6

Learner’s Material
First Edition, 2013
ISBN: ___________

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Published by the Department of Education

Secretary: Bro. Armin A. Luistro, FSC
Undersecretary: Yolanda S. Quijano, PhD
Assistant Secretary: Elena R. Ruiz, PhD
Development Team of the Learner’s Material
Consultant: Andres Z. Taguiam, Phd.
Student Teacher Supervisor, Technological University of the
Authors: OfeliaF. Bernardo, Jones Rural School, Jones, Isabela
May Martinez-Leano, Bukig National Agricultural & Technical
School, Bukig, Aparri, Cagayan
Mario S. Donio, Educational Program Specialist I, Division of Saraggani
William V. Engay, Head Teacher III, Itwais National Agricultural High
School, Basco, Bataan
Levi P. Siazar Head Teacher VI, F.F. Halili National Agricultural School,
Sta.Maria, Bulacan
Validators/Reviewers: Pedrito S. Nitural, PhD
Central Luzon State University
Science City of Munoz, Nueva Ecija
Rey G. Aleman
Language Editor: Naida U. Rivera, PhD
Department of English, UP Diliman Campus, Quezon City
Illustrator : Erich David Garcia
Principal I, National High School, Macabebe, Pampanga
Subject Specialists and Management: Emmanuel S. Valdez, Vocational School Administrator
Albert B. Erni, Education Program Specialist II
Layout Artists/Encoders: Jocelyn M. Gamo,Teacher I, F.F. Halili NAtiona Agricultural School
Joel G. Castillo, Teacher I, F.F. Halili NAtional Agricultural School

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E-mail Address: [email protected]

7
 MATRIX OF CONTENTS

Quarter 1
Personal Entrepreneurial Competencies (PEC’S) Across Environment and Market
Lesson 1: Entrepreneurship And Personal
Entrepreneurial Competencies (PEC’S)
Introduction
Learning Competencies/Objectives
Pre-Diagnostic Assessment
Reading Resources And Instructional Activities
What to know?
What started businesses?
Need-Based Business Opportunities
Supply Of Raw Materials Is Abundant In The Locality
What Makes Up A Successful Entrepreneur?
Characteristics Of Successful Entrepreneurs
Lifestyle Of Successful Entrepreneurs
The Personal Entrepreneurial Competencies (PEC’S) Of
Successful Entrepreneurs
What to process?
What to reflect and understand?
What to transfer?
Summative Assessment
Summary/Synthesis/Feedback
References
Personal Entrepreneurial Competencies (Pec’s)
Across Market And Environment
Lesson 2: Understanding The Market And EnvironmentOf Businesses
Introduction
Learning Competencies/Objectives
Pre-Diagnostic Assessment
Reading Resources and Instructional Activities
What to know?

8
 Common Characteristics of a Business Market
The Legal Forms of Business
The Different Industries in the Country Today
Checking the Needs, Wants, and Demands of the Market Through Environment
Scanning Process
Determining the 4M’S of Production
The Importance of Acquiring a Start-up Capital
Factors in Selecting the Best Business Location
Hiring and Training Personnel
Registration of a New Business
Practicing Simple Record Keeping
What to process?
What to reflect and understand?
Supplementary Reading: The SWOT
What to reflect and understand?
What to transfer?
Supplementary Reading: The Business Plan
Summative Assessment
Summary/Synthesis/Feedback
References
Quarter 2
Conducting Pre - agricultural Farm Operations
Lesson 3: Preparing Farm Tools, Implements, and
SimpleEquipment for Agricultural Farm
Operations
Introduction
Learning Competencies/Objectives
Pre-Diagnostic Assessment
Reading Resources and Instructional Activities
What to know?
Hand Tools
Farm Implements
Farm Equipment
Other Materials, Tools, and Equipment
9
 Conduct beginnning inventory of tools, implements, and simple equipment
Pre-operative Check-up of Farm Tools, Implements, andEquipment
What to process?
What to reflect and understand?
What to transfer
Summative Assessment
Summary/Synthesis/Feedback
References
Quarter 3
Conducting Pre-Agricultural Farm Operations
Lesson 4: Preparing and Maintaining Farm Tools, Implements, Simple Equipment, and
Facilities
Introduction
Learning Competencies/Objectives
Pre-Diagnostic Assessment
Reading Resources and Instructional Activities
What to know?
Safety Precautions in Handling Farm Facilities
Types of Hazard
Risk Management
Principles of HACCP
Types of Maintenance
5M’s in Maintenance
Maintenance Schedules and Checklists
Safety Rules in Maintaining Tools
Practice 5S
What to process?
What to reflect and understand?
What to transfer?
Summative Assessment
Summary/Synthesis/Feedback
References

10
Quarter 4
Conducting Pre-Agricultural Farm Operations
Lesson 5: Securing Farm Tools, Implements, Simple Equipment, and Facilities
Introduction
Learning Competencies/Objectives
Pre-Diagnostic Assessment
What to know?
Reading Resources and Instructional Activities
Maintaining Farm Facility
How to Clean Your Tools
Simple Repair and Modification of Tools and Implements
Installation of Preventive Structure
Prepare Farm Facilities and Equipment for Storage
Storage of Hazardous Products
What to process?
What to reflect and understand?
What to transfer?
Summative Assessment
Summary/Synthesis/Feedback
References

11
 AFA – AGRICULTURALCROP PRODUCTION GRADE 9 TEACHER’S
GUIDE
K-12 BASIC EDUCATION CURRICULUM
TRAINING REGULATION-BASED TECHNOLOGY AND LIVELIHOOD
EDUCATION
AGRI-CROP PRODUCTION
(SPECIALIZATION)

_____________FIRST QUARTER _____________

DEVELOPING PERSONAL ENTREPRENEURIAL COMPETENCIES (PEC’s)
ACROSS MARKET AND ENVIRONMENT

Courtesy to phl.military.austonesi Courtesy to Dreamstime.com Courtesy to ornament.blogspot.com

Grade Level Standard

This is a specialization course which leads to HORTICULTURAL-CROP
PRODUCTION (Training Regulation-based). It covers the Grade 9 Technology and
Livelihood Education (TLE) studentsought to possess namely: 1. develop Personal
Entrepreneurial Competencies (PEC’s) across market and environment,2. prepare farm
tools, implements and simple equipment for horticultural farm operations, 3.perform
simple repair and modification of tools, implement, and equipment, 4. observe safety
precautions in horticultural farm operations, 5. maintain farm facilities, HORTICULTURE
leading to NC II Qualification consisting of the core competencies in which students
must achieve in conducting pre-horticultural farm operations.

LESSON 1. Entrepreneurship and Personal Entrepreneurial

Competencies (PEC’S)

CONTENT STANDARD LEARNING

COMPETENCIES/OBJECTIVES
The learner demonstrates understanding of 1. Identify the different factors to be
one’s Personal Competencies (PEC’s) considered in setting up a business
across horticultural products and services
12
 2. Assess one’s PEC’s, in terms of,
PERFORMANCE STANDARD characteristics, lifestyle features ,
and skills
The learner recognizes his/her Personal 3. Assess practitioner’s entrepreneurial
Competencies (PEC’s) across competencies, in terms of,
horticultural products and services and characteristics, attributes, lifestyle,
prepares an activity plan that aligns with skills, and traits
that of a practitioner/entrepreneur in
Horticulture
Introduction
Everybody loves to earn money and accumulate wealth and in the present times,
we have many ways to achieve it. The most common way is to offer good quality
agricultural products and services to your friends and to other people in the community
and even in the online arena that can cover a global market. All the business activities
undertaken in selling products and services to people is known as entrepreneurship and
the one who manage these business activities is an entrepreneur. Students are
encouraged to develop skills required in entrepreneurial activities. Many wealthy people
in the country had started in small and community-based entrepreneurial activities.
Pre-/Diagnostic Assessment:
This Pre-Diagnostic Assessment must be conducted after the brief introduction
of the lesson and before the discussion of the talking points.

Direction: Choose the letter of the correct answer. Do not write your answer on this
manual.

The highlighted choice is the key answer.

