases
found under the “pest, disease and weed management" section of the
PNS /TLE_AFOA912OV-IIIa-j-IVaj-1
Objectives
• Knowledge Formulate the objectives of cultivation.
• Skills Initiate in showing the tips in successful weed control and
cultivation.
• Attitude Perform the methods of cultivation.
• Values Value the benefits of cultivation as one way of controlling weeds
and pests.
LXXXVI. CONTENT Perform plant care and management
LXXXVII. LEARNING RESOURCES
QQ. References
59. Textbook pages
RR. Other Learning Resources
SS.Supplies, Equipment, Tools, etc. herbicides sprayer, personal protective equipment (PPE), hand
trowel, plow, shovel, grub hoe, manila paper, scotch tapes,
marker,
LXXXVIII. PROCEDURES
AAAA. Introductory The teacher may show related picture about weed management.
Activity
(5 minutes)
What does the
89
picture show?
BBBB. Activity Direction: Write the symbol check ( ∕ ) if the statement is correct and the symbol of
(5 minutes) ex (X) if the statement is not true.
___1.Cultivation destroy the weeds.
___2. Cultivation help conserve food materials in the soil.
___3. Cultivation conserve soil moisture.
___4. Cultivation improve aeration of the soil.
___5. One benefit of cultivation is to kills the weeds, the chief plant competitor.
___6. Cultivation makes the top soil loose to decrease its capacity to absorb
water.
___7. Cultivation is necessary in the case of annual crops.
___8. Hilling-up is one way of cultivating the soil away from the plants.
___9. Cultivation also creates more spaces between soil particles to
accommodate air.
___10. Cultivation is done after planting and before the crops cover the ground.
Answer Key: 1.-5. ( ∕ ) 6. (X) 7. (/) 8. (X) 9. (/) 10. (/)
CCCC. Analysis Ask:

(3 minutes) How do you find the activity? Easy or difficult?
DDDD. Abstraction Cultivation
(25 minutes) Cultivation is a tillage operation of loosening or breaking up the soil about growing
crops or plants in order to maintain it in a condition favorable for their growth.
Cultivation is necessary in the case of annual crops. With permanent plants, the
ground may be cultivated. In this case we can say clean culture is practiced, but it
should really be grown to cover crops in order to protect the soil from erosion.
Benefits of Cultivation:
1. Cultivation aerates the soil to facilitate the respiration of plant roots and
micro-organisms as well as to supply nitrogen for nitrogen-fixing organisms.
2. It makes the top soil loose to increase its capacity to absorb water.
3. It kills the weeds, the chief plant competitor.
Methods of Cultivation:
⚫ Off-barring. The soil is cultivated away from the plants.

⚫ Hilling-up. The soil is brought toward the base of the plant to cover fertilizer
and control weeds.
Objectives of Cultivation:
1. Destroy the weeds.
2. Conserve soil moisture.
3. Help conserve food materials in the soil. It is generally known, however, that
when cultivation kills weeds, moisture is conserved because dead weeds have
no more chance to use the soil moisture as well as food nutrients in the soil.
4. Improve aeration of the soil. During rainy season, the soil lacks air because
spaces in between soil particles are filled with water. If you drain the soil, the soil
air can circulate in between soil particles. Cultivation also creates more spaces
90
between soil particles to accommodate air.
Frequency of Cultivation:
The ideal way of taking care of an annual crop like vegetables is to keep the field
free from weeds, and the soil in excellent tilth all the time through cultivation. This
is usually done in gardening and so when a field receives about the same amount
of attention, we often say we “garden” the field. By this we simply mean we give
the field a very intensive care just as we generally do to a garden.
Usually, however, we cultivate as many times as we can to keep the weeds down
and prevent them from existing in abundance.
Depth of Cultivation: As a rule, cultivation should be at a depth of about 5

centimeters. It should be deep to kill weeds. It is not advisable to cultivate deeper
than it is necessary to kill the weeds because the roots of the cultivated plants may
be injured. The depth varies according to crops.
Time of Cultivation: Cultivation is done after planting and before the crops cover
the ground. Since cultivation is actually a process of working the soil, the rules
governing plowing with reference to the condition of the soil should apply to
cultivation.
Below is the time table when to hill up the following vegetable crops:
Tools/Implements/Equipment For Cultivation The

tools/implements and equipment may be grouped into garden trowels, hoes, and
cultivators. Cultivators are either pushed by man or drawn by animals and tractors.
A. Garden trowels. These are the simplest tools for cultivation. Trowels are used
in gardening where the ground is taken cared of intensively, and the scale of the
work does not demand the use of larger implements.
B. Hoes. Next in simplicity among implements for cultivation is a hoe. Hoes are
specially adopted for use on land where animal drawn cultivators cannot be used,
91
and for cultivating spaces between plants in the row that cannot be reached by
other cultivators.
C. Cultivators. A cultivator is an implement used for cultivation and consists
usually of a frame to which shares are attached. Cultivators may be either
propelled by hand or drawn animals, tractor, or cable.
⚫ Hand cultivators. Cultivators which are used with hand power are usually
called hand cultivators.
⚫ Animal drawn cultivators. The use of animal drawn cultivators is preferred
than hand machinery because they are more economical to operate.
⚫ Tractor cultivators. These type of cultivators are not used in the culture of
annuals or crops which require fairly close distancing since the tractors need a
good deal of free space for passage.
Tips in Successful Weed Control and Cultivation

EEEE. Application Direction: In your own vegetable gardens which you prepare before and which you
(10 minutes) already have planted with your vegetable crops, perform different methods of
cultivation following the knowledge and skills you have learned in your lesson.
FFFF. Assessment A. TRUE OR FALSE:
(10 minutes) Direction: Write TRUE if the statement is correct and FALSE if it is wrong. Write the
answer in your test notebook.
1. All weeds are harmful.
2. Weeds are not hosts of insect pests which may affect the growth and yield of
plants.
92
3. In order to control weeds successfully, it is important to know their nature,
habit and growth, and their methods of natural reproduction.
4. In cultivation, you don’t only break the soil but also control the growth of
weed.
5. Cultivation aerates the soil.
B. FILLING THE BLANKS:

Direction: Fill in the blanks with a word or group of words to complete the
sentences. Write your answers in your test notebook.
1. ___________ is the operation of cultivating the soil towards the base of the
plants.
2. As a rule, cultivation should be done at a depth of _________ centimeters.
3. The simplest tools for cultivation is the ______________.
4. A__________ is a type of cultivators are not used in the culture of annuals or
crops which require fairly close distancing since the tractors need a good deal of
free space for passage.
5. ___________ aerates the soil to facilitate the respiration of plant roots and
micro-organisms as well as to supply nitrogen for nitrogen-fixing organisms.
6. ___________the soil is brought toward the base of the plant to cover
fertilizer and control weeds.
C. Why is there a need to practice cleanliness and sanitation in your vegetable

garden?
Answer Key: A-1. FALSE 2. TRUE 3. TRUE 4. TRUE 5. TRUE

1. Cultivation 2. 5 cm 3. Garden Trowels 4. Tractor cultivators
5. Cultivation 6. Hilling-up
CC. Assignment Write a short report of about 100 words on how you practiced weeding and
(1 minute) cultivation. Include in your report how you felt about your work.
DD. Concluding Activity Though the land be good, you cannot have an abundant crop without cultivation.
(1 minute) Cultivation to the mind is as necessary as food to the body.
LXXXIX. REMARKS
XC. REFLECTIONS
UUUU. No. of learners who
assessment
VVVV. No. of learners who
for remediation.
WWWW. Did the remedial
up with the lesson.
XXXX. No. of learners who
continue to require
remediation
YYYY. Which of my
ZZZZ.What difficulties did I
93
solve?
AAAAA. What innovation or
94
Session No: 31-32

XCI.LEARNING OBJECTIVES
Learning Competencies/Code Determine effective control measures on specific pests and diseases found
under the “pest, disease and weed management" section of the PNS
Objectives
• Knowledge Formulate descriptions of the nature of insects.
• Skills Initiate in showing ways on how insects damage plants.
• Attitude Perform different methods of controlling insects.
• Values Appreciate the importance of identifying the nature of an insects for
environmental sustainability.
XCII. CONTENT Perform plant care and management
XCIII. LEARNING RESOURCES
TT. References
II Pages 163-174.
63. Textbook pages
Slides taken from Jacque S. Eran AG II/HVCDP-RO Crops Division
UU. Other Learning Resources Provincial Agriculturist Office
https://www.goodreads.com/quotes/tag/pest
VV. Supplies, Equipment, Tools, etc. Insecticides, fungicide, soil sterilant, sprayer, personal protective
equipment,
XCIV. PROCEDURES
GGGG. Introductory Direction: Collect different pests found in your school garden within 2 minutes, then
Activity identify and name them in front of the class.
(5 minutes) Note: In the absence of real pests the teacher may show pictures of pests and let the learners
identify and name it in front of the class.
95
Answer Key:
1. Fruit worm 2. Leaf folder 3. White fly 4. Cucurbit Beetle 5. Bean Pod Borer
HHHH. Activity Group Activity

(12 minutes) Direction: Match Column A with Column B. Write the correct letter in your test
notebook.
A B
1. A small invertebrate animal with three pairs of legs and A. Symptom
usually with wings. It has three clearly marked body regions: B. Signs
head, thorax, and abdomen. C. Susceptible
2. An abnormal condition that injures the plant or causes it to D.Pathogen
function improperly. A disease is any disturbance that E.Virulent
interferes with the normal structure (e.g. height, tillers, F. Disease
leaves), function (e.g. reduced vigor, early death), and G. Vector
economic value (e.g. reduced yield, poor quality produce) of H.Insect
the plant (host). I. Chewing Insects
3. The physical expression of a change in the appearance and J. Pesticides
function of the plant.
4. Visible presence of the pathogen.
5. A causal agent of a disease. Pathogen, in the broader sense, is
any agent that causes a disease. However, the term is
generally used to refer to a living organism, such as fungus,
bacteria, and virus.
6. A broad term that describes all products used to control
insects, diseases, weeds, fungi, and other pests on plants,
animals and buildings.
7. Easily affected or capable of being influenced.
8. Noxious, poisonous, infective, or malignant.
9. The transmitter or carrier of a disease.
10. Insects feed by chewing some portions of the plant like
leaves, stems, flower, and fruits.
Answer Key:
1. H 2. F 3. A 4. B 5. D 6. J 7. C 8. E 9. G 10. I
IIII. Analysis Ask:

(5 minutes) Are you having fun with your activity? Why?
JJJJ. Abstraction Insects
(60 minutes) A large group of pests attacking crops are in the form of animals. These vary in sizes.
Some are visible and some are not. Animal pests may be grouped into insects, birds,
rodents, and pathogens. The insects are probably the worst enemies of our crops.
The study of insect pests and their control is the science of entomology and the
person engaged in entomological work is called entomologist Vegetables are
susceptible to injury and damage caused by insect pests which can occur at the same
time with other pests. A vegetable grower must be able to control these pests
effectively in order to have profitable crop.
Insects and Their Characteristics
Different kinds of insects visit a garden. Some can be harmful, but most of them are
helpful. Insects play an important role in nature as predators, parasites, scavengers,
96
and as prey. Many are plant or animal pests and disease carriers. Others are useful in
pollinating crops and some produce useful substances, such as honey, beeswax, and
silk.
⚫ One of the enemies of farmers are insect pests that damage their crops resulting
to great loss of income due to low quality and quantity of products.
⚫ It is very important to study the insects’ growth and development, their
characteristics, and when and how they damage crops. This will help the farmers
apply strategies to control them.
The Insect
All insects have 3 pairs of legs and 3 body divisions (head, thorax and abdomen). A
hard outer covering protects the insect’s body. This covering is called an exoskeleton.
How Does An Insect Grow?
An insect begins its life as an egg and

changes its appearance as it grows.
This is the process of metamorphosis.
A small number of insects give live

birth to their young, but for most
insects, life starts inside the egg.
Insects’ eggs are protected by hard
shells, and although they are tiny and
inconspicuous, they are often laid in
vast numbers. A female house fly, for
example, may lay more than 1,000 eggs
in a two-week period.
97
The larval stage of an insect is the most
destructive stage. Most damage is done
to crops at this stage. The larvae grow
from almost microscopic size when
hatched. Larvae are ravenous eaters.
When full size has been attained, the
larvae either spin a cocoon or build a
shell around themselves and go to a
resting stage.
The Pupa
The pupa is the rest period of the insect. The pupa develops into adult.
“One day, a small opening appeared in a

cocoon; a man sat and watched for the
butterfly for several hours as it struggled
to force its body through that little
hole.”
The Adult
A mature adult emerges from the pupa.