1. Which of the following is a common activity of an entrepreneur?

A. Advocate against global warming
B. Deliver goods and services to the market
C. Volunteer in a community clean-up activity
D. Preach in different churches or group of churchgoers

2. The saying “Necessity is the mother of all inventions” means

A. Necessity is invented by mothers
B. Our mother told us what we really need
C. Basic commodities are made for mothers
D. Basic commodities are made to satisfy our needs

3. What really makes up a successful entrepreneur?

A. Ability to study a market
B. Ability to act like a customer
C. Knowledge, skills, and money
D. Knowledge, skills, and attitude
13
4. People who always feel positive in every effort in order to achieve something are
known to have
A. Courage C. Self-confidence
B. Optimism D. Self-control

5. A set of skills that entrepreneurs must possess to take control of the challenges
in business is known as
A. Personal business capacities
B. Personally preferred competencies
C. Professional enterprise competencies
D. Personal entrepreneurial competencies

6. Information seeking and goal setting belongs to what PEC’s cluster?

A. Achievement cluster C. Planning cluster
B. Empower cluster D. Power cluster

7. Which of the following best describes a risk-taker?

A. Accomplish targets on time as agreed with customers
B. Paying keen attention to the needs and demands of people
C. Anticipating a loss and countering it with feasible alternatives
D. Acting as the prime mover of resources in the achievement of
objectives

8. Systematic planning and monitoring includes the following except one

A. Set calculated goals and objectives
B. Make a well organized plan with clearly defined methods
C. Be logically flexible for the emergent constraints, challenges, and
needs
D. Periodic gap-proof monitoring and response activities must be
scheduled to determine emergent constraints, challenges, and needs

9. When entrepreneurs face a significant obstacle with a well planned action, they
have Personal Entrepreneurial Competency known as
A. Initiative C. Persuasion
B. Persistence D. Risk-taking

10. Luis is good in convincing his customers that his product is not only of best
quality but also safe to use. Many of his customers bought and even return to
buy more of the product because they want to share it to their friends. What
personal entrepreneurial competency does Luis has?
A. Persuasion
B. Goal setting
C. Self-confidence
D. Demand for efficiency and quality

14
Activity #1: KNOWLEDGE

This activity must be conducted by the students because this is a prerequisite of the
succeeding activities.

Directions: Before immersing ourselves into the exciting discussion about setting up and
running a business in the most sustainable ways, we will first do inspiration-drawing
activity through the conduct of casual interviews with entrepreneurs in the community.
Look for a partner in doing this. Identify 3 retailers, 3 service providers, and 1 producer.
Use the template below for the interview and in tracking the answers of the selected
entrepreneur-respondents. Discuss the responses with your partner and present to your
class a brief analysis/report of the interview.
Responses of Entrepreneurs
Interview Producer
Service Comments
Guides Retailers (commercial
Providers
scale)
Students’ guide For For example, Producer of Our reactions
questions to be example, Plant Rental Vegetables, to
used but not Fruit and Services, Fruits,Seedlings entrepreneurs
limited to the Vegetables Landscaping of Fruit Trees, responses
following: Vendors, Services, Ornamental
Ornamental Landscape and Flowering
Plants Maintenance Plants,
Retailers Services
Why did you
choose this
business?
How did you
start it?
What are the
challenges you
met?
How did you
counter all
those
challenges?
Did you
experience
losses? How
did you respond
to losses?
Can you share
some strategies
in keeping
15
 customers?
What personal
qualities help
this business
flourish up to
now?
Are you afraid
of your
competitors?
Why?
Can you give
us some pieces
of entrep-based
advice?

NOTE: Tell your students to keep their output. They will need this in the next
activities.
TEACHER’S TALKING POINTS:
You will discuss this to the class preferably with the use of a digital technology or in its
absence a class facilitation using 4A’s will be used. In your activity phase, please
encourage students to utilize reusable papers. Always put in your mind that a teacher
starts a class with the end in mind; inspire the students

WHAT STARTED BUSINESSES?

A popular adage that says, “Necessity is the
Need-based
based
mother of allbusiness opportunities
inventions” simply means that we
develop technologies to produce something that will
answer mankind’s diverse needs. In 1980’s the most
popular way of long distance communication is
through a snail mail, telegraph, or long distance
telephone calls which is not only expensive but also
consume much of our time. Because there is a need
for faster communication flows as global economy has
grown into scale, cellular phones came to the market
to answer our communication-related
communication needs. Today,
global communication is already at the tip of our
fingers. Courtesy to amazingfilipino-roann.blogspot
amazingfilipino

SUPPLY OF RAW MATERIALS IS

ABUNDANT IN THE LOCALITY

Business investors are happy if

the raw materials and other resources
are readily available in the community.
Courtesy to www.powerscandy.com Courtesy to www.imagejuicy.com

16
Aside from secured volume of quantity,this opportunity is cheaper as when the
entrepreneur outsource production
produ inputs from other places.

WHAT MAKES UP A SUCCESSFUL ENTREPRENEUR?

Knowledge alone does not guarantee success in a business. Skills developed

can greatly help in the production process but it is not an assurance to the sustainability
of the business as well. It takes right attitude combined with adequate knowledge,
competitive skills, and upheld passion to make significant revenues, profit, and
sustainability of the chosen business.

Accomplished entrepreneur have so much to share to business enthusiasts like

us. Many are not born with a silver spoon meaning most of them came from poor
families. They have passion to produce and sell to an identified market or even to serve
target clients which contributed to their success.
success. Likewise, they accumulated wealth
because they possess entrepreneurialcharacteristics,
entrepreneurialcharacteristics, lifestyles, and skills, suited to their
chosen businesses.

CHARACTERISTICS OF SUCCESSFUL ENTREPRENEURS

The set of characteristics common to entrepreneurs who excel in their

Courtesy to
businesses are the following:

Be a someone who always feel positive in every

1 Optimism
effort in order to achieve something.

Once the plan to do entrepreneurial activities is

ready to be started, assure yourself to overcome
2 Self-confidence
confidence
risks and many other forms of business
constraints.

In any situations that needs to be handled, never

react immediately. Instead respond to the situation
3 Self-control
control
in the most legal and beneficial ways.

17
 Be a risk-taker with alternative courses of action on
hand. Business risks are always there however,
4 Courage one’s readiness to face, reduce or eliminate it
depends on how brave you can be.

Sustain every effort you have started. Profit may

dwindle in the most unacceptable way but never
5 Commitment
hesitate to invoke your right to persist and regain a
lost glory.

Do not stay inside a box which means go out and

flaunt your potential to be effectively different. Use
your imagination to create marketable ideas and
6 Creativity
push it. If you thought of a potentially good ones, be
the first to act upon it. Chances are, others’ have
thought about it, too.

Be precise in your principles or standards. Goals

coated with well defined values provide guidance to
7 Well-defined values
what your business must achieve with reduced
inconveniences.

Competitive entrepreneurs are fueled to succeed.

Passion in the endeavor is an energy enhancer.
8 High energy level
Success in business comes from being passionately
energetic.

Guide, direct and influence people according to

what benefits the business. People and the many
9 Leadership ability ways you may lead them can spell success or
failure of your business.

As a business leader, you are accountable to

Desire for
10 everyone and everything in the business including
responsibility
your strategies. Value everything and everyone as
you value oneself
One’s ability to choose good decision may be innate
or experience-based. Learn the art and the
Decision-making
11 systematic and methodical process of decision-
skills
making. Good decisions must be sensible and
culture-sensitive
18
 Pay close attention to what the market generally is
saying to your products or services. The ultimate
Desire for
12 consumer of the product and services must be heard
immediate feedback
and become the bases of further product or services
development
Develop a competitive attitude. Right pricing and
quality-based product development or service
Strong desire to
13 delivery will draw more business revenues. Work
achieve
with the goals in mind and take the best way to
achieve them
Bad experiences in business should never be taken
as traumatic. Options that supposedly had prevented
Ability to learn from
14 those to happen must be noted and archived.
past failures
Benchmarked on past experiences to know which
decision to take.

Elizabeth Bowen (1899 - 1973) an Irish novelist and short-story writer, wrote,
“The best that an individual can do is to concentrate on what he or she can do, in the
course of a burning effort to do it better”.

LIFESTYLE OF A SUCCESSFUL ENTREPRENEURS

People who plan to live in the world of

entrepreneurship will live a life different from that of an
ordinary citizen. They adapt to the new lifestyles gradually and
professionalize every task embedded into it. They follow
established standards and even customize some to fit to the
tasks particular to a business type. As the business is sustained and entrepreneurs
developed expertise in all tasks including constraints and problem solution, excellent
Courtesy to
decision making is easier to achieve.

According to Valdez, et. al, the following are the common lifestyle features of an
entrepreneur:

19
 It is one of the highest lifestyle considerations that
entrepreneurs must adapt. Although inspired by their freedom
A sense of freedom
to lead and control all elements of the business, they must
and control
exercise careful in choosing the right course of actions and
decisions to take.

Choosing their own time for work is a privilege of

Flexibility of time entrepreneurs. This feature will allow them to choose their
most productive time.

Entrepreneurs are the greatest asset of their businesses, a

check and balance between the actual accomplishment of
Energy and stamina tasks and physical and mental work capacity must be
established. Rest and relaxation can help maintain good
physicality and overall health. Proper stress management is
also of primal importance.

A family does not only serve as inspiration but also as a group

of people to oversee the welfare of the entrepreneurs.
Family support
Suggestions and recommendations of a family member must
be carefully considered.

Remember that seeking advise from specialist is helpful in

Professional support decision making process. There are people more informed
than us in a particular area of expertise.

THE PERSONAL ENTREPRENEURIAL COMPETENCIES (PECS) OF SUCCESSFUL

ENTREPRENEURS

There are two major reasons why many people

failed in their attempt to do entrepreneurial activities.
First, people who are starting entrepreneurial activities
may only have insufficient experiences to address the
problems posed by the numerous external business
constraints. Second, they lack sufficient skills to lead
the people and make the products and services competitive in the market. Low profit of
the business will create consequent problem and many more problems in the future.
Thus, anyone who wants to succeed in a business arena must be equipped with the

20
different Personal Entrepreneurial Competencies or PEC’s, a set of skills that
entrepreneurs must possess to take control of the challenges in business. PEC’s are
the key abilities of entrepreneurs’ success in business.

PEC’s are clustered into three clusters according to its area of application:

Achievement Cluster

• Pay attention to the needs and demands of people

Opportunity • Never procrastinate. Act immediately on marketable ideas
Seeking and • The common business are well competed in the market while
Initiative unique ones offer lower competition resulting to higher revenues
and profit

• Calculate risks by identifying the most beneficial alternative

Risk Taking courses of action to minimize effect of risks in the net profit
• Be proactive. Anticipate a loss and counter it with feasible
alternatives
• In business realities, seasoned entrepreneurs sometimes take
riskier business to get higher profits

Demand for • Perform business tasks better, faster, cheaper, but do not put
Efficiency safety and quality aside
and Quality • Accomplish tasks by meeting or exceeding standards of
excellence

• Face a significant obstacle with a well plan of action

• Identifies a good alternative to every decision to meet challenge or
Persistence overcome an obstacle
• Act as the prime mover of resources in the achievement of goals
and objectives

Commitment • Offer personal sacrifices or give extraordinary efforts in completing

to the Work tasks
Contract • Accomplish targets on time, as agreed, to keep customers
satisfied

21
 Planning Cluster

• Gather data and information or feedbacks from clients, suppliers,

Information and competitors and use those for the improvement of products or
Seeking services
• Study the market personally for innovation of new product
development
• Talk with experts for technical advice

• Sets goals and objectives which are specific and must guarantee
Goal setting customer satisfaction
• Set calculated goals and objectives

Systematic • Make a well organized plan with clearly defined methods

Planning and • Be logically flexible for the emergent constraints, challenges, and
Monitoring needs
• Periodic gap-proof monitoring and response activities must be
scheduled to determine emergent constraints, challenges, and
needs

Power Cluster

Persuasion • Always ready to give facts and benefits to convince customers to

and patronize products and services offered.
Networking • To accomplish the business objectives, key people can be used
as agents or channels to hasten product and services delivery to
customers
Independence • Develop self-trust in the attainment of goals and objectives
and self- • Do not need external approval before acting on constraints and
confidence challenges. Being consultative does not purely mean
dependence on others’ advice. An entrepreneur must be brave
enough to use one’s ability to chose which alternative course of
action is the appropriate decision.

PROCESS/SKILLS

Read the instructions to your students. Discuss the matrix prior to the start of the
activity. Other instructions are embedded in the matrix.
This activity must be conducted by the students because this is a prerequisite of the
succeeding activities.

Tell the students to prepare a presentation and feedbacking will be allowed.

22
Activity #2:

This is a self examination activity. After knowing the different characteristics that an
entrepreneur must possess, examine yourself if you have these characteristics too.
Simply put check (/) if that particular characteristic is present in you or an x (X) if you do
not possess it. Comment on your own status by giving possible options that can help
you acquire it.

Do I have
this?
Realizations
Characteristics of an entrepreneur YE
NO (What are my options?)
S
(X)
(/)
1 Optimism
2 Self-confidence
3 Self-control
4 Courage
5 Commitment
6 Creativity
7 Well-defined values
8 High energy level
9 Leadership ability
10 Desire for responsibility
11 Decision-making skills
12 Desire for immediate feedback
13 Strong desire to achieve
14 Ability to learn from past failures

UNDERSTANDING

Discuss the matrix with the class.

This activity must be conducted by the students because this is a prerequisite of the
succeeding activities.

23
Tell the students to prepare a presentation and feedbacking will be allowed.

Activity #3:

Consider the PEC’s of successful entrepreneurs. Compare these competencies

with you. As a growing individual can you develop these in yourself?

Do I have Realizations
this? (If Yes how can I improve
Competencies of an entrepreneur this?)
YES NO
(If NO what will I do
(/) (X)
acquire it)
Opportunity Seeking and Initiative
Risk Taking
Demand for Efficiency and Quality
Persistence
Commitment to the Work Contract
Information Seeking
Goal setting
Systematic Planning and Monitoring
Persuasion and Networking
Independence and self-confidence

TRANSFER

The general directions as well as the embedded ones must be carefully discussed.
Tell the students to prepare a presentation and feedbacking will be allowed.
Students are required to conduct an End-Of-The-Activities Report for archiving as well
as future reference.

24
Activity #4:

Let us match the result of our Activity #1 with the standard characteristics, lifestyle, and
skills of our interviewees. Do you think that their businesses will be sustained? Support
your answer and present it to the class. Use the results gathered in Activity #2 and
Activity #3 to help you analyze and forecast the sustainability of their businesses. Other
instructions are embedded in the matrix.

Responses of Entrepreneurs
Producer
Service
Retailers (commercial
Providers
Personal Entrepreneurial scale)
REFER TO THE RESPONSES IN ACTIVITY
Competencies (PEC’s)
#1. Check if the Respondents above possess
the PEC’s enumerated in the first column.
Put check (/) if observed and x(X) in not
observed
Opportunity Seeking and Initiative
Risk Taking
Demand for Efficiency and Quality
Persistence
Commitment to the Work Contract
Information Seeking
Goal setting
Systematic Planning and Monitoring
Persuasion and Networking
Independence and self-confidence

GENERAL ANALYSIS

Sustainability of business (Do you

think the entrepreneur-respondent
can sustain their businesses?
Enumerate your justifications)

25
 Responses of Entrepreneurs
Producer
Service
Retailers (commercial
Providers
scale)
Lifestyles of Entrepreneurs REFER TO THE RESPONSES IN ACTIVITY
#1. Check if the Respondents above possess
the lifestyle features enumerated in the first
column. Put check (/) if observed and x(X) if
not observed
A sense of freedom and control
Flexibility of time
Energy and stamina
Family support
Professional support
GENERAL ANALYSIS
Sustainability of business
(Do you think the entrepreneur-
respondent can sustain their
businesses? Enumerate your
justifications)

Finally, make a matrix of recommendations in order to sustain the respondents’

respective business:

Recommendations
(Give recommendations, as options 1 and 2, for
Entrepreneur-
the sustainability of the respondents
Respondent
entrepreneurial activities)
Option 1 Option 2
Retailer
Service Providers
Producer (Commercial
Scale)

SUMMATIVE ASSESSMENT MUST BE CONDUCTED

The diagnostic test material will be used for this purpose, however, teacher may
customize questions to expand the number of items provided that questions asked must
cover KNOWLEDGE, PROCESS/SKILLS, and UNDERSTANDING.

26
 SUMMARY/SYNTHESIS/FEEDBACK

We have studied the different elements necessary in setting up a business as

well as acknowledged the different factorsinfluencing the different entrepreneurial
activities. Of course, most of us perceive business as a complex activity. The market is
so diverse and if we fail to consider one factor which directly affects our business, we
will have to face lots of challenges as consequences. Albeit challenging, we must
remember that wealth accumulation as a return of our legal investments will also give
others opportunities through employment or avail from our products and services.
The different characteristics, lifestyle, and Personal Entrepreneurial
Competencies or PEC’s of successful entrepreneurs we learned will surely inspire us to
do our best to start our own business. Be optimistic and take the risks. Use the PEC’s
we learned and progress into a life full of challenges that will hone us to become one of
the most successful entrepreneurs, one of these days. Good luck guys!