At this stage, the adult insect will lay eggs again to continue the cycle.
In other insects, such as grasshoppers and aphids, the young insect (nymph) looks
like the parent when it is hatched. It sheds its exoskeleton several times as it grows.
98
Ways on How Insects Damage Plants
1. by chewing
Insects feed by chewing some portions of the

plant like leaves, stems, flower, and fruits. They
have horn-like jaws which they use for biting and
chewing. Grasshoppers, caterpillars, grubs, and
beetles are examples of these insects.
2. by sucking
Insects also nourish themselves by sucking plant juices and nectar. These insects
99
have sharp, slender, hollow beaks which they
insert under the surface of plants to suck the
juices. San Jose scales, aphids, plant lies, squash
bugs, and other tree bugs are sucking insects.
3. by lapping
Mouth parts of these insects enable them to lap

or lick liquids from the outer surfaces of objects
on which they feed. Apple maggots and cherry
fruit flies are examples of lapping insects.
4.by boring – bore into the fruit or stalk and eat

plant tissue
Methods of Controlling Insects
A. Applied Control. This is a measure to destroy insects. Agriculturists have found

the following methods effective:
I. Chemical Control – This refers to the destruction of insect pests through the use
of chemicals, such as pesticides and insecticides. This method is not
environmentally friendly in the sense that it may kill other beneficial insects and
offer harm to other living things like animals and men.
a. Insecticides. These are substances that kill insects by their chemical action.
1. Stomach poisons are spray, dust, or dips that kill the insect when they are
swallowed.
2. Contact poisons are spray, dust or dips that kill the insect, without being
swallowed.
3. Fumigants are chemicals in the form of gas to kill insects usually applied in an
enclosure of some kind.
b. Auxiliary, synergistic or supplemental substances are materials added to spray or

dusts which are not primarily toxicant but which make the insecticide cover more
economically; stick or adhere better to plants; spread over foliage, fruits, or the bark,
or the bodies of the insects more quickly or completely; bring insecticidal substances
100
into solution or emulsions; mask distasteful or repellent properties of insecticides or
activate the chemical action of the toxicant.
c. Attractants or attrahents. These are substances used in poison baits, spray

or dust to induce the insects to eat the poisoned materials or to lure insects into
traps.
d. Repellz xants are substances that keep insects away from crops and animals
because of their offensive appearance, odor, or taste.
II. Mechanical and Physical Control.
These are special operations that kill insects by physical and mechanical action.
Mechanical measures refer to the operation of machinery or application of manual
operations. This is done through the following ways: a. manipulation of water or
humidity ( draining, dehydrating, or flooding the breeding media) b. manipulation of
temperature like burning c. use of electric shock d. use of light and other radiant
energy e. use of sound waves.
III. Cultural Control or Use of Farm Practices.
These are regular farm operations performed so as to destroy insects or prevent

their injuries.
a. Crop rotation
b. Tilling of the soil
c. Variations in the time or method of planting or harvesting
d. Destruction of crop residues, weeds, volunteer plants, and trash
e. Use of resistant varieties
f. Pruning, thinning
g. Fertilizing and stimulating vigorous growth
IV.Biological Control.
This is the introduction, encouragement, and artificial increase of predaceous and

parasitic insects. a. Protection and encouragement of insectivorous birds and other
animals b. The use of growing plants to destroy, repel, or prevent damage by insects
V. Legal Control. This is the eradication of insects by controlling human activities. a.
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Inspection and quarantine laws prevent the introduction of new pests from foreign
countries or their spread within a country.
Isolation and quarantine are two common public health strategies designed to
protect the public by preventing exposure to infected or potentially infected
persons.
In general, isolation refers to the separation of persons, plants, animals, and the like
who have a specific infectious illness from those who are healthy and the restriction
of their movement to stop the spread of that illness.
Quarantine, in contrast, generally refers to the separation and restriction of

movement of persons, plants, animals, etc who, while not yet ill, have been exposed
to an infectious agent and therefore may become infectious. Quarantine of exposed
persons is a public health strategy, like isolation, that is intended to stop the spread
of infectious disease.
Both isolation and quarantine may be conducted on a voluntary basis or compelled

on a mandatory basis through legal authority.
b. Introduction of laws enforce the application of control measures such as spraying,

the cleaning up of crop residues, fumigation, and eradication measures.
c. Insecticide laws govern the manufacture and sale and prevent the adulteration
and misbranding of insecticides.
d. Poison residue laws fix the tolerance of various insecticides upon food products
offered for sale or transportation.
B. Natural Control. All the measures that destroy or check insects do not depend
upon man for their continuance or success and cannot be greatly influenced by man.
1. Climatic factor such as rainfall, sunshine, cold, heat, and wind

2. Topography factors such as rivers, lakes, mountains, type of soil, other
characteristics of the country that serve as barriers.
3. Predators and parasites including insects, birds, reptiles, mammals

KKKK. Application Go to your garden and pick up 5 damaged plants, identify ways on how the insects
(18 minutes) damage the plants and present it in class within 2 minutes.
LLLL. Assessment Perform different methods of controlling pests.
(15 minute) Note: Please provide rubrics on this.
EE. Assignment Search and make a portfolio about insect pests of vegetable crops. Please provide
(2 minutes) one picture in every insect.
FF. Concluding Activity
(3 minutes) “Rather than eliminating every weed and insect from your garden with chemicals or
poison, try WORKING WITH NATURE instead of fighting it. Learn to love a few pests
102
in your garden. They feed the beneficial predators, creating harmony and balance in
the food chain. The way to grow safe foods is to respect and nurture all parts of your
environment soil, air, water, living organisms and plants.”
XCV. REMARKS
XCVI. REFLECTIONS
BBBBB. No. of learners who
assessment
CCCCC. No. of learners who
for remediation.
DDDDD. Did the remedial
up with the lesson.
EEEEE. No. of learners who
continue to require
remediation
FFFFF. Which of my
GGGGG. What difficulties did I
solve?
HHHHH. What innovation or
103
Session No: 33-34

XCVII. LEARNING OBJECTIVES
found under the “pest, disease and weed management" section of the
PNS /TLE_AFOA912OV-IIIa-j-IVaj-1
Objectives
• Knowledge Generate ideas on how to identify common insect pests of vegetable
crops.
• Skills Initiate in collecting pests in the garden.
• Attitude Perform different methods of controlling insect pests and diseases.
• Values Strictly observe safety precautions in handling chemicals for personal
safety and for the cleanliness of the environment.
XCVIII. CONTENT Perform plant care and management
XCIX. LEARNING RESOURCES
WW. References
II Pages 169-174.
67. Textbook pages
https://www.bing.com/images/search?q=insects%20qoutes&qs=n
XX. Other Learning Resources &form=QBIR&sp=-1&pq=insects%20qoutes&sc=2-
14&sk=&cvid=6BA029EE32E14C86807F3B7E0FB4CC17
YY. Supplies, Equipment, Tools, etc. Manila paper, scotch tapes, marker and insects
C. PROCEDURES
104
MMMM. Introductory
Activity
(5 minutes)
How will you manage your plants if

you can see like this?
NNNN. Activity Group Activity
(10 minutes) Direction: Write different methods of controlling pests, then show it in front of the
class.
OOOO. Analysis Ask:

(5 minutes) 1. What is your feeling after having an activity?
2. Are you happy that you discover some of the methods of controlling pests? Why?
PPPP. Abstraction Insect Pests of Vegetable Crops
(60 minutes)
1. Aphids Family: Aphididae Plants
attacked: Most vegetables Type of
damage: Aphids suck plants’ juices,
may inject toxins into the plant,
secrete a sticky substance called
“honeydew,” or transmit certain
plant viruses.
Remember: Aphids are usually found

in colonies on the underside of
leaves. They may be winged but are usually wingless. Aphids are capable of rapidly
increasing in numbers. Lady beetles and lacewings are effective predators of
aphids.
105
2. White Grubs Family:
Scarabaeidae Plants
attacked: Most
vegetables Type of
damage: Grubs feed on
the roots or other
underground parts of
most vegetables. Damage
typically consists of
surface scars and round
gouges. Characteristics:
Grubs are mostly a
problem in fields
following sod. Weedy
gardens are also attractive to ovipositing beetles.
3. Cutworms Family: Noctuidae Plants attacked: Nearly all vegetables Types of

damage: The most common damage appears in young plants cut off at the soil
surface. Cutworms may also climb the plant and feed on foliage and fruit.
Remember:
Damage can be reduced by keeping gardens free of weeds before and after
vegetables are
4.Tarnished Plant Bug Lygus lineolaris Family: Mirdae Plants attacked: beet, celery,
bean, potato, cabbage, cauliflower, cucumber Type of damage: Tarnished plant
bugs suck plant juices and may inject toxic saliva into the plant. Leaves may
become deformed, stems and petioles may be scarred and discolored, or the buds
and developing fruit may be dwarfed and pitted.
Remember: Tarnished plant bugs become active very early in the season and are
capable of migrating to find preferred host plants.
5.Striped Blister
Beetle Epicauta
vittata Family:
Meloidae Plants
attacked: Many
vegetables Type of
damage: Adults feed
ravenously on
foliage.
Remember: This
general feeder
106
readily moves from plant to plant. The beetles can be picked off the foliage.
However, they contain oil that can blister the skin if they are accidentally crushed.
The larvae of blister beetles are beneficial because they feed on grasshopper eggs
in the soil.
6. Wireworms Family: Elateridae Plants attacked: Many vegetables Types of

damage: Wireworms feed on seeds and seedlings of corn, bean, and pea. They also
cause wilting and often death of the plant. Wireworms feed on the marketable
portions of potato, sweet potato, radish, carrot, rutabaga, and turnip. Wireworms
also attack the roots of cabbage, cucumber, tomato, onion, watermelon, and other
crops; thus, reducing vigor or killing the plants.
Remember: Some species are more serious in garden that is recently sodden.
Wireworms can be detected with baits (grain or potato) buried underground
before planting.
7. Cabbage Looper Trichoplusia

ni Family: Noctuidae Plants
attacked: Cabbage, cauliflower,
broccoli, radish, collard, mustard,
kale, lettuce, celery, spinach,
beet, pea, potato, and tomato
Type of damage: Same as
imported cabbage worm
Remember: Effects of cabbage

loopers are usually more
serious in the fall. They
should be controlled when
they are still small because
the large loopers are
difficult to control. They
crawl in a looping fashion-
“inchworm.”
8. Diamondback Moth
Plutella xylostella Plants
attacked: Cabbage,
cauliflower, broccoli,
radish, mustard Type of
damage: Larvae eat many
small holes on underside of
leaves, giving plant a shot-
hole appearance. Some
feeding does not go
entirely through the leaf.
107
9. Colorado Potato Beetle Leptinotarsa decemlineata Family: Chrysomelidae Plants
attacked: Potato, tomato, eggplant, pepper Type of damage: Adults and larvae feed
on leaves and terminals, causing reduced growth or death of the plant.
Remember: Damage can be reduced by fall

tillage and elimination of culls and
volunteer potato plants. Applying 4-6
inches of straw much just after hilling will
reduce potato beetle damage.
10. Hornworms Manduca spp. Family:

Sphingidae Plants attacked: Tomato,
potato, pepper, eggplant Type of damage:
The tomato and tobacco hornworms
consume large amounts of green foliage
and sometimes fruit. Comments: They can
be easily detected through presence of droppings resembling those produced by
rabbits. They can be easily can be controlled in home gardens by hand picking.
Many hornworms are killed by parasites on the hornworm’s body
11. Corn Earworm

or Tomato
Fruitworm
Helicoverpa zea
Family: Noctuidae
Plants attacked:
Many, including
corn, tomato, bean,
pepper, okra,
eggplant Type of
damage: Corn
earworms feed on
the marketable
portion of each
vegetable crop that
they attack, often
making them unusable.
Remember: Home gardeners may wish

to cut the damaged tips off sweet corn
ears or plant extra to compensate for
losses.
12. Striped Cucumber Beetle Acalymma

vittatum Family: Chrysomelidae Plants
attack: Cucurbits (cucumber, squash,
gourd, watermelon) Type of damage:
108
Larvae feed on roots and underground stems. Adults may destroy newly emerged
plants. On older plants, beetles feed on
leaves, shoots, and stems. The beetles
transmit a bacterium that causes
bacterial wilt to cucumber and
cantaloupe.
Remember: Only a short period of

feeding is necessary to transmit the
bacterium, so plants must be protected
from beetle feeding. Protecting plants with row covers before bloom will prevent
beetle feeding and disease transmission, but be sure to remove them when flowers
appear.
13. Spotted Cucumber Beetle Diabrotica undecimpunctata howardi Family:

Chrysomelidae Plants attacked: Cucurbits, bean, pea, potato, beet, asparagus,
eggplant, tomato, corn, cabbage Type of damage: Larvae feed on roots of corn,
beans, alfalfa, and many grasses. Adults feed on foliage and also transmit bacterial
wit of cucurbits to cucumber and cantaloupe
14. Bean Leaf Beetle Cerotoma

trifurcate Family: Chrydomelidae Plants
attacked: Bean, pea, soybean Type of
damage: Larvae feed on roots, nodules,
and underground portions of the stem.
Adults feed on stems of seedlings and
chew round holes in leaves and pods.
Remember: Plants can usually tolerate a

considerable amount of leaf feeding.

QQQQ. Application Direction: Perform different methods of controlling pests.
(20 minutes)
RRRR. Assessment Direction: Visit your vegetable gardens and the school vegetable plantation.
(18 minutes) Observe if there are insects and stray animals destroying your crops. List down the
observations you have made. Identify how your plants are destroyed. If you are in
doubt of your diagnosis, consult your teacher for proper identification of the
disease. Include in your report how you controlled these pests. Present your
written report to your teacher.
*Please provide rubrics on this assessment.
GG. Assignment Bring to class disposed or empty containers of pesticides.

(2 minutes)
HH. Concluding Activity “Keep calm and garden on”
(1 minute)
109
CI. REMARKS
CII. REFLECTIONS
IIIII. No. of learners who earned
assessment
JJJJJ. No. of learners who
for remediation.
KKKKK. Did the remedial
up with the lesson.
LLLLL. No. of learners who
continue to require
remediation
MMMMM. Which of my
NNNNN. What difficulties did I
solve?
OOOOO. What innovation or
110
Session No: 35-36

CIII. LEARNING OBJECTIVES
found under the “pest, disease and weed management" section of
the PNS /TLE_AFOA912OV-IIIa-j-IVaj-1
Objectives
• Knowledge Plan effective control measures of controlling pests.
• Skills Make a written report on how to control pests.
• Attitude Apply effective control of controlling pests.
• Values Appreciate the importance of effective control of pests for higher
productivity.
CIV. CONTENT Perform plant care and management
CV. LEARNING RESOURCES
ZZ. References
II Pages 190-191
71. Textbook pages
Slide presentation of Jacque S. Eran AG II/HVCDP-RO Crops Division
AAA. Other Learning Resources
Provincial Agriculturist Office
BBB. Supplies, Equipment, Tools, etc. Manila paper, scotch tapes, marker and others
CVI. PROCEDURES
SSSS. Introductory
Activity Showing a video presentation on how to make organic attractant for flying pests.
(5 minutes) 1. What are the advantages of using organic attractant as a way of controlling pests?
TTTT. Activity Direction: Group yourselves into 5 and study the information about the pesticides
(10 minutes) written in the container label. Get information about the pesticides using the matrix
below as your guide. Present your work.
Brand of pesticide Formulation Mode of action Toxicity level

1.
2.
3.
4.
5.
111
Answer the following questions during the class discussion after the presentation of
group works:
1. What are pesticides?
2. What are examples of pesticides that you found?
3. How are these pesticides used in the field?
4. What do you think will happen to the plants sprayed with pesticides?
5. Who are the other living things who could be affected by the application of
these pesticides?
6. How could they be affected?
7. So what should be done when using pesticides?
UUUU. Analysis Ask:

2. Do you think it is advantageous to use organic spray? Why?
VVVV. Abstraction Effective Control Measures on Specific Pests
(60 minutes)
112
113
114
115
116
117
118
119
120
121
An organic way of controlling pests
WWWW.Application Direction: Visit your vegetable gardens and the school vegetable plantation. Observe
(20 minutes) if there are insects and stray animals destroying your crops. List down the
observations you have made. Identify how your plants are destroyed. If you doubt
your diagnosis in case of a disease, consult your teacher for proper identification of
the disease. Include in your report how you controlled these pests. Present your
written report to your teacher.
XXXX. Assessment Perform different methods of controlling pests.
122
(17 minute) *Please provide rubrics on this assessment or you can also conduct a written test.
II. Assignment
(2 minutes) Direction: Search and fill in the graphic organizer with the harmful effects of
pesticides. (5 points each answer)
JJ. Concluding Activity “Practicing organic way of controlling pests is one way of helping our environment
(1 minute) back to its original form”
CVII. REMARKS
CVIII. REFLECTIONS
PPPPP. No. of learners who
assessment
QQQQQ. No. of learners who
for remediation.
RRRRR. Did the remedial
up with the lesson.
SSSSS. No. of learners who
continue to require
remediation
TTTTT. Which of my
UUUUU. What difficulties did I
solve?
VVVVV. What innovation or
123
Session No: 37-38

CIX.LEARNING OBJECTIVES
Objectives
• Knowledge Hypothesize common diseases of vegetable crops based on their
signs and symptoms.
• Skills Make a narrative report on identified diseases on vehetable plants.
• Attitude Practice different treatments to control vegetable diseases.
• Values Appreciate the importance of identifying diseases on plants for
higher productivity.
CX. CONTENT Perform plant care and management.
CXI.LEARNING RESOURCES
CCC. References
II Pages 175-187.
75. Textbook pages
DDD.Other Learning Resources Practical Manual Olericulture - I for class XI pages 84-86.
EEE. Supplies, Equipment, Tools, etc. Manila paper, scotch tapes, marker and infected vegetables
CXII. PROCEDURES
YYYY. Introductory The teacher will show real infected vegetables in class and let the learners answer
Activity the following questions:
(5 minutes) 1. What have you observed in the vegetables?
ZZZZ. Activity Group Activity
(10 minutes) Direction: Using colored paper strips, identify and write the environmental factors
that cause diseases on plants. Paste your work and show it on class.
Answer:
Temperature Moisture Wind

.
Note: You can add some factors if you think that this can contribute to cause diseases on plants in your
locality.
AAAAA. Analysis Ask:
124
(5 minutes) 1. What can you say about your activity?
2. Explain the importance of identifying environmental factors that cause diseases
on plants.
BBBBB. Abstraction The Plant Disease
(60 minutes)
A plant disease can be identified or
diagnosed through the characteristic/s or
seen by manifestation of diseased
(symptoms) and the presence of visible
structures (signs) produced by the
pathogen.
The causal agent (pathogen) may be

either a living agent (biotic) or non-living agent (abiotic). Biotic agents have the
ability to enter and colonize plant parts and other plants. When disease increases
rapidly in a large plant population over time, a serious outbreak occurs (epidemic).
The Disease Triangle

Disease is the result of the interactions between a pathogen and a host in a
pathogen and a host in a favorable environment. A disease generally occurs because
the host is susceptible, the pathogen is virulent, and the environment is conducive
for the disease to grow.
Environmental Factors That Cause Diseases:

⚫ Temperature. Bacteria grow rapidly at high temperature. Most insects are
active and multiply rapidly in warm temperature.
⚫ Moisture. High moisture content enhances high germination rate of fungal
spores, affects bacteria in entering into plant tissue cells, and increases fungal
spores in number.
⚫ Wind. Wind disperses fungal spores over distance. Strong winds damage plant
tissues, creating entry points for bacteria. Light wind current is favorable for
125
insects’ movement.
Common Causes Of Plant Disease
A. Non-living factors (Abiotic)
⚫ Non-living factors do not spread from disease-infected plants to healthy plants.
⚫ They can be recognized only through their symptoms.
Examples: Drying of leaves is due to lack of moisture or due to chemical burn.
Yellowing of leaves is due to nutrient deficiency.
⚫ They can be avoided by providing nitrogen.
⚫ Living (Biotic) factors:
⚫ A disease may be caused by organisms that spread disease to healthy plants.
⚫ The organisms are very small.
⚫ Can be recognized by symptoms and signs.
⚫ Can be managed by destroying or removing the parasitic agent and reducing
the number of pathogen and infection rate.
Symptoms and Signs
A symptom is the physical expression of change in the appearance and function of
the plant. Examples: blights, rots, cankers, gall, necrosis, and spots
A sign is the visible presence of the pathogen such as a fruiting body or as a
discharge associated with the disease. Examples: conks, mycelia, ooze
Controlling Vegetable Diseases
As with insect control, disease control is an important phase of vegetable

production. Disease control measures begin before the disease is observed in the
field. In contrast, measures for controlling insects are usually withheld until insects
or their damage is observed. The aims and methods in the control of plant diseases
are primarily preventive and secondarily curative. Disease control begins with soil
sterilization and seed treatment and continues with applications of fungicides,
bactericides or depending upon the causal organism.
Different Treatments to Control Vegetable Diseases:
1. Soil treatment *Using steam or dry heat * Drenching

the soil with formaldehyde solution *Dusting with fungicides *Fumigating the soil
2.Seed treatment *Dusting with ceresin, arasan or

semesan *Soaking in liquid fungicide *Using hot water treatment
3. Vegetative treatment. This is done either by spraying or dusting with various

fungicides.
4. Adapting cultural practices that control or minimize plant diseases: *Cultivating

and weeding the area with growing plants *Keeping the insects under
control *Keeping the plants vigorous with proper irrigation and
fertility
126
*Planting resistant varieties *Burning or burying all infected
parts and refuse *Removing the vegetables immediately after
harvest *Employing crop rotation *Providing good
drainage
To control plant diseases, various means and methods are used. The use of these
means and methods are based upon five fundamental principles, namely; exclusion,
eradication or extermination, inhibition, protection, and production of resistant
varieties.
a. Exclusion. Exclusion aims to keep the causes of the disease from entering and
stabling itself in an uninfected country or locality. The measures used are inspection
and quarantine. Inspection is done by examining the suspected plants or plant
products for traces of dangerous pathogen so that if such are found the plants may
be treated.
b. Eradication or extermination. This may consist several processes which are listed
below.
*Sorting – this is done by screening, winnowing, and seed preparation by specific

gravity, hand picking, and selecting disease-free seeds or cuttings. This is applied to
seeds, nursery, and other plants and plant parts used for propagation.
*Roguing - The diseased materials are picked and eliminated, buried in the soil to
avoid the spread of the disease.
*Removal of disease-infected parts – An example of this process is the cutting out of

the infected portions of the plant.
*Removal of alternate or weed hosts
*Removal of debris – Certain disease-causing organisms, for example the

Phytopthora disease of eggplant, are found in debris. For this reason it is necessary
to practice cleanliness in the farm. Plant materials bearing diseases should be
burned or buried deep in the ground.
*Cultivation – the mechanical treatment of the soil can destroy the dormant stages
of the pathogen or its weed host.
*Crop rotation – The object of this method is to starve the pathogen in the soil by
withholding its host or host from the previous crops for several planting seasons.
*Disinfection – the operation of directly killing the pathogen while it is on its host or
in the environment of the host. This method is used in tubers, seeds, soil, etc. It may
be done by heat or with the use of poisonous substances; fungicidal solution, and
formaldehyde.
c. Inhibition or the modification of environment. The aim of this method of control
127
is to hold the pathogen in check by controlling or modifying certain surrounding
environmental conditions. For example, damping off in nurseries is controlled by
exposing the attacked seedlings to the sun and keeping them in a drier atmosphere.
d. Protection. The aim of this method is to place effective barriers between the
susceptible part of the plant and the pathogen in order to prevent infection.
Examples of this method are: *Creation of wind breaks
*Selection of sheltered places protected from wind-borne inoculums *Bagging
protects the fruits from parasite-bearing insects coming in contact with plants.
e. Chemical control like spraying of liquid fungicides, or dusting using a fungicide in

powder form, or dust is applied to the plants.
128
129
CCCCC. Application Direction: Proceed to your garden, identify common diseases in plants, make a
(22 minutes) narrative report on identified vegetable diseases and apply control measures on
infected plants.
DDDDD. Assessment Identification of the common diseases of vegetable crops based on their signs and
(15 minutes) symptoms.
*Please provide your assessment tool on this assessment.

KK. Assignment Search about replanting techniques and how to maintain plant
(2 minutes) rejuvenation/rationing according to Philippine National Standards.
LL. Concluding Activity “Health is Wealth”
(1minute)
CXIII. REMARKS
CXIV. REFLECTIONS
WWWWW. No. of learners who
assessment
XXXXX. No. of learners who
for remediation.
YYYYY. Did the remedial
up with the lesson.
130
ZZZZZ. No. of learners who
continue to require
remediation
AAAAAA. Which of my
BBBBBB. What difficulties did I
solve?
CCCCCC. What innovation or
131
Session No: 39-40

CXV. LEARNING OBJECTIVES
Objectives
• Knowledge Formulate ideas in identifying nutrient deficiency symptoms of
plants.
• Skills Make a narrative report on identified diseases on plants.
• Attitude Practice different treatments to control vegetable diseases.
• Values Appreciate the importance of safety precautions in the use of
pesticides for safeness and environmental protection.
CXVI. CONTENT Perform plant care and management.
CXVII. LEARNING RESOURCES
FFF. References
II Pages 175-187.
79. Textbook pages
GGG.Other Learning Resources Practical Manual Olericulture - I for class XI pages 84-86.
HHH. Supplies, Equipment, Tools, Manila paper, scotch tapes, marker and infected vegetables
etc.
CXVIII. PROCEDURES
EEEEE. Introductory Showing fruits and vegetables that have nutrient deficiency.
Activity
(5 minutes) Questions:
1. What can you say about these fruits/vegetables?
2. Are they nutrient deficient? Why?
FFFFF. Activity Individual or group activity
(9 minutes) Direction: Identify the nutrient deficiency of this corn leaves.
1. __________________________________________
132
2. __________________________________________
3. __________________________________________
4. __________________________________________
Note: You can use any real crop leaves that are locally available.
Answer: 1. Phosphate deficient 2. Healthy 3. Potassium deficient 4. Nitrogen deficient

GGGGG. Analysis Ask:
(5 minutes) 1. What is your feeling after having an activity?
2. Are you happy discovering the kind of plant deficiency?
3. How will you treat plants with nitrogen deficiency?
HHHHH. Abstraction Signs and Symptoms of a Disease-infected Plants

(60 minutes)
133
134
135
136
Safety Precautions in the Use of Pesticides
Practically all of the pesticides commercially available are toxic to man and animals.
The people most likely to encounter these hazards are the operators and
applicators. Pesticides enter the body in three ways:
1) by ingestion or swallowing;
2) by breathing the dusts or vapors; and
3) by absorption through the skin. One form can prove just as fatal as the other, but
most cases of poisoning occur through taking in accidentally. Unfortunately children
are the most frequent victims of such negligence by the adults. Because of this, all
materials should be kept in their original containers and locked up or placed out of
the reach of children.
Safety Tips to Control Nutrient Deficiency
137
You can produce and use organic various concoctions and extracts (Naturally
Fermented Solutions), to aid nutrient deficiencies without environmental and health
effects.
IIIII. Application Identification of nutrient deficiency symptoms

(28 minutes) Procedure:
Visit nearby vegetable gardens and try to find nutrient deficiency symptoms by
observing vegetable crops intermittently.
1. Record your observations.
2. Collect the samples and make herbarium.
DATA SHEET
S. No. Crop Plant part showing symptoms Characteristics Possible nutrient
of symptoms
1.
2.
3.
4.
JJJJJ. Assessment Identification of nutrient deficiency symptoms

(10 minute)
Note: You can use the result in the application as bases of your assessment.
MM. Assignment Take pictures on identified plants that have nutrient deficiency and design your
(2 minutes) portfolio.
NN. Concluding Activity “Healthy Practice Makes a Healthy Habit and a Healthy Body”
(1 minute)
CXIX. REMARKS
CXX. REFLECTIONS
DDDDDD. No. of learners who
assessment
EEEEEE. No. of learners who
for remediation.
FFFFFF. Did the remedial
up with the lesson.
GGGGGG. No. of learners who
continue to require
remediation
138
HHHHHH. Which of my
IIIIII. What difficulties did I
solve?
JJJJJJ.What innovation or
139
Session No: 41-42

CXXI. LEARNING OBJECTIVES
vegetables.
Regulations.
Learning Competencies/Code *Replant all missing hills to maintain the desired plant
population of the area.
* Maintain plant rejuvenation/rationing according to
PNS/TLE_AFOA912OV-IIIa-j-IVaj-1
Objectives
• Knowledge Plan the areas for replanting.
• Skills Construct areas for replanting following the proper spacing.
• Attitude Perform the proper replanting methods.
• Values Value the importance of maintaining plant ratio for
environmental and human sustainability.
CXXII. CONTENT Perform plant care and management
CXXIII. LEARNING RESOURCES
III. References
NC II Pages 130-.
83. Textbook pages
*https://www.bing.com/images/search?q=planting%20qoutes&
qs=n&form=QBIR&sp=-1&pq=planting%20qoutes&sc=8-
15&sk=&cvid=0ADE9F97F1A8456CB639C0FF22E9C2D0
*http://www.knowledgebank.irri.org/ericeproduction/PDF_&_D
JJJ. Other Learning Resources
ocs/PlantingRice.pdf
*https://www.bing.com/videos/search?q=+replanting+hills+in+t
he+philippines&&view=detail&mid=51BD6F1614ABD949C7AA51
BD6F1614ABD949C7AA&&FORM=VRDGAR
KKK. Supplies, Equipment, Tools, etc. Manila paper, scotch tapes, marker and others
CXXIV. PROCEDURES
KKKKK. Introductory Showing a video presentation about SALT Sloping Agriculture Land Technology
Activity
(5 minutes)
140
What have you learned from the video presentation?
LLLLL. Activity Group Activity
(10 minutes) Direction: Using a concept map supply the meaning and benefits of replanting.
Replanting
Answer:
*to plant again.
*to cover again with plants, sow with seeds,
*to transfer (a plant) from one soil or container to another.
Note: Please provide the materials needed in this activity (marker, manila paper,
scotch tape and others) and you may add other meaning aside from the meaning
provided in the answer key.
MMMMM. Analysis Ask:
(5 minutes) How are you after having an activity?
NNNNN. Abstraction Vegetables
(60 minutes)
141
Example of replanting
There are two methods for planting rice: transplanting and direct seeding.
1. Seedlings are prepared by

any of the three methods
described in Methods of
Raising Seedlings. The
seedlings are now ready for
transplanting in the field.
Transplanting is done in one
of two methods: random or
straight-row.
2. In the random method,

seedlings are transplanted
without a definite distance or
space between plants as you
can see in this frame.
142
3. The straight-row method
follows a uniform spacing
between plants. The
seedlings are transplanted
in straight rows.
4. You will need planting

guides to have uniform
spacing. Planting guides
are made of wire, twine,
and wood. Set the
planting guides in the field
before transplanting.
143
5. In this method, make
sure the roots and base of
the seedlings are inserted
into the soil right under
the loop or mark on the
planting wire.
6. After planting one row

of seedlings, move the
guides to the next row
and then continue
planting. Move
backward for each
subsequent row.
7. Plant the wetbed

seedlings at a depth
between one and a half
to three centimeters.
The dapog seedlings are
planted at one and a half
centimeters deep or just
deep enough for the
roots to come in contact
with the soil.
144
8. The wooden marker is also used to transplant in straight rows. Mark the rows
with a wooden marker of desired width and with the teeth spaced at twenty or
twenty-five centimeters.
Pull the marker straight along the length of the field and then pull it again
perpendicular to the first markings.
9. Plant the seedlings

where the lines
intersect.
10. You can also use

another method of
transplanting in
straight rows:
mechanical or
machine
transplanter.
11. The Methods of