References:

http://www.businessdictionary.com

Microsoft® Encarta® 2009. © 1993-2008 Microsoft Corporation

Albarico J.M., Celarta C.B, Fernando E., and Valdez E.S. 2011.
Agriculture and Fishery Arts I. United Eferza Academic Publications, Co.,
BagongPook, Lipa City, Batangas 4217.

end of lesson 1
27
 _____________FIRST QUARTER _____________
DEVELOPING PERSONAL ENTREPRENEURIAL COMPETENCIES (PEC’s)
ACROSS MARKET AND ENVIRONMENT

AFA – HORTI CROP PRODUCTION GRADE 9 TEACHING GUIDE

K-12
12 BASIC EDUCATION CURRICULUM
TRAINING REGULATION
REGULATION-BASED
BASED TECHNOLOGY AND LIVELIHOOD EDUCATION
HORTI
HORTICULTURAL CROP PRODUCTION
(SPECIALIZATION)

__________Lesson 2FIRSTQUARTER
2FIRSTQUARTER __________
DEVELOPING PERSONAL ENTREPRENEURIAL COMPETENCIES
COMPETENCIES (PEC’s)
ACROSS MARKET AND ENVIRONMENT

Grade Level Standard

This is a specialization
ion course which leads to HORTICULTURAL CROP
PRODUCITON (Training Regulation based). It covers the Grade 9 Technology and
Livelihood Education (TLE) studentsought to possess namely: 1. Develop Personal
Entrepreneurial Competencies (PEC’s) across Market and Environment,2. Prepare farm
tools, implements
ements and simple equipment for Horticultural farm operations, 3.Perform
simple repair and modification of tools, implement, and equipment, 4. Observe safety
precautions in Horticultural Farm Operations, 5. Maintain farm facilities, 6.
HORTICULTURE leading to NC II Qualification consisting of the core competencies in
which students must achieve in conducting pre
pre-horticultural
horticultural farm operations.

LESSON 2. Understanding The Market And Environment Of Businesses

Courtesy to

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CONTENT STANDARD LEARNING
COMPETENCIES/OBJECTIVES
The learner demonstrates understanding 1. Determine the common
of Market and Environment across characteristics of a business market
Horticultural products and services 2. Identify the legal forms of business
PERFORMANCE STANDARD 3. Describe the different industries in
the country today
4. Map and analyze the opportunities
The learner independently generates a offered by the industries in the
business idea related to Horticulture community
based on the analysis of environment and 5. Check the needs, wants. and
market in Horticulture demands of the market through
environmental scanning process
6. determine the 4M’s of production
7. Discuss the importance of acquiring
a start-up capital
8. Make a business plan
9. Apply the standards in selecting the
best business location
10. Assess the internal and external
environment of the business through
Strength, Weaknesses,
Opportunities, and Threats method
of business assessment
11. Practice simple record keeping

Introduction

Entrepreneurs with enough knowledge and

background in the market and environment where their
businesses operate will have better strategies and
decisions and will find it easier to sustain business
activities. The intended market of a particular product
and service must be carefully studied before and during the actual operations of the
business. Many entrepreneurs failed because of a very simple reason; there is no
enough information gathered about the target market, consequently, they incurred so
much losses leading to bankruptcy.

Pre-/Diagnostic Assessment:
This Pre-Diagnostic Assessment must be conducted after the brief introduction of the
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lesson and before the discussion of the talking points.

Direction: Choose the letter of the correct answer. Do not write your answer on this
manual.
The highlighted choice is the key answer.

1. It is a group of people with economically important needs and demands which

opens entrepreneurial opportunities to everyone.
A. Environment C. Geography
B. Ethnicity D. Market
2. This type of business is owned by only 1 person.
A. Cooperative C. Partnership
B. Corporation D. Sole Proprietorship
3. Which of the following is not considered an emerging industry in the Philippines?
A. Agribusiness C. Creative Industries
B. Power and utilities D. Renewable Energy
4. In the 4M’s of production, which M refers to the persons in the business known
as the labor force?
A. Machines C. Materials
B. Manpower D. Money
5. The process of recording the money received and spent by the operations of the
business is known as
A. Bookkeeping C. Administering
B. Booking D. Posting
6. Which combination is focused to the assessment internal of the business?
A. Opportunities and threats C. Strengths and Threats
B. Strengths and weaknesses D. Weaknesses and Threats
7. Which combination is focused to the assessment external of the business?
A. Opportunities and threats C. Strengths and Threats
B. Strengths and weaknesses D. Weaknesses and Threats

8. Place the indicators found inside the box at the right into the third column of the
matrix at the left. Group the indicators correctly.

A. Competitors analysis
Group Part Of Business Plan
B. Product description
A Production C. Maintenance and repair
Plan _________ D. Promotional strategies
E. Sources of equipment
B Marketing F. Terms and conditions of purchase
Plan _________

Which of the following is the correct grouping of the six indicators in the box?
A. C
.
Group Part Of Business Plan Group Part Of Business Plan

A Production Plan A, B, D A Production Plan C, D, A

B Marketing Plan C, E, F B Marketing Plan B, E, F

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 B. D.

Group Part Of Business Plann Group Part Of Business Plan

A Production Plan A, C, E A Production Plan C, E, F

B Marketing Plan D, B, F B Marketing Plan A, B, D

Which business principle is applicable in products and development and

marketing?
A. Pay attention to the needs and demands of the market.
B. Your own needs and demands are the same with others.
C. Follow the result of a national survey of needs and demands.
D. Ask researchers in other communities about their needs and demands.
9. What is the reason why an aspiring entrepreneur must make a sound and
impressive business plan?
A. A sound and impressive business plan commands tax rebates.
B. A sound and impressive business plan attracts more customers.
C. A sound and impressive business plan is likely to be approved for a loan
package.
D. A sound and impressive business plan can improve a particular segment of
amarket.

This is our first activity: KNOWLEDGE

This activity must be conducted by the students because this is a pre-requisite of the
succeeding activities. Tell your students to keep their output.

Activity #1:

Directions: Let us do simple community mapping activity to develop a barangay-based

market profile. Use the template below in posting accurate and relevant data of our
barangay.

Dimension Data to be gathered Data

Market demographics Number of households
Number of Retailers of various products
Number of wholesalers of various products
Number of businesses
Number of producers (specify products)
Number of service-based businesses

TEACHER’S TALKING POINTS:

You will discuss this to the class preferably with the use of a digital technology or in its

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absence a class facilitation using 4A’s will be used. In your activity phase, please
encourage students to utilize reusable papers. Always put in your mind that a teacher
starts a class with the end in mind; inspire the students

1. COMMON CHARACTERISTICS OF A BUSINESS MARKET

Market refers to a group of people with

economically important needs and demands
which opens entrepreneurial or business
opportunities to everyone.
Market is a socially, politically, and
economically organized people whose needs
and demands are based on tradition, culture,
and technology. Enumerable business
opportunities are open in a market. Their needs
and demands are enormous depending on the class of people being referred to. These
classes of people are known as market segments. These may be high-end, middle-
end, and low-end market segments. Each segment will have varying needs of various
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products and services.
Entrepreneurs must be skillful enough to address needs and demands of the
market. Many successful entrepreneurs’ secret of success is just paying attention to the
markets’ needs and demands and later they accumulated so much wealth. A need or
demand-based business will always have a share of market.
2. THE LEGAL FORMS OF BUSINESS
There following are 3 legal forms of business and their characteristics,
advantages and disadvantages:

Forms Characteristics Advantages Disadvantages

Sole • Owned by only 1 • Very easy to • Owner-manager is

Proprietorship person who is establish required to render full
responsible for the • Decision operation time
whole business comes from 1 • No one else can share
• The owner can person only in the financial burden
assume the role of of the owner
manager, finance • In case of financial
officer, and worker instability, the firm can
dissolve easily.
• 2 persons have • Comparatively • Decision making is
combined resources easy to shared between the
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 and skills establish two owners
• Any of the 2 partner • There is check • In times of partner
Partnership can act as financier and balance conflict, the business
or manager among partners is at risk
• They can also share only • Limited funding may
responsibilities and constraint business
roles in the business operations
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• 2 or more persons Business risks • The complex
Corporation own the business are shared by organizational set-up
• Aside from the many people impose a long line of
owners, many • If business is more expensive ways
people known as good, growth is of control
shareholders, are maximized due • Complex decision
engaged in a to bigger making process will
corporation through capital delay operation
their investment • Burdens in the
known as shares or operations are
stocks shared by
various
specialized
individuals

3. THE DIFFERENT INDUSTRIES IN THE COUNTRY TODAY

There are many established and emerging industries in the country. Having
mapped all of those in the community will give a would-be entrepreneur a chance to
examine what entrepreneurial opportunities it would bring to the community. Once these
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opportunities are identified, entrepreneurs will lay down their plan of actions and then
start the business activities.
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The following are the key industries distributed all over the country. Some or may
be all of them are located in your locality:

1. Agribusiness
2. Cyber services
3. Health and Wellness
4. Hotel, Restaurant and Tourism
5. Mining
6. Construction

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 7. Banking and Finance
8. Manufacturing
9. Ownership Dwellings
and Real Estate
10. Transport and Logistics
11. Wholesale and Retail
Trade
12. Overseas Employment
13. Creative Industries

We also have emerging

industries:

14. Creative Industries

15. Diversified/Strategic
Farming and Fishing
16. Power and Utilities
17. Renewable Energy

4. CHECKING THE NEEDS AND DEMANDS OF

THE MARKET THROUGH ENVIRONMENTAL SCANNING PROCESS

The needs and demands of the community can be determined through

environmental scanning. In this process, an aspiring entrepreneur must make a
thorough examination of the target market before a particular business
busi is set. Many
elements of the target market can change from month to month or year to year, thus,
updated data and information of the following must be
gathered shall become the bases of setting up the
planned business.
a. Demographic data su
such population size,
growth rate.
b. List of competitors which is available in
the Department of Trade and Industry
Industry.
c. List of Suppliers which can also be
sourced from Department of Trade and Industry
Industry.
d. Result of a Reliable Mini Survey using considerable samples of target
market.