Raising Seedlings
module describes
raising seedlings for
mechanical or
machine
transplanting.
145
12. When the whole area is
planted, place the extra
seedlings in small bundles
along the levee. Use them
later for replanting missed
hills within ten days after
transplanting.
Keep the water level at
about one centimeter until
the plants recover in three
to four days. If there are
problems such as golden
apple snail infestation,
keep the soil saturated but
without standing water.
13. Earlier, we say that

we can plant the
seedlings at random or at
a uniform spacing. Note
the advantages of
straight-row planting.
Straight rows facilitate
management practices
such as hand or rotary
weeding and application
of fertilizers, herbicides,
or insecticides. Most
importantly, we achieve
optimal plant spacing.
14. Optimal spacing is

dependent on variety,
season, and soil fertility.
No single type of spacing
is best for all varieties.
146
15. Plant spacing is an
important factor in
transplanting rice.
Proper spacing can
increase the yield by
twenty five to thirty-nine
percent over improper
spacing. With proper
spacing you can save
money on inputs, labor,
and materials.
16. Proper spacing can

increase grain yield. It
minimizes shading and
regulates the utilization
of solar radiation for
photosynthesis.
17. Variety is the first

factor that determines
plant spacing.
147
Regardless of the season, tall, leafy, heavy tillering, and susceptible to lodging
rice varieties should be placed farther apart than short, lodging-resistant, and
photoperiod-insensitive varieties.
18. Season is the

second factor. Plant
the seedlings closer
during the dry months,
when solar radiation is
higher, than during the
rainy or wet season.
Plants become more
vegetative during the
wet season. This
increases mutual
shading.
19. Soil fertility is the

third factor. Plant the
seedlings farther apart
in fertile soil and closer
in poor soil. Distance
prevents mutual
shading in fertile soil,
while plants grown in
poor soil tend to have
tillers, thus, they can
be planted closer
together.
20. With the factors

contributing to good
yields, we can state
that tall, leafy, heavy-
tillering varieties are
spaced:
*During the dry
season: twenty-five by
148
twenty-five centimeters in relatively poor soil, thirty by thirty centimeters in
fertile soil.
*During the wet season: thirty by thirty centimeters in relatively poor

soil, thirty five by thirty-five centimeters in fertile soil.
21. Place the short,

lodging resistant,
and photo period in
sensitive varieties at
twenty by twenty
centimeters
regardless of season.
However, desirable
spacing in less fertile
soils must be at
twenty by fifteen
centimeters or
twenty by ten
centimeters.
22. The other

method of growing
rice is by direct
seeding. In this
method, we will
focus on direct
seeding rice with dry
land preparation.
23. There are three

techniques of direct
seeding
1. broadcasting 2.
drilling 3.
dibbling
149
24. You can broadcast
eighty to one
hundred kilograms of
seeds per hectare
uniformly on the field or
in furrows in a one-
hectare field.
25. Make shallow

furrows by passing a
furrower along the
prepared field.
26. After
broadcasting, cover
the seeds using a
spike-tooth harrow.
150
27. Another technique
is drilling eighty to one
hundred kilograms of
seed per hectare by
hand on prepared
furrows, or by seed
drillers.
28. The third technique

is dibbling, or hill
planting. This is usually
practiced along
mountain slopes or
where plowing and
harrowing are difficult.
Use a long wood or
bamboo pole with a
metal scoop attached at

the end for digging
holes. Then drop the
seeds into the holes and
cover them with soil.
29. The direct seeding

methods for wetland
151
preparation.
30. The method of

direct seeding on a
wet field is through
broadcasting, or
drilling seeds into
the mud.
31. In this method,

broadcast the pre-
germinated seeds
(soaked for twenty
four hours and
incubated for forty-
eight hours) by hand
at eighty to one
hundred kilograms
per hectare. Seeds
for the mechanical or
machine seeder are
incubated for only
twenty-four hours.
152
32. Seeding a field with standing clear water is also practiced in developed
countries. This practice is usually conducted with the aid of an airplane.
33. There are two advantages to using direct seeding:

1. It requires less labor. You do not have to prepare the seedbed, care for,
and pull the seedlings.
2. Direct-seeded
plants mature seven to
ten days earlier than
transplanted rice.
They are not
subjected to stress
such as being pulled
from the soil and
reestablishing fine
rootlets.
34. However, it also

has disadvantages:
1. In direct
seeding, the seeds
are exposed to birds,
rats, and snails.
2. There is greater
crop-weed
competition because
rice plants and weeds
are of similar age.
3. Plants tend to
lodge more because
there is less root
anchorage.
4. More seeds are
required, eighty to
one hundred
153
kilograms per hectare compared with thirty-five to sixty-five kilograms per
hectare required for transplanting.

OOOOO. Application Replanting hills following the proper spacing
(20 minutes)
PPPPP. Assessment Answer the following questions
(15 minutes) A. The following are three methods of direct seeding. Which is not a method of
direct seedling in a wetland prepared field?
a. Broadcasting b. drilling c. dibbling
A. Identify the advantages and disadvantages of direct seeding by checking

the columns of the correct answer.
Advantages Disadvantages
More seeds are required: eighty to one
hundred kilograms per hectare, compared
with thirty-five to sixty-five kilogram per
hectare required for transplanting.
It requires less labor.

The seeds are exposed to birds, rats, and
snails.
Direct-seeded plants mature seven to ten days
earlier than transplanted rice.
There is greater crop-weed competition
because rice plants and weeds are of similar
age.
Plants tend to lodge more because there is
less root anchorage.
Complete the statements by choosing the correct words to the appropriate

blanks.
1.5 cm backward loop space wire
1.5 to 3 cm distance mark twine wood
C. Transplanting is done in one of two methods: random and straight row.
1. In the random method, seedlings are transplanted without a definite

________ or ________ between plants while the straight-row method follows a
uniform spacing between plants.
2. Planting guides are used to have uniform spacing. These are made of
154
________, ________, and ________. Set the planting guides in the field before
transplanting.
3. Make sure the roots and base of the seedlings are inserted into the soil right
under the ________ or ________ on the planting wire.
4. After planting one row of seedlings, move the guides to the next row and then
continue planting. Move ________ for each subsequent row.
5. Plant the wetbed seedlings at a depth between ________. The dapog

seedlings are planted at ________ deep or just deep enough for the roots to
come in contact with the soil.
OO. Assignment How to apply organic fertilizer following the fertilization policy of Philippine
(2 minutes) National Standard? Research about it and pass your assignment to your teacher
next meeting.
PP. Concluding Activity “The greatest service which can be rendered to my country is to add an useful
(1 minute) plant to its culture”
CXXV. REMARKS
CXXVI. REFLECTIONS
KKKKKK. No. of learners who
assessment
LLLLLL. No. of learners who
for remediation.
MMMMMM. Did the
remedial lessons work? No.
of learners who have
caught up with the lesson.
NNNNNN. No. of learners who
continue to require
remediation
OOOOOO. Which of my
PPPPPP. What difficulties did I
solve?
QQQQQQ. What innovation or
155
Session No: 43-44

CXXVII. LEARNING OBJECTIVES
Learning Competencies/Code Apply organic fertilizer following the fertilization policy of the
Objectives
• Knowledge Formulate ideas in identifying plant food elements and their
functions.
• Skills Initiate application of organic fertilizer.
• Attitude Practice the methods of applying organic fertilizer.
• Values Appreciate the importance of applying organic fertilizer on plants for
higher productivity yield and environmental sustainability.
CXXVIII. CONTENT Perform plant care and management
CXXIX. LEARNING RESOURCES
LLL. References
Pages 120-122.
87. Textbook pages
https://www.bing.com/images/search?q=application+of+organic+fert
ilizer&FORM=HDRSC2
MMM. Other Learning Resources
https://www.bing.com/images/search?view=detailV2&ccid=H8MkQy
Ae&id=
NNN. Supplies, Equipment, Tools, Manila paper, compost, scotch tape,
etc.
CXXX. PROCEDURES
QQQQQ. Introductory
Activity
(5 minutes)
156
Describe the picture.
RRRRR. Activity Matching Type
(10 minutes) Direction: Match column A with column B. Choose the letter of the correct answer.
A B
___1. The richness of soil in terms of organic and A. Soil productivity
inorganic plant foods which plants can use for B. Liming
growth and production. SSSSS. Soil fertility
___2. The ability to produce more than a sufficient TTTTT. Foliar
quantity of agricultural crops. application
___3. The application of calcium or magnesium UUUUU. Side
containing compounds to the soil to neutralize dressing
acidity. VVVVV. Fertigation
___4. The necessary materials from which a plant can WWWWW. Broadc
build new tissues and at the same time carry on asting
its normal functions. XXXXX. Plant food
___5. The chemical is mixed with water and sprayed YYYYY. Band/ row/
to the foliage of the plants. or localized
___6. This involves dissolving the fertilizer materials placements
in water and then apply it with the use of ZZZZZ. Leaching
sprinkler.
___7. It is a method through which the fertilizer is
applied over the surface of the land. It may not
be harrowed, plowed or diked into the soil. This
method is usually practiced in rice field,
pastures, and lawns.
___8.Fertilizer material is placed in or in between the
rows of crops like vegetables or corn or placing
around the plant.
___9. Fertilizer material is applied in bands to one or
both sides of the seed or plant.
___10. The loss of soluble substances in water that
drains down to the lower depths of the soil
beyond the reach of the roots
Answer key: 1. c 2. A 3. b 4. h 5. d 6. F 7. G 8. e 9. I 10.

AAAAAA. Analysis Ask:
(5 minutes) Was the activity easy or not? Why?
BBBBBB. Abstraction Plant Food
(60 minutes)
Soil is only one of the many factors that contribute to high productivity. Fortunately,
it can be controlled by man. Maximum benefit from soil fertility program can be
realized only if the other factors of plant growth are favorably controlled.
A fertilizer is any organic or inorganic material of natural or synthetic origin which is

added to the soil to supply certain elements essential to plant growth. Fertilizers are
used to increase the growth rate, yield, and quality or nutritive value of plants.
157
Plants have three sources from which they get their necessary nutrients:
1. Air. The air contains carbon dioxide (carbon combined with oxygen). Carbon
dioxide provides source of carbon and oxygen for growing crops. In turn, when
plants’ residues decay, carbon dioxide is again released into the air. The air around
us is composed largely of nitrogen, a very inert gas. Although nitrogen is needed in
large amounts by plants, nitrogen from the air cannot be used by the growing plant.
Through legumes, the bacteria in their nodules, which develop in their roots as a
result of inoculation, can fix and utilize nitrogen from the atmosphere.
2. Water. Water is made up of hydrogen and oxygen; thus, it provides plants with
these elements.
3. Soil. All other plant food elements in the soil are therefore very important.
The Plant Food Elements and Their Functions

Nutrient Functions Symptoms of Deficiency
Nitrogen *Gives dark green color to plants *Sticky yellowish green
*Promotes leaf, stem, fruit and seed in color
growth *Distinctly slow and
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*Improves quality of leaf crops dwarfed growth
*Facilitates rapid growth *Drying up or firing of
* Increases protein content of food leaves from bottom of
and leaf crops the plants proceeding
*Feeds soil microorganisms during upward
their decomposition of low nitrogen
organic materials
Phosphorus *Stimulates early root formation and *Purplish leaves, stems,
growth and branches
*Gives rapid and vigorous start to *Slow growth and
plants maturity
*Hastens maturity *Small slender stalk in
*Stimulates blooming case of corn
* Aids in seed formation * Lack of stooling in
*Gives plants hardiness small grains
* Low yields of grain,
fruit and seed
Potassium *Imparts vigor and disease- * Mottling, spotting,
resistance to plants streaking or curling of
* Produces strong, stiff stalks, thus leaves, starting from the
reduces lodging lower level
*Increases plumpness of the grains *Scorched or burned
and seeds margin of the leaves
*Helps in the formation and transfer *Drooping of the corn
of starch, sugar and oil plant falls down prior to
*Imparts hardness to legumes maturity due to poor
root development
Kinds of Fertilizers
1. Organic fertilizers are farm manures, compost, crop residues, and other farm
wastes which supply nutrients and improve soil physical conditions. Organic fertilizers
are added to the soil in large amounts to meet nutrient demands of crops. The use of
organic fertilizers is a vital component of integrated nutrient cycling systems.
2. Inorganic fertilizers usually result from chemical processes such as sulfuric acid
treatment or rock phosphate to produce superphosphate. It consists of materials
processed or transformed into a chemical material or fertilizer.
Inorganic fertilizers are artificially prepared or those that may be obtained from the
market. Commercial fertilizers could be:
*Single element fertilizer which contains only one of the major fertilizer elements.
Examples: Ammonium sulfate, urea, superphosphate
159
*Incomplete fertilizer contains only two major elements like ammophos (nitrogen and
phosphorus).
*Complete fertilizers contain the three primary plant food elements: nitrogen,
phosphorus, and potassium.
Nutrient Content of Fertilizers
Fertilizers being sold in the market must carry a guarantee of the kind and amount of
nutrients they contain. The information is printed on the fertilizer bags or packages.
The guaranteed analysis of a fertilizer material expressed in percent following the
order: total N, citrate-soluble phosphoric acid (P2O5) and water-soluble potash (K2O)
is called fertilizer grade. Customarily, the P and K contents are expressed as oxides of
the elements. Thus, a fertilizer bag with 14-14-14 analysis contains 14% total N, 14%
citrate-soluble P2O5 and 14% water-soluble K2O. The relative proportion of the
fertilizer nutrients present in a fertilizer is expressed in terms of the fertilizer ration
such as 21-0-0 for ammonium sulfate, 45-0-0 for urea, and 14-14-14 for complete.
Methods of Fertilizer Application
As a general rule, a fertilizer material should be placed in the soil in such a way that
the plant can absorb it. This involves not only different zones of placement but also
the time with respect to the age of the plant the fertilizer is to be applied.
1. Broadcasting – It is a method through which the fertilizer is applied over the