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5. THE 4M’S OF PRODUCTION

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Raw materials, whether local or outsourced, are processed into goods to be sold
to an identified market or segments of the market. This economic activity is referred to
as production.

Success in production is strictly determined with four (4) factors popularly known
as the 4M’s:

Refers to all persons in the business who are also popularly

Manpower called labor force. That means the word manpower includes
the entrepreneur himself.

It is known to be the life juice of the business and has to do

with the economic status of the business. These can be in
Money paper bills or coins, generally used to pay for goods and
services, repayment of debts, and saving or restoring
purchasing power of the business.

These can raw materials or finished products which shall

Materials undergo certain process or combined which shall end as the
expected output of production.

Any semi or fully-automated devices that are used in

Machines
converting raw materials into marketable products or outputs.

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 6. THE IMPORTANCE OF ACQUIRING A START-UP CAPITAL

Business capital, usually in the form of money, is

an indispensable factor to start a new business. It is
considered a working capital because it will keep the
operations going. Entrepreneurs must secure enough
capital to start and to sustain business operations.

Raising the needed capital is not a problem for the wealthy

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you do not have the cash on hand yet, you need to consider favorable sources. Would-
be entrepreneurs must carefully choose which capital source to take. Money lenders
which offer high interest are always not a good choice. The following are the possible
sources of the start-up capital for any types of businesses to be established:

SOURCES ADVANTAGES DISADVANTAGES

No interest payment to be paid in Usually it takes some

Personal Savings case of bankruptcy, no one will time to save enough
run after the entrepreneur for money to start a
legal actions business

Entrepreneur has full control over

future net profit generated.

Family Savings Low or no interest at all will be In rare cases, if problem

charged to the would-be exist between parties,
entrepreneurs capital may be taken in
partial or at once by
Monthly amortization may not be parents.
charged depending on the
agreements.
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External Sources, There are many well-reputed Monthly amortization

such as, banks and lending institutions, not loan must be paid even
credit cooperatives sharks, in the community. amidst financial
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 difficulties of an
Lending institutions can enterprise.
confidently lend adequate capital
in exchange of a sound feasibility
study.

Well-reputed lending institutions in the community can offer the following types of
loans according to term of repayment:

In this type of loan, monthly

amortization which will include an low
interest will be paid a one year or less.
Advanced or on-time payment of
Short-term loans monthly amortization increases trust
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of a to bank on the
and confidence Courtesy
entrepreneur. This good relationship
will offer more opportunities to the
entrepreneur.

Term of payment can range from one

Intermediate loans
to tree years.

Depending on the soundness of the

feasibility or the established trust and
confidence of the bank on the
Long-term loans entrepreneur, terms of payment can
stretch from four to ten years where
lending policies of banks or credit
cooperatives apply.

7. FACTORS IN SELECTING THE BEST BUSINESS LOCATION

The following must be considered in

choosing the right business location:

a. Nearness to target markets.

b. Availability and quality of raw materials
and supplies.
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 c. Accessibility to consumers and
transportation.
d. Consider zoning and local ordinances.
e. Availability of power and fuel sources.
f. Taxation, such as municipal tax policies, other local fees and rates.

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8. HIRING AND TRAINING PERSONNEL

Before the actual operations of the business

begin, hiring the right person for the right task must be
considered. Your business plan will tell you how many
workers you need for the start and how many will be
hired again as the operations progress. Excess
personnel will be an extra cost of the business and this condition must be avoided.

9. REGISTRATION OF A NEW BUSINESS

New business must be registered in the name of legalities. Before you let your
well-planned business rocks the market, the following official processes must be
undertaken:
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a. Register your official business name in the Department of Trade and Industry
(DTI).
b. Apply for a Mayor’s Permit to operate the business and the Municipal
Business License of the business.
c. Register your business at the Securities and Exchange Commission (SEC).
The Articles of Incorporation and By-Laws are required for all corporations
and for partnership.
d. Register your business in the Bureau of Internal Revenue whereupon your
business will be assigned a Tax Identification Number (TIN).
e. Register your employees with the PhilHealth, PAG-IBIG, and Social Security
System (SSS). Registration in other agencies which provide welfare and other

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 benefits must also be consulted and legally
followed.

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10. PRACTICING SIMPLE RECORD KEEPING

Entrepreneurs must be knowledgeable on the operations of the business.

Although you are already the manager of the business, still you need to develop
expertise in what all your workers are actually doing. This practice helps you monitor the
progress of your business and to carefully track the profit and losses.
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Record keeping coexists with

bookkeeping. The latter is the process of
recording the money received and spent by the
operations of the business. The following are
the most important activities in bookkeeping:

a. Keep and maintain records on a

daily basis.
b. Identify source of receipts.
c. Record all incurred expenses.
d. Keep complete records in all assets.

In order to maintain proper recording of business transactions keep supporting

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documents namely; sales slips, paid bills, invoices, receipts, deposit slips, checks
issued and cancelled. Payrolls must be kept too.

Generally, the benefits of recording system and the good records kept are the
following:
a. Easy monitoring of the success or failure of your business.
b. Information needed to make decisions is provided and accessible.
c. Information needed to take bank financing package is available.
d. References for budgeting are at hand.
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e. Easy preparation of income tax return.
f. Easy computation of sales taxes.
g. Profit distribution is facilitated by organized record keeping.

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PROCESS/SKILLS

This activity must be conducted by the students because this is a prerequisite of the
succeeding activities. Tell your students to keep their output.

Read the instructions to your students. Discuss the matrix prior to the start of the
activity. Other instructions are embedded in the matrix.

Tell the students to prepare a presentation and feedbacking will be allowed.

Activity #2:

Use the data in Activity #1 in this activity. Analyze and identify business opportunities as
well as challenges these data can offer to aspiring entrepreneurs.

Business Challenges to
Data to be
Dimension Data Opportunities Aspiring
gathered
Offered Entrepreneurs

Number of
Market
households
demographics

Number of Retailers
of various products

Number of
wholesalers of
various products
Number of
businesses
Number of
producers (specify
products)

Number of service-
based businesses

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UNDERSTANDING
This activity must be conducted by the students because this is a prerequisite of the
succeeding activities. Tell your students to keep their output.

Discuss the SWOT matrix with the class.

Tell the students to prepare a presentation and feedbacking will be allowed.

Activity #3:

Choose one business opportunity identified in column 4. Carefully study the potential of
that business idea. Use the SWOT guide below to accomplish this task. Present your
SWOT Sheet to the class for critiquing and feedbacking. Be sure to record feedbacks
given by the teacher and classmates.

Supplementary Reading: The SWOT

Business ideas must be carefully analyzed prior to
its actual operations. A popular way of doing this is to do
business idea assessment through the use of the SWOT
analysis. SWOT stands for Strengths, Weaknesses,
Opportunities, and Threats. This technique will signal us
either to continue the business idea because it is viable
and profit is expected or to consider other options because the factors dominates the
positive ones and this condition signals imminent losses for the proposed business. A
SWOT sheet can look like this:

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STRENGTHS WEAKNESSES

Enumerate all strengths of the Enumerate all weaknesses of the business

business here here

(These are internal positive qualities (These are negative indications that deters
of the business idea that offers the good future of the business idea
advantages and benefits to the probably contributory to business losses)
aspiring entrepreneurs)

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 OPPORTUNITIES THREATS

Enumerate all opportunities of the Enumerate all threats of the business here
business here
(These are external indications of
(These are externat indications that unfavorable situatons leading business to
offer chance for progress or problems and other difficulties that will put
advancement of the business) profits into risks)

Bear in mind these simple rules for successful SWOT analysis.

a. Be realistic about the strengths and weaknesses of your business when

conducting SWOT analysis.
b. SWOT analysis should distinguish between where your business is today,
and where it could be in the future.
c. SWOT should always be specific. Avoid any grey areas.
d. Always apply SWOT in relation to your competition i.e. better than or
worse than your competition.
e. Keep your SWOT short and simple. Avoid complexity and over analysis
f. SWOT is subjective.

The second UNDERSTANDING-based activity

This activity must be conducted by the students because this is a prerequisite of

the succeeding activities. Tell your students to keep their output.
Tell the students to prepare a presentation and feedbacking will be allowed.