surface of the land. It may not be harrowed, plowed or diked into the soil. This
method is usually practiced in rice field, pastures, and lawns.
2. Side dressing – Fertilizer material is placed in or in between the rows of crops like
vegetables or corn or placing around the plant or trees. On row crops, side dressing
may be done simultaneously with cultivation. The purpose of side dressing is to
ensure availability of plant food nutrients, particularly nitrogen during the critical
growth periods when plants are taking up nutrients rapidly.
3. Band/ row/ or localized placements – Fertilizer material is applied in bands to one
or both sides of the seed or plant. On row crops, the fertilizer is placed in bands or
160
strips on one or both sides of the row, about 2 inches away from and below the
seeds.
4. Foliar application – The chemical is mixed with water and sprayed to the foliage of
the plants.
5. Applied with the seed – Fertilizer is broadcast together with the seeds or the seeds
are coated with fertilizer by means of an adhesive such as cellofas or gum Arabic.
6. Fertigation – This involves dissolving the fertilizer materials in water and then apply
it with the use of sprinkler.
CCCCCC. Application
(22 minutes) Apply the methods of fertilizing soil suited to your area.
DDDDDD. Assessme TEST 1-Identification
nt Direction: Identify the following plant food elements based on their symptom and
(15 minute) nutrient deficiency.
______1. Feeds soil microorganisms during their decomposition of low nitrogen
organic materials.
______2. Slow growth and maturity.
______3. Purplish leaves, stems, and branches.
______4. Gives dark green color to plants and promotes leaf, stem, fruit and
seed growth.
______5. Increases plumpness of the grains and seeds and helps in the
formation and transfer of starch, sugar and oil.
______6. Drooping of the corn plant falls down prior to maturity due to poor
root development.
______7. Imparts hardness to legumes.
______8. Increases protein content of food and leaf crops.
______9. Imparts vigor and disease-resistance to plants.
______10. Stimulates blooming, aids in seed formation and gives plants
hardiness.
Answer key:
1. Nitrogen 6. Potassium
2. Phosphorus 7. Potassium
3. Phosphorus 8. Nitrogen
4. Nitrogen 9. Potassium
5. Potassium 10. Phosphorus
TEST II-Essay
1. Explain the importance of proper application of organic fertilizer. (5 points)
Note: You can also make your own rubric in assessing your learners during application.
QQ. Assignment Search on how to determine the amount of fertilizers to be applied per hectare based
(2 minutes) on the composition of the fertilizer materials to be used.
RR. Concluding Activity “Organic Agriculture Is Society’s Brightest Hope For Positive Change”
(1 minute)
CXXXI. REMARKS
CXXXII. REFLECTIONS
RRRRRR. No. of learners who
161
assessment
SSSSSS. No. of learners who
for remediation.
TTTTTT. Did the remedial
up with the lesson.
UUUUUU. No. of learners who
continue to require
remediation
VVVVVV. Which of my
WWWWWW. What
difficulties did I encounter
which my principal or
supervisor can help me solve?
XXXXXX. What innovation or
162
Session No: 45-46

CXXXIII. LEARNING OBJECTIVES
vegetables.
Regulations.
Learning Competencies/Code Apply organic fertilizer following the fertilization policy of the
Objectives
• Knowledge Produce the amount of fertilizer to be applied per hectare.
• Skills Combine appropriate rate of fertilizers and apply it to plants.
• Attitude Practice the proper computation of needed fertilizer.
• Values Appreciate the significance of proper amount of fertilizer
application as responsible consumerism and high quality
product.
CXXXIV. CONTENT Perform plant care and management
CXXXV. LEARNING RESOURCES
OOO. References
91. Textbook pages
https://www.bing.com/videos/search?q=How+to+Make+Fertiliz
PPP. Other Learning Resources er+NPK&&view=detail&mid=2D13B8F9EB9D3F622A312D13B8F9
EB9D3F622A31&&FORM=VRDGAR
QQQ. Supplies, Equipment, Tools, Manila paper, scotch tapes, marker and fertilizers.
etc.
CXXXVI. PROCEDURES
EEEEEE. Introductory Showing a video presentation on how to make an organic fertilizer for your plants.
Activity
(5 minutes)
1. What are the key elements in producing your own organic fertilizer?
163
2. Why do we need to provide our plants with nitrogen, potassium and
phosphorus?
FFFFFF. Activity Direction: Calculate the percentage of fertilizer elements from known amounts
(10 minutes) of fertilizer materials.
Given a quantity of fertilizer with the following composition, find the number of
kilograms of available N, P2O5 and K2O in the mixture.
*180 kg ammonium sulfate analyzing 21% N
*500 kg super phosphate analyzing 20% P2O5
*100 kg potassium chloride analyzing 60% K2O
*780 kg total weight
Solution:
To determine the analysis of a fertilizer mixture, multiply the quantity of

fertilizer by the percentage of N, P2O5 or K2O in it and divide by 100.
Answer Key: kg N = 180 × 21%

100
= 37.8 kg of nitrogen
kg P2O5 = 500 × 20%

100
= 100 kg of phosphate
kg K2O = 100 × 60%

100
= 60 kg of potash
GGGGGG. Analysis Ask:

(5 minutes) How to calculate the percentage of fertilizer elements from known amounts of fertilizer
materials?
HHHHHH. Abstractio Fertilizer Computation
n
(60 minutes) To supply a certain amount of plant nutrients, determine the amount of fertilizer
to be applied per hectare based on the composition of the fertilizer materials to
be used. Here are some examples on how to determine the amount of fertilizer.
Example 1
Ammonium Sulfate (AS) contains 21 percent nitrogen. This means that 100
kilograms of this nitrogen-carrying fertilizer contains 21 kilograms of nitrogen.
To calculate how much ammonium sulfate is needed to supply 120 kilograms
nitrogen per hectare, we simply divide the 120 kilograms of nitrogen needed by
21 percent which is the nitrogen content of ammonium sulfate, and multiply the
164
results by 100.
Solution:
To determine the analysis of a fertilizer mixture, multiply the quantity of
fertilizer by the percentage of N, P2O5 or K2O in it and divide by 100.
165
166
IIIIII. Application Determine and compute the needed fertilizer for your crop.
(20 minutes)
JJJJJJ. Assessment Combine appropriate rate of fertilizer and apply it to plants.
(18 minutes)
*Teacher please provide a simple rubric on this assessment.
SS. Assignment 1. Search about the different maturity index of fruits and vegetables.
(2 minutes) 2. Prepare a short report and get ready to present it next meeting.
TT.Concluding Activity “Too much and less application of fertilizers can affect the growth of plants”
(1 minute)
CXXXVII. REMARKS
CXXXVIII. REFLECTIONS
YYYYYY. No. of learners who
167
assessment
ZZZZZZ. No. of learners who
for remediation.
AAAAAAA. Did the remedial
up with the lesson.
BBBBBBB. No. of learners who
continue to require
remediation
CCCCCCC. Which of my
DDDDDDD. What difficulties did I
solve?
EEEEEEE. What innovation or
168
Session No: 47

CXXXIX. LEARNING OBJECTIVES
vegetables.
Regulations.
Learning Competencies/Code Check products using maturity indices of vegetable crops
according to PNS, PNS-Organic Agriculture practice/TLE_AFOA9-
12OV-IIIa-j-1
Objectives
• Knowledge Generate ideas in describing mature fruits and vegetables.
• Skills Initiate in showing maturity index of fruits and vegetables.
• Values Appreciate the importance of checking the maturity indices of
vegetable crops as responsible consumerism.
CXL. CONTENT Perform harvest and post harvest activities
CXLI. LEARNING RESOURCES
RRR. References
95. Textbook pages
https://www.bing.com/videos/search?q=A+MATURED+FRUITS+
AND+VEGETABLES&&view=detail&mid=5B40482238536C00C797
5B40482238536C00C797&&FORM=VRDGAR
https://www.bing.com/images/search?view=detailV2&ccid=mnZ
SDART&id=44F69CFFFB6C4861AC17537A929DE0F092B8F330&t
SSS. Other Learning Resources
hid=OIP.mnZSDARTfpNcJTQ1EjwmXwHaEL&mediaurl=https%3a
%2f%2fwww.active.com%2fAssets%2fnutrition%2ffruits-
veggies.jpg&exph=350&expw=620&q=PICTURES+OF++FRUITS+A
ND+VEGETABLES&simid=608013264476376128&selectedIndex=
9&ajaxhist=0
TTT. Supplies, Equipment, Tools, etc. Manila paper, scotch tapes, marker and others
CXLII. PROCEDURES
169
KKKKKK. Introductory
Activity
(7 minutes)
When can you

say that fruits or vegetables are ready to harvest?
Note: In the absence of a video presentation, you can show pictures of a matured fruits
or vegetables.
LLLLLL. Activity Group Activity
(5 minutes) Direction: Looking at the picture describe matured fruits and vegetables.
Note: Please see abstraction for the answers.

MMMMMM. Analysis 1. Did you enjoy having this kind of activity?
(5 minutes) 2. What have you learned?
NNNNNN. Abstractio Maturity index for fruits and vegetables
n
(21 minutes) The principles dictating at which stage of maturity a fruit or vegetable should be
harvested are crucial to its subsequent storage and marketable life and quality.
Post-harvest physiologists distinguish three stages in the life span of fruits and
vegetables: maturation, ripening, and senescence. Maturation is indicative of the
fruit being ready for harvest. At this point, the edible part of the fruit or
vegetable is fully developed in size, although it may not be ready for immediate
consumption. Ripening follows or overlaps maturation, rendering the produce
edible, as indicated by taste. Senescence is the last stage, characterized by
natural degradation of the fruit or vegetable, as in loss of texture, flavour, etc.
(senescence ends at the death of the tissue of the fruit). Some typical maturity
indexes are described in following sections.
Skin colour:
This factor is commonly applied to fruits, since skin colour changes as fruit ripens
or matures. Some fruits exhibit no perceptible colour change during maturation,
170
depending on the type of fruit or vegetable. Assessment of harvest maturity by
skin colour depends on the judgment of the harvester, but colour charts are
available for cultivars, such as apples, tomatoes, peaches, chilli peppers, etc.
Optical methods:
Light transmission properties can be used to measure the degree of maturity of
fruits. These methods are based on the chlorophyll content of the fruit, which is
reduced during maturation. The fruit is exposed to a bright light, which is then
switched off so that the fruit is in total darkness. Next, a sensor measures the
amount of light emitted from the fruit, which is proportional to its chlorophyll
content and thus its maturity.
Shape:
The shape of fruit can change during maturation and can be used as a
characteristic to determine harvest maturity. For instance, a banana becomes
more rounded in cross-sections and less angular as it develops on the plant.
Mangoes also change shape during maturation. As the mango matures on the
tree the relationship between the shoulders of the fruit and the point at which
the stalk is attached may change. The shoulders of immature mangoes slope
away from the fruit stalk; however, on more mature mangoes the shoulders
become level with the point of attachment, and with even more maturity the
shoulders may be raised above this point.
Size:
Changes in the size of a crop while growing are frequently used to determine the
time of harvest. For example, partially mature cobs of Zea mays saccharata are
marketed as sweet corn, while even less mature and thus smaller cobs are
marketed as baby corn. For bananas, the width of individual fingers can be used
to determine harvest maturity. Usually a finger is placed midway along the
bunch and its maximum width is measured with callipers; this is referred to as
the calliper grade.
Aroma:
Most fruits synthesize volatile chemicals as they ripen. Such chemicals give fruit
its characteristic odour and can be used to determine whether it is ripe or not.
These doors may only be detectable by humans when a fruit is completely ripe,
and therefore has limited use in commercial situations.
Fruit opening:
Some fruits may develop toxic compounds during ripening, such as ackee tree
fruit, which contains toxic levels of hypoglycine. The fruit splits when it is fully
mature, revealing black seeds on yellow arils. At this stage, it has been shown to
contain minimal amounts of hypoglycine or none at all. This creates a problem in
marketing; because the fruit is so mature, it will have a very short post-harvest
life. Analysis of hypoglycine ‘A’ (hyp.) in ackee tree fruit revealed that the seed
contained appreciable hyp. at all stages of maturity, at approximately 1000 ppm,
while levels in the membrane mirrored those in the arils. This analysis supports
earlier observations that unopened or partially opened ackee fruit should not be
171
consumed, whereas fruit that opens naturally to over 15 mm of lobe separation
poses little health hazard, provided the seed and membrane portions are
removed. These observations agree with those of Brown et al. (1992) who stated
that bright red, full sized ackee should never be forced open for human
consumption.
Leaf changes:
Leaf quality often determines when fruits and vegetables should be harvested. In
root crops, the condition of the leaves can likewise indicate the condition of the
crop below ground. For example, if potatoes are to be stored, then the optimum
harvest time is soon after the leaves and stems have died. If harvested earlier,
the skins will be less resistant to harvesting and handling damage and more
prone to storage diseases.
Abscission:
As part of the natural development of a fruit an abscission layer is formed in the
pedicel. For example, in cantaloupe melons, harvesting before the abscission
layer is fully developed results in inferior flavoured fruit, compared to those left
on the vine for the full period.
Firmness:
A fruit may change in texture during maturation, especially during ripening when
it may become rapidly softer. Excessive loss of moisture may also affect the
texture of crops. These textural changes are detected by touch, and the
harvester may simply be able to gently squeeze the fruit and judge whether the
crop can be harvested. Today sophisticated devices have been developed to
measure texture in fruits and vegetables, for example, texture analyzers and
pressure testers; they are currently available for fruits and vegetables in various
forms. A force is applied to the surface of the fruit, allowing the probe of the
penetrometer or texturometer to penetrate the fruit flesh, which then gives a
reading on firmness.
OOOOOO. Applicatio Allow the learners to proceed in your school garden where you can find fruits
n and vegetables and let them identify a matured one.
(10 minutes)
PPPPPP. Assessment Essay: 5 points each
(10 minutes) 1. What are the different maturity indices of fruits and vegetables?
2. Describe fully matured fruits.
3. How can you determine that a papaya is ready to harvest?
4. Why do we need to check the maturity indices of vegetables crops?
UU. Assignment Search about the importance to consider in harvesting marketable products
(1 minute) according to PNS, PNS-Organic Agriculture practice. (30 points)
VV. Concluding Activity “The fruit of your own hard work is the sweetest”
(1 minute) Deepika Padukone
172
CXLIII. REMARKS
CXLIV. REFLECTIONS
FFFFFFF. No. of learners who
assessment
GGGGGGG. No. of learners who
for remediation.
HHHHHHH. Did the remedial
up with the lesson.
IIIIIII. No. of learners who
continue to require
remediation
JJJJJJJ. Which of my
KKKKKKK. What difficulties did I
solve?
LLLLLLL. What innovation or
173
Session No: 48-49

CXLV. LEARNING OBJECTIVES
vegetables.
Regulations.
Learning Competencies/Code *Harvest marketable products according to PNS, PNS-Organic
Agricultural practice.
*Use appropriate harvesting tools and material according to
PNS/TLE_AFOA9-12OV-IIIa-j-1
Objectives
• Knowledge Formulate ideas in harvesting tools and materials.
• Skills Initiate in using appropriate harvesting tools and materials in
performing harvest.
• Attitude Perform the proper harvesting of vegetable crops.
• Values Value the significance of proper harvest using appropriate tools
and materials.
CXLVI. CONTENT Perform harvest and post harvest activities
CXLVII. LEARNING RESOURCES
UUU. References
99. Textbook pages
https://www.bing.com/videos/search?q=A+MATURED+FRUITS+
AND+VEGETABLES&&view=detail&mid=AFE69C13D08FFB240C36
AFE69C13D08FFB240C36&&FORM=VRDGAR
http://www.fao.org/3/y4893e/y4893e04.htm
VVV. Other Learning Resources https://frostproof.com/harvesting-tools/
https://www.bing.com/images/search?q=Fruit+Harvesting+Tools
&FORM=RESTAB
https://www.bing.com/images/search?q=Rice+Harvesting+Equip
ment&FORM=RESTAB
WWW. Supplies, Equipment, Tools, Manila paper, scotch tapes, marker and others
etc.
CXLVIII. PROCEDURES
QQQQQQ. Introduct
ory Activity
174
(5 minutes)
Question:
Based on the video presentation, what is the best way to harvest your fruits and
vegetables?
Note: In the absence of a video presentation you may simply directly ask question to the
learners.
RRRRRR. Activity Group Activity
(10 minutes) Direction: Identify the kind of harvesting tools by choosing the answer inside the
box.
Hand harvesting tools Ancient harvesting tools Leafy greens harvesting tools
Crop harvesting tools Rice harvesting equipment Harvesting knives
Fruit Tree harvesting tool Old harvesting tools Sickle harvest
Traditional harvesting tools
1. ______ 2. ________ 3. _________ 4. __________ 5.___________
6.____________ 7.____________ 8. ___________ 9. __________ 10.___________
Note: You can use real harvesting tools if available.
Answer key:
1. Fruit harvesting tool 2. Fruit harvesting tool 3. Fruit Tree harvesting tool 4.
Traditional harvesting tool 5. Grass harvesting tool 6. Ancient harvesting tools 7. Rice
harvesting tools 8. Leafy greens harvesting tools 9. Harvesting knives 10. Sickle
harvest
SSSSSS. Analysis How do you find the activity? Easy or Difficult? Why?
(5 minutes)
TTTTTT. Abstraction Harvest systems
(40 minutes)
Harvesting is the gathering of plant parts that are of commercial interest. These
175
include: Fruits - e.g. tomatoes, peppers, apples, kiwifruits, etc.; root crops - e.g.
beets, carrots etc; Leafy vegetables - spinach and Swiss chard; Bulbs - onions or
garlic; Tubers - potatoes; stems - asparagus; petioles - celery and Inflorescences -
broccoli, cauliflower etc. Harvest marks the end of the growing period and the
commencement of market preparation or conditioning for fresh products.
Harvesting can be performed by hand or mechanically. However, for some crops

- e.g. onions, potatoes, carrots and others - it is possible to use a combination of
both systems. The main advantages of mechanized harvesting are speed and the
reduced costs per ton harvested. However, because of the risk of mechanical
damage, it can only be used on crops that require a single harvest. A decision to
purchase equipment requires careful evaluation of: the initial investment
required, maintenance costs and the long period in which equipment may have
to stand idle. In addition to this, the entire operation needs to be designed
specifically for mechanized harvesting - distances between rows, field leveling,
pesticide spraying, cultural practices to varieties which can be adapted to rough
handling. Market preparation (grading, cleaning, packing, etc.) and the trade
should also be able to handle large volumes of produce.
Harvest ripeness and readiness for harvest
In many cases harvest ripeness and readiness for harvest are used
synonymously. However, it is more technically accurate to use "ripeness" for
fruits such as tomato, peach, pepper, etc. Here, the consumption stage
continues after certain changes in colour, texture and flavor. On the other hand,
in species where these changes do not occur such as asparagus, lettuce, and
beets, the term "readiness for harvest" is preferable.
Maturity is the harvest index most widely used in fruits. However, physiological
maturity needs to be distinguished from commercial maturity. The former is
reached when development is over. It may or may not be followed by the
ripening process to achieve the commercial maturity required by the market.
Every
fruit
176
shows one or more apparent signs when it reaches physiological maturity. For
example, in tomato, the gelatinous mass fills the internal locules and seeds
cannot be cut when fruits are sectioned with a sharp knife. In peppers, seeds
become hard and the internal surface of the fruit starts colouring (Figure 2).
Over maturity or over ripening is the stage that follows commercial maturity and
is when the fruit softens and loses part of its characteristic taste and flavor.
However, it is the ideal condition for preparing jams or sauces (Figure 3).
Commercial maturity may or may not coincide with physiological maturity. For
cucumbers, zucchinis, snap beans, peas, baby vegetables, and many others,
commercial maturity is reached well before the end of development.
Table 1: Climacteric and non-climacteric fruits.
Changes in colour are the most apparent external symptoms of ripening. They
are the result of chlorophyll degradation (disappearance of green colour) and
177
the synthesis of specific pigments. In some fruits such as lemons, chlorophyll
degradation allows yellow pigments that are already present to show. However,
these are masked by the green colour. Maturity can be estimated by colour
charts based on the percentage of desired colour.
Degree of development is the harvest index most widely used in vegetables and
some fruits, in particular those harvested immature.
Figure 4: Degree of ripening in tomato (from left to right): 1) Mature green; 2)

Breaker; 3) Turning; 4) Pink; 5) Light red and 6) Red. Due to its climacteric
ripening characteristics, the tomato fruit reaches stage 6 even when harvested
at maturity stage 1.
Many crops show apparent external symptoms when ready for harvest. These
include for example tops falling over in onions (Figure 11), development of
abscission layers in the pedicel of some melons, hardness of the epidermis of
certain pumpkins, or shell fragility in some nuts. Degree of filling is an index used
in bananas and mangoes while sweet corn is harvested when kernels are plump
and no longer "milky".
Colour, degree of development or both are the main criteria used for harvest in
most fruits and vegetables. It is, however, common to combine these with other
objective indices. These include for example, firmness (apple, pear, stone fruits)
(Figure 12), tenderness (peas), starch content (apple, pear) (Figure 13), soluble
solid content (melons, kiwifruit), oil content (avocado), juiciness (citrus), sugar
content/acidity ratio (citrus), aroma (some melons), etc. For processing crops, it
is important to keep a constant flow of raw material in the harvesting schedule.
It is therefore normal practice to calculate the number of days from flowering
and/or the accumulation of heat units
178
Handling during harvest
Harvesting involves a number of other
179
activities undertaken in the field. This includes those of commercial interest.
Examples of operations to facilitate preparation for the market include pre-
sorting, removal of foliage and other non-edible parts. In some cases, the
product is completely prepared for the market in the field. However, the normal
practice is to empty the harvest containers into larger ones for transportation to
the packinghouse (Figure 14). Here, they are dry or water dumped onto grading
lines. While these activities are being undertaken, bruising which has a
cumulative effect can affect the final quality of product (Figure 15).
Different types of lesions exist. Wounds (cuts and punctures) occur as a result of
loss of tissue integrity. This type of damage is frequent during harvest and mainly
produced by the harvesting tools used for the removal of plants. Other causes
include the nails of pickers or peduncles from other fruits (Figure 16). Rotting
fungi and bacteria penetrate produce in this way. This type of damage can be
easily detected and is usually removed during grading and packing. Bruises are
more common than wounds. They are less noticeable and symptoms show up
several days later when the product is in the hands of the consumer. There are
three main causes of bruises:
1. Impact: Injury caused either by dropping the fruit (or packed fruits) onto a hard
surface or the impact of fruit rubbing against other fruit.These types of bruises
are common during harvest and packing (Figure 17).
2. Compression: Deformation under pressure. This often occurs during storage and
bulk transportation and is caused by the weight of the mass of fruits on bottom
layers. It also happens when the packed mass exceeds the volume of the
container (Figure 18) or by the collapse of weak boxes or packages unable to
withstand the weight of those piled up high.
3. Abrasion: Superficial damage produced by any type of friction (other fruits,
packaging materials, packing belts, etc.) against thin-skinned fruit such as pears.
In onions and garlic abrasion results in the loss of protective scales (Figure 19).
Bruise symptoms depend on the affected tissue, maturity, type and severity of
the bruise. They are cumulative and in addition to their traumatic effect, trigger
a series of responses to stress, including the onset of healing mechanisms. This
physiological reaction is as follows: a temporary increase in respiration which is
associated with degradation; a transient production of ethylene, which
accelerates maturation and contributes to softening. In some cases, mechanical
disruption of membranes puts enzymes in contact with substrates which leads to
the synthesis of secondary compounds that may affect texture, taste,
appearance, aroma or nutritive value. Firmness on the site of impact decreases
rapidly because of damage and cell death as well as the loss of tissue integrity.
The more mature the product, the more severe the damage. Its effect is
exacerbated by higher temperatures and longer storage periods. Ethylene
removal or neutralization under controlled or modified atmosphere conditions
reduces the speed of healing. However, atmospheric composition also reduces
the rate of stress response mechanism
180
Harvest recommendations
· If the time of day can be selected, it is recommended to harvest during the cool
morning hours. This is because products are more turgid. Furthermore, less
energy is required for refrigeration.
· Harvesting maturity is a function of the distance to the destination market:

those within close proximity, allow ripening on the plant.
· Harvested product needs to be kept in the shade until the time of

transportation
· Avoid product bruising. Harvesting scissors or knives should have rounded ends
to prevent punctures and be sharp enough to prevent tearing off. Harvest
containers should be cushioned, smooth and free of sharp edges. Do not overfill
field containers and move them carefully (Figure 20). Minimize drop heights
when transferring produce to other containers.
· Train harvest labour to handle produce gently and identify correct maturity for
harvest. Wear gloves during harvest and handling to avoid damage to fruits.
Curing
Curing complements harvesting in certain crops and is needed to achieve a

quality product. It is a process involving rapid loss of superficial humidity. In
addition to developing some tissue changes, it prevents further dehydration. It
also acts as a barrier for penetration of pathogens. In onions and garlic, curing is
the drying of external scales together with colour development and neck closure.
For root crops such as sweet potato, yams and tubers - e.g. potato - skin
hardening prevents skinning during harvest and handling and the development
of the healing periderma on wounds (suberization). In pumpkins and other
cucurbits, curing is the hardening of the skin while in citrus it is the natural
formation of a layer of lignified cells. This prevents the formation and
development of pathogen
Harvesting Tools
181
Note: The teacher can make additional research on the techniques on the
specific fruits and vegetables she/he wanted to harvest.
UUUUUU. Applicatio Choose appropriate tools to be use in harvesting fruits and vegetables.
n
(5 minutes)
VVVVVV. Assessment Performance Criteria in performing harvest using appropriate harvesting tools.
(52 minutes)
JOB SHEET
Title: Harvest marketable products using appropriate harvesting tools.
Performance Objective: Given all the necessary tools and materials, you
should be able to harvest fruits and vegetables using
appropriate tools.
Time: 50 minutes
Supplies/Materials: Harvesting tools and materials (sickle, knife, basket,

fruit picking, fruit clippers, harvest shears, picking bags)Personal
Protective Equipment (PPE) (Apron, gloves, hairnet, boots, mask
Equipment :None
Steps/Procedure:
1. Wear your complete Personal Protective Equipment (PPE).

2. Identify and select appropriate harvesting tools and materials.
3. Use harvesting tools properly.
4. Select fruits and vegetables to be harvested based on its maturity
indices.
5. Perform the proper harvesting of vegetable crops applying
harvesting recommendations.
A. Avoid product bruising.
B. Harvesting scissors or knives should have rounded ends to prevent
punctures and be sharp enough to prevent
tearing off.
C. Harvest containers should be cushioned, smooth and free of sharp
edges.
D. Do not overfill field containers and move them carefully.
E. Minimize drop heights when transferring produce to other
containers.
182
6. Perform 5’s after harvest.
YES
CRITERIA NO
Did you…. 10
5 pts.
pts.
1. Wear the complete Personal Protective Equipment

(PPE)?
2. Identify harvesting tools and materials?
3. Select appropriate harvesting tools and materials?
4. Properly use harvesting tools and materials?
5. Identify mature fruits and vegetables?
6. Harvest marketable products?
7. Apply some of the harvesting recommendations?