Activity # 4:
Refer to your SWOT Sheet and make further analysis and this time the ultimate
task is make decision whether to pursue the proposed business idea or consider other
alternative businesses. There are two possible facets after the final decision will be
made. First, pursue the business because the SWOT reveals more positive indications
than negative ones or, second, disregard the business idea because there are more
negative indications. Consequently, try another business idea and subject it into the
same process of analysis.
Make a presentation of your task and be proud to inspire others that you now
have chosen a viable business idea chosen from the opportunities obtained from the
data generated by the simply community mapping we did.

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TRANSFER

This is business planning. Make it simple and inspiring. Data to be assumed and used
shall be based on the prevailing price in the community.

Tell the students to prepare a presentation and feedbacking will be allowed.

Collect a copy of the business plan for presentation, i.e. gallery walk, during the
culmination activities. Invite community entrepreneurs to study the business plans

Activity #5:
Since you have chosen 1 viable business idea already, it is just-in-time to
develop an impressive Business Plan. Refer to the guide given below and read the
sample business plan provided. Your own plan must not be limited to few pages only,
as the example is presented. All data and information must be given in order to come up
with a completely sound and impressive business plan.

THE BUSINESS PLAN

A business plan refers to the intention of aspiring or experienced entrepreneurs
which precisely defines their business, identifies their goals and objectives, a current
and pro forma balance sheet, an income statement, and a cash flow analysis. A
business plan can help so much in the proper allocation of resources, initially handle
and counter forecasted complications, and make the right decision for the business
operations. A good business plan contributes to the approval or rejection of any loan
package because it provides specific and organized information about your proposed
business and how you will repay borrowed money. A business plan is equivalent to a
business resume.
A business plan has five major parts, namely, the
executive summary, marketing plan, production plan,
organization and management
plan, and financial plan.
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 Below is a detailed guide in the development of a comprehensive business plan.

PART OF A BUSINESS PLAN DEVELOPMENT GUIDES

BUSINESS PLAN Focus Guide Questions

BUSINESS NAME Business address

Telephone/Contact Number
Contact Person

CONTENTS The usual table of contents

BACKGROUND Brief History

OF THE Information of the business
BUSINESS Form of ownership
Organizational set-up
Industry where it plays

BENEFITS TO Brief statement of business social

THE COMMUNITY responsibility
Economic, community, and
human resources development

• What is the nature of

• Brief Description of the Project the project?
• Brief Profile of the Entrepreneur • What are the
• Project’s Contributions to the entrepreneur’s
EXECUTIVE Economy competencies and
SUMMARY qualifications?
• What are the project’s
contributions to the
local and national
economy?

• Description of the Product • What is the product?

• Comparison of the Product with • How does it compare
Its Competitors in quality and price
• Location with its competitors?
• Market Area • Where will be the
MARKETING
• Main Customers business be located?
PLAN
• Total Demand • What geographical
• Market Share areas will be covered
• Selling Price by the project?
• Sales Forecast • Within the market
area, to whom will the
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 • Promotional Measures business sell its
• Marketing Strategy products?
• Marketing Budget • Is it possible to
estimate how much of
the product is currently
being sold?
• What share or percent
of this market can be
captured by the
business?
• What is the selling
price of the product?
• How much of the
product will be sold?
• What promotional
measures will be used
to sell the product?
• What marketing
strategy is needed to
ensure that sales
forecasts are
achieved?
• How much do you
need to promote and
distribute your
product?

• Production Process • What is the production

• Fixed Capital process?
• Life of Fixed Capital • What buildings and
• Maintenance and Repairs machinery (fixed
• Sources of Equipment assets) are needed
• Planned Capacity and what will be their
• Future Capacity cost?
• Terms and Conditions of • What is the useful life
Purchase of Equipment of the building and
PRODUCTION • Factory Location and Layout machinery?
PLAN • Raw Materials • How will maintenance
• Cost of Raw Materials be done and are spare
Raw Materials Availability parts available locally?
• Labor • When and where can
the machinery be
• Cost of Labor
obtained?
• Labor Availability
• How much capacity
• Labor Productivity
will be used?
• Factory Overhead Expenses
• What are the plans for
• Production Cost using spare capacity?
• When and how will the
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 machinery be paid for?
• Where will the factory
be located and how
will the factory be
arranged?
• How much raw
materials are
required?
• How much will the raw
materials cost?
• What are the sources
of raw materials? Are
they available
throughout the year?
• How many direct and
indirect labour are
needed and what skills
should they have?
• What will be the cost
of labour?
• Are workers available
throughout the year? If
not, what effect will
this have on
production?
• How will the workers
be motivated?
• What factory overhead
expenses are
involved?
• What is the production
cost per unit?

• Form of Business • How will the business

• Organizational Structure be managed and
• Business Experience and operated?
Qualifications of the Entrepreneur • What is the business
experience and
ORGANIZATION • Pre-Operating Activities
• Pre-Operating Expenses qualifications of the
AND
entrepreneur?
MANAGEMENT • Office Equipment
• Administrative Expenses • What pre-operating
PLAN
activities must be
undertaken before the
business can operate?
• What pre-operating
expenses will be
incurred?
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 • What fixed assets will
be required for the
office?
• What administrative
cost will be incurred?

• Project Cost • What is the total

• Financing Plan and Loan capital requirement?
Requirement • Is a loan needed?
• Security for Loan What will be the equity
• Profit and Loss Statement contribution of the
• Cash Flow Statement entrepreneur? And
• Balance Sheet how much?
• Loan Repayment Schedule • What security
• Break-even Point (BEP) (collateral) can be
• Return on Investment (ROI) given to the bank?
• Financial Analysis • What does the Profit
and Loss Statement
indicate?
FINANCIAL PLAN • What does the Cash
Flow Statement
indicate?
• What does the
Balance Sheet
indicate?
• What is the loan
repayment schedule?
• What is the break-
even point (BEP)?
• What is the return of
investment (ROI)?
• Is the project
feasible?

The template is applicable to both production and marketing businesses. There

are entrepreneurs who want to venture in marketing alone, thus, the resulting business
plan is done sans the production part. However, in the marketing part, the source of
products to be marketed must be clearly stated including the details of the product
outsourcing process.

Below is a sample business plan of Ms. Karen Opinion. The 24-pages original
plan was shortened to present only the major parts below:

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 BUSINESS PLAN
Jean’s Garden

Contents (Note to the readers: The table of content is not presented here.)

Background of the Business

Jean’s Garden started as a backyard/home-based hobby which gradually grew

into commercial propagation of landscaping plants both ornamental and flowering.
Today it includes trading plants propagated by other gardeners.

It is a sole proprietorship business whereupon the owner assumes multiple tasks

which include ordering, receiving, and arranging plants, cashiering, attending to walk-in
customers, identifying and contacting possible repeat customers, and maintain plants in
the store.

This business aptly belongs to the agribusiness industry in the southern part of the
country.

Benefits to the community

A landscape area will add beauty to the surroundings. It will please everybody’s
eyes and encourages them to appreciate, love, and care for the beauty of the plants
growing in nature.

Quality of plants is always assured to the customers. Landscapers’ use of quality

landscaping plants will increase the aesthetic effect of landscapers’ output. This will
lead to the increase of people’s appreciation of the importance of landscaping and
thereby creates more landscaping opportunities for both the landscapers and the
traders of landscaping plants.

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Executive Summary

Brief Description of the Project:

Jean’s Garden is a landscaping plants trading business that offers variety of

quality landscaping plants both ornamental and flowering types. It is located in a rented
space at the heart of General Santos City. This business sells competitively-priced
plants to cater the demand of small and large scale landscaping services of the city and
the adjacent municipalities.

The owner-entrepreneur is a plant hobbyist who wishes to see all types of plants
in her backyard. Her collection ranges from partial shade, outdoor and even plants in
very dry semi-arid parts of the world. Her family is into the challenging yet successful
breeding program of desert rose or Adenium sp. of single, double, and triple/multiple
petals.

This trading business aims to provide commercial landscapers with quality,

affordable, and well-hardened landscaping plants. The business also aims to create a
trading network between commercial landscapers and other landscaping-related service
providers in the General Santos City and other nearby cities and municipalities.

Marketing Plan

The target market will include the small and large-scale commercial landscapers
of General Santos City and other nearby cities and municipalities.Walk-in customers like
tourists, homeowners, and plant collectors who will buy few pieces only are likewise
valued as important customers who can possibly create word of mouth about the
business to other enthusiasts.

Production Plan

Production or propagation of plants happens in other gardens which are the

potential suppliers of Jean’s Garden. Outsourcing of landscaping plants will be done
regularly by contacting the owner about availability list.

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 Plants will be delivered by the producers/propagators to the store as soon as the
ordering processes is completed and finalized.