A. Avoid product bruising.
B. Harvesting scissors or knives should have rounded ends
to prevent punctures and be sharp enough to prevent
tearing off.
C. Harvest containers should be cushioned, smooth and
free of sharp edges.
D. Do not overfill field containers and move them carefully.
E. Minimize drop heights when transferring produce to
other containers.
8. Perform 5’s ?
TOTAL POINTS
*You may enhance this checklist.
WW. Assignment Visit a local market to identify different vegetable crops on the basis of their
(2 minutes) economic plant parts. Produce a simple portfolio on it.
XX. Concluding Activity “Success each day should be judge by the seeds sown. Not the harvest reaped”
(1 minute) John C. Maxwell
183
CXLIX. REMARKS
CL. REFLECTIONS
MMMMMMM. No. of learners
who earned 80% on the
NNNNNNN.No. of learners who
for remediation.
OOOOOOO. Did the
remedial lessons work? No.
of learners who have
caught up with the lesson.
PPPPPPP. No. of learners who
continue to require
remediation
QQQQQQQ. Which of my
RRRRRRR. What difficulties did I
solve?
SSSSSSS. What innovation or
184
Session No: 50-51

CLI. LEARNING OBJECTIVES
vegetables.
Regulations.
Learning Competencies/Code Classify marketable products according to PNS, PNS-Organic
Agricultural practice/TLE_AFOA9-12OV-IIIa-j-1
Objectives
• Knowledge Design a portfolio that shows the classification of marketable
products.
• Skills Initiate market visitation to identify different vegetable crops on
the basis of their economic plant parts.
• Attitude Perform the proper classification of vegetables into the
appropriate category as per the plant part consumed.
• Values Value the importance of classifying marketable products in order
to improve entrepreneurial spirit.
CLII. CONTENT Perform harvest and post harvest activities
CLIII.LEARNING RESOURCES
XXX. References
102. Learner’s Materials pages Practical Manual Olericulture XI-130-135
103. Textbook pages
https://www.bing.com/videos/search?q=classification+of+veget
ables&&view=detail&mid=51F71FEBCC6A21E0326751F71FEBCC
YYY. Other Learning Resources 6A21E03267&&FORM=VRDGAR
https://www.bing.com/images/search?q=+fruits+qoutes&FORM
=HDRSC2
ZZZ. Supplies, Equipment, Tools, etc. Fruits and vegetables, notes, camera, pencil, folder, band papers
and others.
CLIV. PROCEDURES
WWWWWW. Introduc Showing a video presentation on how to classify vegetables.
tory Activity
(5 minutes)
185
Question:
1. Have you ever tried to classify vegetables?
2. What do you think the purpose of classifying marketable products especially
fruits and vegetables?
*In the absence of video presentation you can simply ask those question to the
learners.
XXXXXX. Activity Group Activity:
(10 minutes) Direction: Using pictures of the different vegetables classify them according to the
basis of economic plant parts consumed. Paste the pictures under its classification.
FLOWER LEAVES FRUITS PODS STEM ROOTS
Note: Please refer to abstraction for the answer.

YYYYYY. Analysis How do you feel after having this activity? Is it enjoyable? Why?
(5 minutes)
ZZZZZZ. Abstraction Important vegetables and their economic plant parts consumed as vegetable
(40 minutes)
CLASSIFICATION
Name Plant part consumed as vegetable Photographs
Artichokes Flower: The plant part which we eat is a

flower. The interior choke portion is where
you will find multiple anthers and pistils.
186
Broccoli Flower: The head of broccoli is composed
of unopened flower buds and generally
green coloured but also available in other
colours such as purple or yellow or black.
Cauliflower The curd of cauliflower is composed of

unopened flower buds supported by
branched stems. The colour of the
cauliflower is white to creamy white.
Cabbage Leaves: Round or flat round light green

coloured head formed by overlapping
leaves.
Knol khol Stem: Light green colored glossy

knobs/tubers with few leaves on the top.
Garden/pea The pod is the entire fruit having seeds

inside. Generally, seeds are consumed.
Now, edible poded peas are also there
which are consumed whole.
Beans Pod/fruit: The pod is the entire fruit

bearing immature miniature seeds inside.
The whole pod is consumed.
Tomato Fruit: Bright red coloured fruits, sweet and

juicy may be round or oval in shape.
187
Brinjal Fruit: Long, round or oblong purple, green
and white skinned fruits with white flesh
and meaty texture.
Capsicum Fruit: Bell shaped, bright coloured (red,

yellow, green, orange), glossy and non
pungent fruits
Chilli Fruit: Long and slender fruits with green or

red colour and are pungent
Brussel's Leaves forming mini head: Each individual

Sprout sprout is composed of tightly folded leaves
centred around a short stem which forms a
side branch on the plant.
Celery Leaf: A celery stalk is technically a petiole

not a stem. The petiole connects the stem
to the leaves.
Garlic Each garlic clove is a group of modified

leaves centered on a short stem base.
Lettuce Leaf: Lettuce leaves can be green, red or

mosaic of both the colours. Leaf edges are
slightly rippled which differentiate leaf
lettuce from romain and head type lettuce
having smooth leaf edges.
188
Onion Onions are a group of modified leaves
centred on a short stem base.
Spinach Leaf: The leaves are dark green, simple,

ovate to triangularbased, very variable in
size. Savoy type of spinach has dark green,
crinkled and curled leaves.
Carrot Root: An underground storage organ.

Orange/red/purple coloured roots with
green leafy top.
Parsnip Root: Parsnip is a root much like a

carrot/radish.
Radish Root: White coloured roots with green

leafy top. Roots with outer skin pink
coloured and mixture of both white and
pink or white and green etc.
Sweet Root: Pinkish brown roots with mild aroma.

Potato
Asparagus Stem: Newly emerging shoots called as

spears are consumed. They are tender
green or purple or white in colour.
Turnip A modified stem that functions as an

underground storage organ i.e. purple and
white coloured root
Potato A modified stem that functions as an

underground storage organ.
189
Yam A modified stem that functions as an
underground storage organ.
Pumpkin Fruit: Big, round shaped fruit, green and

orange in colour
Summer Fruit: Elongated, green and yellow

squash coloured fruits.
Cucumber Fruit: Fruits are cylindrical dark green to

light green in colour with thick rind. They
may have bumpy skin with tiny white or
black-dotted spines.
Bitter gourd Fruit: The fruit has a distinct warty exterior

and an oblong shape. The fruit colour may
vary from dark green to light green and
may be even creamish in colour. The fruits
are bitter in taste.
Ridge gourd Ridge gourd fruit is green, cylindrical with

tapering ends and can be easily identified
with ridges on the fruit
Sponge Fruit: Fruits are similar to ridge gourd but

gourd lack ridges on the fruit
Bottle gourd Fruit: Bottle gourd is cylindrical in shape

with light green colour. The outer rind is
thick and glossy in appearance.
190
Musk melon Fruit: Musk melon fruit is round, firm, light
orange with greenish tinge, may be netted
with characteristic aroma. The fruit may
have rough surface or smooth surface with
typical ribs.
AAAAAAA. Applicat Direction: Visit a local market and identify different vegetables. Record your observations
ion with respect to various characteristics in the data sheet. Take pictures.
(22 minutes) DATA SHEET
S. Colour Shape Size Plant part Texture Vendor’s Name of a Remarks
No. consumed as Preposition vegetable
a vegetable
BBBBBBB. Assessm
ent Perform the proper classification of vegetables into the appropriate category as
(35 minutes) per plant part consumed by designing your own portfolio.
*Please provide a simple rubrics in assessing the portfolio of the learners.
YY.Assignment 1. What are the things to consider in post harvest? (10 points)
(2 minutes) 2. How will you apply post harvest practices? (10 points)
ZZ. Concluding Activity “Make up your mind that you’re not going to quit until you see the fruit of what
(1 minute) God has placed within you”
CLV. REMARKS
CLVI. REFLECTIONS
TTTTTTT. No. of learners who
earned 80% on the
UUUUUUU.No. of learners
who require additional
activities for remediation.
VVVVVVV. Did the remedial
up with the lesson.
WWWWWWW. No. of
learners who continue to
require remediation
XXXXXXX. Which of my
teaching strategies
worked well? Why did
these work?
YYYYYYY. What difficulties
did I encounter which my
principal or supervisor can
help me solve?
191
ZZZZZZZ. What innovation
or localized materials did I
use/discover which I wish
to share with other
teachers?
192
Session No: 52-53

CLVII. LEARNING OBJECTIVES
underlying theories and principles in producing organic
vegetables.
Regulations.
Learning Competencies/Code Apply post harvest practices according to PNS and GAP
recommendations/TLE_AFOA9-12OV-IIIa-j-1
Objectives
• Knowledge Plan post harvesting activities.
• Skills Arrange fruits and vegetables according to size, weight, color and
kind.
• Attitude Practice the proper handling of vegetables.
• Values Perform post harvesting practices for higher quality products.
CLVIII. CONTENT Perform harvest and post harvest activities
CLIX. LEARNING RESOURCES
AAAA. References
107. Textbook pages
http://www.fao.org/3/y4893e/y4893e05.htm#TopOfPage
https://en.wikipedia.org/wiki/Postharvest
https://www.bing.com/videos/search?q=Post-
BBBB. Other Learning Resources Harvest+Handling+Banana&&view=detail&mid=EBA4E36DBD95EB
B651E6EBA4E36DBD95EBB651E6&&FORM=VRDGAR
https://www.bing.com/images/search?q=post+harvest+qoutes&F
ORM=HDRSC2
CCCC. Supplies, Equipment, Tools, Manila paper, scotch tapes, marker and others
etc.
CLX. PROCEDURES
193
CCCCCCC. Introduct
ory Activity
(5 minutes)
What was the video

presentation all about?
DDDDDDD. Activity Group activity
(10 minutes) Direction: Plan post harvesting activities. Use the template below and check the
respective activities suited to the kind of fruits and vegetables.
Example
Kinds of fruits Date of Harvesting Removal of Sorting Sorting Packing
and vegetables harvest tools unmarketable by by or
to be material maturity size
harvested
Mango Sept. Fruit picking ∕ ∕ ∕ ∕
20, tool
2020
Note: You can enhance and add additional post harvesting activities in your plan.
EEEEEEE. Analysis How do you feel after making your plan?
(5 minutes)
FFFFFFF. Abstraction Post Harvest
(60 minutes)
In agriculture, post harvest handling is the stage of crop production immediately
following harvest, including cooling, cleaning, sorting and packing. The instant a
crop is removed from the ground, or separated from its parent plant, it begins to
deteriorate. Post harvest treatment largely determines final quality, whether a
crop is sold for fresh consumption, or used as an ingredient in a processed food
product.
Post harvest shelf life

Once harvested, vegetables and fruits are subject to the active process of
senescence. Numerous biochemical processes continuously change the original
composition of the crop until it becomes unmarketable. The period during which
consumption is considered acceptable is defined as the time of "post harvest shelf
life". Post harvest shelf life is typically determined by objective methods that
determine the overall appearance, taste, flavour, and texture of the commodity.
These methods usually include a combination of sensorial, biochemical,
mechanical, and colorimetric (optical) measurements.
Importance of post harvest technology
194
*It has to develop in relation with needs of each society to stimulate agriculture
production, prevent post harvest losses, Improve nutritional and add value of
production.
*To this process, It must be able to generate employment reduce poverty &
stimulate growth of other selected economic sector.
*The Process of developing of post harvest technology and its purposeful use need
on inter disciplinary and most multidimensional approach which must include
scientific creativity, technology innovation and institutional capable of
interdisciplinary research.
The need for a pack house
After harvest, fruits and vegetables need to be prepared for sale. This can be
undertaken on the farm or at the level of retail, wholesale or supermarket chain.
Regardless of the destination, preparation for the fresh market comprises four
basic key operations:
1. Removal of unmarketable material,

2. Sorting by maturity and/or size,
3. Grading,
4. Packaging.
The pack house

A pack house can be defined as a place protected from weather for both, product
and personnel. It is organized in such a way that product is prepared in a
centralized handling operation.
A good supply of water is important for washing product, trucks, bins and
equipment, as well as for dumping. In some cases it may also be necessary for
hydro cooling. Provision of an adequate waste water disposal system is as
important as a good source.
Administration offices should be located on clean and quiet areas and if possible
elevated. This is so that the entire operation is visible. Packinghouses should have
195
facilities or laboratories for quality analysis.
General considerations about operations

Reception
Reception is one area where delays frequently occur and the product should be
protected from the sun as much as possible. Product is normally weighed or
counted before entering the plant and in some cases samples for quality analysis
are taken. Records should be kept, particularly when providing a service to other
producers.
Water dipping through washing helps to remove most dirt from the field. For
thorough cleaning, more washing and brushing are required. Water rinsing allows
produce to maintain cleanliness and be free of soil, pesticides, plant debris and
rotting parts.
Removal of rejects
After dumping, the first operation that usually follows is the removal of
unmarketable material. Very small produce is usually mechanically removed by
mesh screens, pre-sizing belts or chains. Bruised, rotted, off-shaped units, wilted
or yellow leaves are usually removed by hand. Garlic and onions are topped to
remove the dry foliage attached to the bulbs by specific equipment and in many
crops soil and loose parts are removed by brushing. In crops where water dipping
is possible, differential floatation could be used to separate rejects. In addition to
this, detergents and brushes can be used to remove soil, latex, insects, pesticides
etc. Clean fruits should be dried with sponges or hot air.
Sizing
Sizing is another basic operation
undertaken in a pack house and can be
carried out before or after sorting by
colour. Both operations should always be
carried out before grading. This is because
it is easier to identify units with defects on
a uniform product, either in terms of size
or colour.
Grading
Among the four basic operations, this is probably the most important. It consists
of sorting product in grades or categories of quality. Two main systems exist:
static and dynamic. Static systems are
common in tender and/or high value
crops.
Example of grading using apples.
196
Controlled ripening
Maturity at harvest is the key factor for quality and post harvest life. When
shipped to distant markets, fruits need to be harvested slightly immature
(particularly climacteric ones) to reduce bruising and losses during transport. Prior
to distribution and retail sales, however, it is necessary to speed up and achieve
uniform ripening. The main reason for this is so that product reaches consumers
at the right stage of maturity. Controlled ripening is performed in purpose built
rooms where temperature and relative humidity can be controlled and ethylene
removed when the process has been completed.
Table 3:
Conditions for controlled ripening of some fruits.
Figure 39: Fruits are harvested within a range of maturity and they should be separated by colours
before packing. (Photograph: S. Horvitz, INTA E.E.A. Balcarce).
Pest and disease control

Different treatments are performed to prevent and control pests and diseases at
post harvest level. This means that they inhibit or reduce germination of spores
without complete suppression of the disease. Chlorine and sulfur dioxide are
amongst those most widely used.
Temperature treatments
Cold can be used in low temperature tolerant fruits and other potential carriers of
quarantine pests and/or their ovipositions. Exposure to any of the following
combinations of temperatures and time is provided in the following
197
recommendations. Heat treatments like hot water dips or exposure to hot air or
vapor have been known for many years for insect control (and for fungi, in some
cases). When restrictions were extended to bromine based fumigants, however,
heat treatments were reconsidered as quarantine treatments in fruits such as
mango, papaya, citrus, bananas, carambola and vegetables like pepper, eggplant,
tomato, cucumber and zucchinis. Temperature, exposure and application
methods are commodity specific and must be carried out precisely in order to
avoid heat injuries, particularly in highly perishable crops. On completion of
treatment, it is important to reduce temperature to recommended levels for
storage and/or transport.
Sprout suppression
In potatoes, garlic, onion and other crops, sprouting and root formation
accelerate deterioration. They also determine the marketability of these products.
This is because consumers strongly reject sprouting or rooting products.
Refrigeration and controlled atmospheres reduce sprouting and rooting rates but
because of their costs, chemical inhibition is preferred.
Packaging
The main purpose of packaging is to ensure that the product is inside a container
along with packing materials to prevent movement and to cushion the produce
(plastic or moulded pulp trays, inserts, cushioning pads, etc.) and for protection.
It needs to satisfy three basic objectives. These are to:
1. Contain product and facilitate handling and marketing by standardizing the
number of units or weight inside the package.
2. Protect product from injuries (impact, compression, abrasion and wounds) and
adverse environmental conditions (temperature, relative humidity) during
transport, storage and marketing.
3. Provide information to buyers, such as variety, weight, number of units, selection

or quality grade, producer's name, country, area of origin, etc. Recipes are
frequently included such as nutritional value, bar codes or any other relevant
information on traceability.
A well-designed package needs to be adapted to the conditions or specific

treatments required to be undertaken on the product. This assists in maintaining
produce freshness.
Categories of packaging
There are three types of packaging:

1. Consumer units or prepackaging
2. Transport packaging
3. Unit load packaging or pallets
198
Figure 42: Weak containers or inadequate stacking patterns may collapse producing compression
damages

GGGGGGG. Applicatio Practice the proper handling of vegetables.
n
(5 minutes)
HHHHHHH. Assessme Direction: Perform post harvesting activities using available fruits and vegetables
nt in the community.
(32 minutes)
JOB SHEET
Title: Arrange fruits and vegetables according to size, weight, color and
kind..
199
Performance Objective: Given all the necessary tools and materials, you
should be able to perform post harvest activities.
Time: 30 minutes
Supplies/Materials: Harvesting tools, basket, packing materials and others.

Personal Protective Equipment (PPE) (Apron, gloves,
hairnet, boots, mask)
Equipment :None
Steps/Procedure:
1. Wear your complete Personal Protective Equipment (PPE).

2. Select appropriate tools.
3. Perform harvest.
4. Remove unmarketable material.
5. Sort by maturity and size.
6. Arrange fruits and vegetables (by color).
7. Assemble fruits and vegetables by kind.
8. Perform packaging.
CRITERIA YES NO
Did you….
7. Wear the complete Personal Protective Equipment

(PPE)?
8. Select appropriate harvesting tools?
9. Harvest fruits and vegetables?
10. Remove unmarketable material?
11. Sort vegetables by maturity?
12. Sort fruits by size?
13. Assemble vegetables by kind.
14. Pack fruits and vegetables?
TOTAL POINTS
Note: You can enhance this job sheet and performance criteria.
200
AAA.Assignment Search about different farm records and bring it next meeting.
(2 minutes)
BBB. Concluding Activity “Striving for success without work is like trying to harvest where you haven’t
(1 minute) planted”
CLXI. REMARKS
CLXII. REFLECTIONS
AAAAAAAA. No. of learners
BBBBBBBB. No. of learners who
for remediation.
CCCCCCCC. Did the remedial
up with the lesson.
DDDDDDDD. No. of
learners who continue to
require remediation
EEEEEEEE. Which of my
FFFFFFFF. What difficulties did I
solve?
GGGGGGGG. What
innovation or localized
other teachers?
201
Session No: 54-55

CLXIII. LEARNING OBJECTIVES
Learning Competencies/Code Accomplish production record according to farm
procedure/TLE_AFOA9-12OV-IIIa-j-1
Objectives
• Knowledge Generate concept on the importance of record keeping.
• Skills Construct a table that shows income and expenses of a farm.
• Attitude Perform record keeping.
• Values Solve the total income of the farm for the improvement of entrepreneurial
spirit and financial literacy.
CLXIV. CONTENT Perform harvest and post harvest activities
CLXV. LEARNING RESOURCES
DDDD. References
II Pages 130-142.
111. Textbook pages
https://mosesorganic.org/publications/farm-production-
recordkeeping-workbook/
https://mosesorganic.org/publications/farm-production-
EEEE. Other Learning Resources
recordkeeping-workbook/
https://articles.extension.org/pages/11140/establishing-and-using-
a-farm-financial-record-keeping-system
FFFF. Supplies, Equipment, Tools, Manila paper, scotch tapes, marker and others
etc.
CLXVI. PROCEDURES
IIIIIII. Introductory
Activity The teacher will show an example of a farm record then ask the learners if they are
(5 minutes) familiar of it.
JJJJJJJ. Activity Group Activity

(10 minutes) Direction: Based on your prior knowledge generate a concept on the importance of
record keeping. Write your answers at the end of the arrow.
202
Note: Please refer to abstraction for the answer.
KKKKKKK. Analysis How are you after having the activity?
(5 minutes)
LLLLLLL. Abstraction Record Keeping
(40 minutes)
Record-keeping refers to keeping, filing, categorizing and maintaining farm financial
and production information. Record-keeping can be accomplished through a variety
of methods, from a basic hand record-keeping method to an elaborate computerized
system. Record analysis refers to evaluating farm records. The evaluation process
allows a farm manager to make informed decisions based on actual (or projected)
farm performance.
Optimize your record keeping time by using the forms in this workbook for
both organic certification and crop insurance reporting. Both require tracking of
activities and inputs: one to verify compliance to organic rules; the other to show
documentation for a crop insurance claim. Both also require monitoring the health
of the crop, and any pest and disease issues, including what was done to deal with
these problems.
Proof:
The IRS can ask for proof of income, expense and inventory items reported on tax
returns.
Decision-Aids:
Farm managers use records to construct balance sheets, cash flow and income
statements, and other financial aids for making more informed decisions in such
203
areas as machinery purchases, adding or deleting enterprises, size expansion, etc.
Institutional Requirements:
Some lending agencies and governmental bodies require financial and/or production
records be maintained over a number of years. For example, the government farm
program requires certain production and acreage records be reported and
maintained by the farm owner. Also, “planning” for conservation compliance and
other aspects of soil and water management essentially become historical records
over time.
Environmental Regulations:
Increasingly, farm owners are being asked to keep records about chemical use,
livestock waste applications and irrigation water use on their farms.
In this publication, both hand and computerized record-keeping methods are
introduced. Not all record-keeping systems allow records to be kept for all the
reasons stated above. The farm owner or manager needs to decide on the system
which best fits his/her farm situation. Terms in bold print are defined further in the
appendix section of this publication.
Record-keeping or record analysis?

Record-keeping refers to keeping, filing, categorizing and maintaining farm financial
and production information. Record-keeping can be accomplished through a variety
of methods, from a basic hand record-keeping method to an elaborate computerized
system.
Record analysis refers to evaluating farm records. The evaluation process allows a
farm manager to make informed decisions based on actual (or projected) farm
performance. Obviously, record analysis cannot take place without first keeping
records. Therefore, establishing and using an effective farm record-keeping system
for an ongoing farm operation aids in farm planning, informed decision-making and
analysis of both production and financial records.
Production or financial records?
On the farm, there are two distinct types of records—financial and production.
Financial records relate primarily to money or the financial interactions of the farm.
Financial records justify or prove farm income or expense transactions. Product
sales, operating expenses, equipment purchases, accounts payable, accounts
receivable, inventories, depreciation records, loan balances and price information
are all examples of financial records.
Production records are items that relate to quantities of inputs and levels of
production by enterprise and/or by resource type. They consist of crop yields, plant
populations, calves born, pounds of milk produced, weaning weights, death loss, etc.
Both production and financial records are important to the efficient management of
today’s farm business. When such information is accurately maintained and
categorized, it can be used to produce useful decision-making information.
Selecting a record-keeping system
Selecting a record-keeping system should depend on the expected use of the
204
records. There is no “best” record keeping system for all situations, but, at
minimum, a farm records system should:
• provide accurate and necessary information

• fit into the farm organization or framework
• be available in a form to aid decision-making
The person responsible for keeping the records should develop a habit of regularly
and accurately posting transactions. Making all financial transactions through a bank
(checking) account can be useful. For an accuracy check, the monthly statement
should be reconciled with the checkbook and record-keeping system.
A double-entry accounting system provides the most detailed accounting of farm
business transactions. A significant amount of time is usually needed to learn and
implement such a system. The simpler cash accounting system, with inventory
adjustments, will suffice for most farm operations, and is an accepted method of
reporting income and expenses for tax purposes.
Comparing the hand and computer system
The use of computers and computer software has expanded on farms in recent
years. However, a hand recording system is still useful for many farmers. When
selecting a record-keeping system, both hand and computer systems should be
considered. Some characteristics of each are as follows:
Hand
*low initial out-of-pocket expense *easy to implement
*time-consuming *more opportunities to make mistakes
*limited in extent of analysis without extraordinary investment of time and effort
Computer
*higher initial out-of-pocket expense *fast
*may require significant amount of study *accurate
*can be a powerful analysis tool
Figure 1. Example of Whole-Farm Record Keeping

Income Expenses
205
Descriptio Onion Yellow Fertilizer Supplies Fuel
Date Pechay Corn
n leaves
Sold 10 400.00 40.00
kilos
10/1
pechay x
40 per kl
10/2 Sold 100 2,000.00 200.00
pieces of
yellow
corn x
20/pc.
10/2 Sold 15 600.00 40.00
kilos of
Onion
leaves x
40/kl
TOTAL
Figure 2. Example of Enterprise Record Keeping
Income Expense Enterprises
Vegetables Corn
Yellow
Onio Fertiliz
Corn
Descripti Pech Suppli Fu Inco Expen Inco Expen
Date n er
on ay es el me se me se
leave
s
Sold 10 400. 40.00

kilos
00
10/1 pechay
x 40 per
kl
10/2 Sold 2,000. 200.0

100
pieces 00 0
of
yellow
corn x
20/pc.
10/2 Sold 15 600. 40.00

kilos of
Onion 00
leaves x
40/kl
206
TOT
AL
MMMMMMM. Appli Construct your own table that shows income and expenses of your farm.
cation
(22 minutes) Note: The table above will serve as your guide in constructing your own record for your farm.
NNNNNNN. Assessme Perform record keeping and do not forget to solve the total income of the farm.
nt
(35 minutes) Note: The teacher may collect the output of the learners as basis of the assessment.
CCC. Assignment Search on how you will clean and secure your work and storage areas? (30 points)
(2 minutes)
DDD. Concluding “Life is so groovy when your record is hot” by Ray Davies
Activity
(1 minute)
CLXVII. REMARKS
CLXVIII. REFLECTIONS
HHHHHHHH. No. of learners
IIIIIIII. No. of learners who
for remediation.
JJJJJJJJ. Did the remedial
up with the lesson.
KKKKKKKK. No. of learners who
continue to require
remediation
LLLLLLLL. Which of my
MMMMMMMM. What
difficulties did I encounter
which my principal or
supervisor can help me solve?
NNNNNNNN. What
innovation or localized
other teachers?
Prepared by ROSIE C. BALDELOVAR
207
208

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TECHNICAL VOCATIONAL AND LIVELIHOOD

DAILY LESSON PLAN

ORGANIC AGRICULTURE PRODUCTION NC II

PRODUCE ORGANIC VEGETABLES

Session No: 1-2

Learning TVL-ORGANIC Grade Level 11

Which field used high quality seeds? Why?

1. The fertilized and ripened ovule refers to _____.

Answer key: 1. d 2. d 3. c 4. d 5.c 6. d 7. a 8. b 9. b 10. a 11. c

There are two ways of securing the seeds to be planted:

2. You can also produce your own seeds to plant.

Advantages of Producing Your Own Seeds

1. Supply of seeds for your farm is always made available.

Disadvantages of Producing Your Own Seeds

F. Assessment Group Assessment

Title: Select good quality seeds

Performance Objective: Given the necessary materials, you

1. Get a bulk of seeds from your teacher for you to perform

2. Separate the seeds which are plump and mature

4. Separate the seeds with cracks

5. Separate insect-infested seeds

6. Separate disease-infected seeds

7. Separate seeds which are wrinkled and immature

8. Remove foreign materials or matters such as

Note: This can be done individually or by group.

Learning TVL-ORGANIC Grade Level 11

1. What does the picture show?

Purposes of Seed Testing

Methods of Seed Testing

1. Floating in water. A good example for this is

2. Breaking the seed coat. This method is applied to

Germinating the seeds using the following

Rog Doll Method Seed Box Petri Dish

Performance Objective: Given the necessary materials, you

Real seeds, pail water, cloth, pliers, winnowing basket“nigo” or

5. Prepare all the materials needed in testing seeds.

Prepare Prepare more Prepare 3 Prepare only Did not

The learners Students Learners They only They did not

C. Assignment Answer the following question for 5 points each.

Learning TVL-ORGANIC Grade Level 11

What can you say about the picture?

Why do Some Seeds Fail to Germinate?

Special Treatment for Some Seeds in Order to Germinate

No. of seeds germinated

Let: X = the number of seeds to sow or your adjusted seeds

Answer: = 110 X100 150

Learning TVL-ORGANIC Grade Level 11

What is a growing media to you? Explain.

Sloi stezationrili Staaonniti Sedh Sede bsed Slaoriionzat

2. ____________- an activity that reduces the spread of pathogen inoculums, such as

3. __________- a roof used to protect seedlings and other plants.

4. __________- especially prepared plots where seeds are germinated.

Preparing the Growing Media

For loam soil

For clay soil

Preparing the Seed Beds/Seed Boxes and Sowing of Seeds

A 1 X 10 square meter seed bed is good enough. It is 5 to 10 cm above the level of

Methods of Soil Sterilization

For clay soil

Performance Objective: Given the necessary tools and

saw dust, rice hull, garden soil, sieved sand, shovel,

1. Prepare all the tools and materials needed in preparing

3. Use recycled materials.

4. Prepare seed box measuring 1 X1 square meter and 6