Organization and Management Plan

This business is a sole proprietorship. The owner-proprietor is a plant hobbyist-collector

for 20 years already. This trading business of landscaping plants requires suppliers
where some of the plants will be outsourced. It also considers and values a network of
customers which can be landscapers or walk-in tourists and local collectors.

Financial Plan

FINANCIAL REQUIREMENTS
Jean’s Landscaping Plants Trading
Total Project Cost
Particulars Amount(PhP)
Fixed Asset:
Dipper 20.00
Pale 60.00
Watering hose 120.00
Subtotal: 200.00
Working Capital(1month)
Direct Materials 23,000.00
Direct Labor 3,000.00
Overhead Expenses 1,800.00
Operating Expenses 200.00
Subtotal: 28,000.00
Total Project Costs 28,200.00

Underlying Assumption:
1.) 360 pcs. of assorted ornamental and flowering plants are assumed to
be sold per month.
Katsura (100pcs), Pandakaki (100pcs),
Bougainvillea (100pcs), Adenium( 60pcs)

2.) Purchased price for:

Katsura (P20.00), Pandakaki (P25),
Bougainvillea (P25), Adenium ( single P200),
Adenium (double P250), Adenium ( triple P300)

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3.) Operating hours per day is 8-9 hours from Mondays to Sundays and
30 days a month(P100/day paid for sales personnel).

4.) Fixed asset are subject to depreciate in 3years.

PROJECTED SALES AND INCOME

Jean’s Landscaping Plants Trading
(1 Month Operation)

Particulars Amount(PhP)
Sales:
Bougainvillea (P50.00@100pcs) 5,000.00
Katsura (P50.00@100pcs) 5,000.00
Pandakaki (P50.00@100pcs) 5,000.00
Adenium (single P250@20pcs) 5,000.00
(double P300@20pcs) 6,000.00
(triple P350@20pcs) 7,000.00
Total 33,000.00
Less Cost of Sales:
Direct Materials(Garden Inputs) 0
Bougainvillea (P25.00@100pcs) 2,500.00
Katsura (P20.00@100pcs) 2,000.00
Pandakaki (P25.00@100pcs) 2,500.00
Adenium (single P200@20pcs) 4,000.00
(double P250@20pcs) 5,000.00
(triple P300@20pcs) 7,000.00
23,000.00
Direct Labor
(P100.00/day x 30 days) 3,000.00
Overhead Expenses 1,800.00
Depreciation(FA/EUL) 66.67
Total 27,866.67
Gross Profit 5,133.33
Less Operating Expense 200.00
Net Income Before Tax 4,933.33
Return on Investment(Ave. Net
18%
Income/TPC)
Payback Period(TPC/Ave. Net Income+
Depreciation) 72 days or 2months and 12 days
Gross Profit Ratio(Gross Profit/Total
Sales) 15%
Net Margin(Net Income/Total Sales) 18%

52
G. Critical analysis

During rainy days rate of visit of walk-in customers is low consequently sales for
this period is equivalently low. However the booming real estate business in General
Santos City will commend higher demand in landscaping, thus, there will be more
orders of landscaping plants.

SUMMATIVE ASSESSMENT MUST BE CONDUCTED

The diagnostic test material will be used for this purpose, however, teacher may
customize questions to expand the number of items provided that questions asked must
cover KNOWLEDGE, PROCESS/SKILLS, and UNDERSTANDING.

SUMMARY/SYNTHESIS/FEEDBACK

Now we know that the market and environment are the two major factors that
dictate any business activities. It is so diverse however this diversity offers numerous
opportunities for businesses.

An aspiring entrepreneur must consider a lot of factors prior to setting up a

business. Careful examination on the needs and demands must be made. Competition
must be clearly addressed because it may either lead to accumulation of profit or,
worse, incurring losses depending on how entrepreneurs manage their businesses.

Other important task of entrepreneurs is to determine how much capital is

needed to start a business. Selection of the best business location is crucial too. Record
keeping or bookkeeping is also a skill that entrepreneurs must possess so he can
personally ascertain the financial status of the business.

Entrepreneurs play a very important role in the national growth and development.
Aside from tax payment to the government, an entrepreneur is responsible of the
human resources development. Employment, whether casual, probationary, and
permanent, offers workplace trainings which help employees’ personal and professional
growth.
53
 Entrepreneurs must not only possess passion of the business but personally
learn the works of their employee as well. The benefit of this best practice is that
entrepreneurs will find it easier to track the operations of the business including its
profitability.

Finally, getting all these business prerequisites into the heart and mind of
entrepreneurs and together with adequate knowledge, skills and work values, their
businesses will be sustained.

end of

_____________FIRST QUARTER _____________

DEVELOPING PERSONAL ENTREPRENEURIAL COMPETENCIES (PEC’s)
ACROSS MARKET AND ENVIRONMENT

54
 AFA – HORTI CROP PRODUCTION GRADE 9 TEACHING GUIDE
K-12 BASIC EDUCATION CURRICULUM
TRAINING REGULATION-BASED TECHNOLOGY AND LIVELIHOOD EDUCATION
HORTI-CROP PRODUCTION
(SPECIALIZATION)

AFA – AGRICULTURAL CROP PRODUCTION GRADE 9 TEACHING GUIDE

K-12 BASIC EDUCATION CURRICULUM
TRAINING REGULATION-BASED TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURAL CROP PRODUCTION
(SPECIALIZATION)

_____________SECOND QUARTER _____________

CONDUCTING PRE-AGRICULTURAL FARM OPERATIONS

Grade Level Standard

This is a specialization course which leads to AGRI -CROP PRODUCITON
(Training Regulation based). It covers the Grade 9 Technology and Livelihood
Education (TLE) studentsought to possess namely: 1. Develop Personal
Entrepreneurial Competencies (PEC’s) across Market and Environment,2. Preparing
farm tools, implements and simple equipment for Agricultural farm operations, 3.
Preparing and maintaining farm tools, implement, equipment, and facilities. 4. Securing
farm tools, implements, simple equipment and facilities.

LESSON 3. Preparing Farm Tools, Implements, and Simple Equipment for

Agricultural Crop Production Operations

CONTENT STANDARD LEARNING COMPETENCIES

1. Identify and classify tools, implements and

simple equipment according to use
The learner demonstrates
understanding in preparing farm 2. Perform basic operative check p of farm
tools, implements, and simple
tools, implements, and simple equipment in
equipment in Agricultural Crop
Production operations.

55
 accordance with the manufacturer’s manual.
• Conduct beginning inventory of tools,
PERFORMANCE STANDARD
implements, and simple equipment
• Basic pre-operative check up of tools,
The learner independently
prepares farm tools, implements, implements, and simple equipment
and simple equipment in
3. Segregate and treat tools with wear and
Agricultural Crop Production
operations in accordance with the corrosions according to maintenance plan
Manufacturer’s Manual.
and procedures.

Introduction
The lesson deals with the identification and classification of tools, implements
and simple equipment according to use. It also includes pre-operative check up of farm
tools, implements, and simple equipment for agricultural farm operations.

Pre-Diagnostic Assessment:

This Pre-Diagnostic Assessment must be conducted after the brief introduction of the
lesson and before the discussion of the talking points.

A. Directions:Choose the best answer by writing only the LETTER in your quiz
notebook.
The highlighted choice is the key answer.
1. Farm tools, implements and equipment are very important in agricultural crop
production because:
A. They make work faster
B. They make work easier
C. They save time and effort
D. All reasons above are correct
2. Use the appropriate tool for a specific task to attain quality performance. Which of
the following tools is least used for digging garden plots?
A. Bolo
B. Grub-hoe
C. Pick-mattock
D. Light hoe
3. Which of the following harvesting tools is seldom used in harvesting cucurbits and
solanaceous crops?

56
 A. Harvesting knife
B. Harvesting scissors
C. Pruning shears
D. Scythe
4. It is a tool with one end flattened and the other pointed at a right angle toward its
handle.
A. Bolo
B. Crowbar
C. Pick mattock
D. Spade
5. Small seeded vegetable crops are usually pre-germinated to attain quality
seedlings. Which among the following methods of seedling production is NOT
applicable for planting in a wide production area?
A. Seed box
B. Seedling tray
C. Seedbed
D. Individual plastic bags
6. Which among the following are not classified as digging tools?
A. Shovel, spade
B. Bolo, knife
C. Pick mattock, grub-hoe
D. Crowbar, post hole digger
7. Farm equipment are used to facilitate initial tillage operation in a wide tract of land.
Which among the following equipment is used to perform the task stated above?
A. Tractor with disc plow
B. Tractor with disc harrow
C. Tractor with rotavator
D. Tractor with seed driller
8. It is a tool with tines used to loosen the soil, dig out root crops, and turn over
materials in a compost heap.
A. Hand fork
B. Spading fork
C. Pick mattock
D. Tooth harrow
9. The inventory of tools, implements and simple equipment is conducted for the
following reasons except:

57
 A. To find out lost items
B. To segregate and repair damaged tools
C. To check the items that are present
D. To determine available tools, implements, and equipment for use
10. Which among the following is not a cultivating tool?
A. Hand fork
B. Spading fork
C. Hand trowel
D. Hand cultivator

KNOWLEDGE

Activity 1

Let’s find out how much you know about farm tools, implements, and simple
equipment. Some of you may be sons and daughters of farmers who have some
experience in farming. In this activity you will do simple recall or will give ideas on the
topics you will discuss with your Learning Barkada.
Divide the class into four groups with equal members to form four Learning
Barkadas. Select your leader and the rapporteur who will take down notes on
discussions/decisions your group will make.
The following topics will be picked by your leader for you to discuss.
1. How to differentiate farm tools, implements, and simple equipment from each
other?
2. How are tools classified? Give at least 3 examples under each classification that
you know.
3. What is an inventory? Prepare an inventory form for tools, implements, and
simple equipment for your school.
4. Why is a pre-operative check up of tools, implements, and simple equipment
necessary?
The availability of farm tools, implements, and simple equipment is one of the
important factors needed to make farm work easier, better, and faster. These make
tools, implements, and equipment play a very important role in successful agricultural
crop production operations. However, their availability alone does not guarantee
success in production if the farmer/owner does not know how to use them. For the

58
farmer/owner to perform agricultural operations successfully, he/she must have a good
working knowledge of tools, implements, and equipment prior to use.

NOTE: Tell your students to keep their thei output. They will need this in their
succeeding activities.
TEACHER’S TALKING POINTS POINTS:
You will discuss this to the class preferably with the use of a digital technology or in its
absence a class facilitation using 4A’s will be used. In your activity pha phase, please
encourage students to utilize reusable papers. Always put in your mind that a teacher
starts a class with the end in mind; inspire the students

Classifications of tools
According to Asuncion,
Asuncion et al. (1983), the
following are the farm tools classified
cla according to
use:

Digging tools

1. Crowbar (bareta)is
is used for digging big
holes and for digging out big stones tree
and stumps.

2. Pick-mattock (mattock)is
(mattock) used for
digging canals, breaking hard topsoil
(flattened blade), and digging up
stones and tree stumps (pointed
portion).

3. Grub-hoe(asarol)is
is used for breaking
hard topsoil and pulverizing soil

59
 4. Spade is used for removing trash or
soil, digging canals or ditches, and
mixing soil media.

5. Shovel (pala)is
is used in removing trash,
digging loose soil, moving soil from one
place to another, and for mixing soil
media.

6. Spading fork(tinidor)is
is used for
loosening
oosening the soil, digging out root
crops, and turning over the materials
in a compost heap.

Cutting Tools

1. Bolo (itak)is used for cutting weeds,

bamboo poles and pegs use for
construction and trellis.

2. Pruning shears are used for

cutting branches of planting
materials and unnecessary or
unproductive branches of plants
plants.

3. Axe is used for cutting trunks or

branches of trees and bigger posts.

60
 4. Knives are used for cutting
planting materials,
terials, harvesting,
harvesting and used
in performing other operations
in crop production.

Cultivating tools

1. Light hoeis used for loosening

loosening,
leveling, and digging out furrows for planting.

2. Hand trowel is used for loosening or

cultivating the soil around the growing
plants and putting small a amount of
manure and compost in the soil.

3.Hand fork are used for cultivating

the soil in between rows of plants.

4. Hand cultivator(pangbakulkul)
(pangbakulkul) is used
for cultivating the garden plot by
loosening the soil and removing weeds
growing around the plant.

5. Rake(kalaykay) is used for cleaning the

ground and leveling the topsoil.

61
 Harvesting tools
1. Harvesting knives/scissors/pruning
shears are used for f harvesting
vegetables crops.

2. Scythe is used for harvesting rice and for

cutting grasses for animal feeds.

3. Bolo (itak) is used for harvesting

bananas,
s, sugarcane, and other crops.

Carpentry tools

1. Hammer is used to draw and

remove nails and to drive nails into
wood .

3. Cross cut saw is used to cut

wood when doing some repair of
tools,constructing compost piles
and fixing vicinity fence.

4. Pliers are used in repairs of

tools and other carpentry works.

5. Screw drivers are used tighten

and loosen knots and bolts.

62
 6. Chiselis
is used smoothen wooden
handle of garden tools and implements.

Measuring tools
1. Weighing balanceis used for weighing
Harvests and fertilizers.

2. Meter stickis
is used for measuring
garden plots and heights of plants.

3. Steel tape is used for measuring

distance of planting in lay outing
an area.

4. Foot rule is used for measuring

5. the height of seedlings.

Other materials

1. Knapsack sprayer is used for applying

insecticides, herbicides, and foliar fertilizers.
fertilizer

2. Trigger sprayer is used in

applying insecticides/fungicides in
seedboxes/seedtrays/seedbeds
seedboxes/seedtrays/seedbeds.

63
 3. Sprinklers are used for watering
Seedlings and other plants, such as
vegetables and ornamentals
ornamentals.

4. Wheel barrow is used for hauling and

transporting
ing growing media, fertilizers,
and farm supplies.

5. Crates are used for carrying harvests

(fruits, vegetables, and cut flowers)
from the point of production to the
market.

6. Seed trays are containers

tainers used for
raising or growing seedlings.

7. Seed boxes are containers used in

growing vegetable seedlings.

Farm Implements

Farm implements are accessories pulled by draft animals or mounted to

machineries that are usually used land preparation.. They are usually made of an iron or
other metals.
64
Examples:
1. Plows. They refer to farm implements used in land preparation for agricultural
crop production. They are either pulled by a working animal or a tractor. The plow
is specifically used for tilling wide areas, making furrows, and inter- row
cultivation.
Plows pulled by draft animals are made of either pure metal or wood and
their combination of metal or wood or pure metal.

Native Plow Disc Plow

2. Harrow. The native wooden harrow is made of wood withmetal teeth and pulled
by a draft animal while disc harrow is made of metal mounted to a tractor.
Harrows are used for pulverizing the soil.

Native Wooden Harrow Disc Harrow

3. Rotavator. The rotavator is an implement mounted to a tractor also used for

pulverizing the soil.

65
 Rotavator

Farm Equipment

Farm equipment are machineries used in land preparation and transporting farm
inputs and products. To use this machineries a highly skilled operator is needed to
perform the task.
1. Hand tractor is used to pull a plow and harrow in preparing the field for planting.
2. Four - wheel tractor is usedtopull a disc plow and a disc harrow in preparing amuch
wider area of land.
3. Water pumpis used to draw water from a source for use in irrigating the field.

Hand Tractor Four-Wheel Tractor Water Pump

PRE-OPERATIVE CHECK UP OF FARM TOOLS, IMPLEMENTS, AND EQUIPMENT

An inventory is initially prepared to check the items that are present, available for use,
operational, and adequate for the training activities.

An inventory should be done at the beginning of the school year to provide a list of the
existing tools, implements, and equipment. It is important because you will find out how many
are serviceable and need repair. As a result, accidents can be prevented because

66
damagedtools will be brought to the farm shop for repair. Students must be aware of their
responsibilities as borrowers. They should replace lost tools and repair damaged tools.
Likewise, a yearend inventory is essential, to ensure that the tools, implements, and
equipment are still complete and in good condition ready for use in the next school year.
Below is a sample of an inventory record form.
Table 1. Sample Inventory Record

Date Unit Qty Item Remarks

In Good Needs Repair
condition
6/2/2014 pcs 25 Bolo 20 5
unit 2 Hand tractor with 2
complete accessories
set 3 Soil-testing kit (STK) 3

Imagine that the long, hot summer vacation has finally come to an end. It is the
beginning of the school year and you are ready to start working in your vegetable
gardens. But before you start, check the tools, implements, and equipment you plan to
use.

Dressed in your working clothes and armed with your personal protective
equipment (PPE), proceed to the shop to retrieve your tools so that you can start
clearing away the last remnants of the summer and begin breaking the soil for a new
year. Imagine your frustration when you see that the tools are covered with rust and dirt
from the last vacation. It seems that on this nice day, you will be spending more time
cleaning and repairing tools than actually using them.

67
PROCESS/SKILLS

Activity 2

In Activity 1, a group was assigned to give the classification of tools. After discussing this
topic, the group was requested to post their output in front of the students for the class to
assess. Find out how many correct ideas they have.
Now, after learning the different classifications of tools, all Learning Barkadas will
classify the tools in your tool room. List down all the tools under each classification. Present
your output to the class in 3 minutes. The Learning Barkada that will get the most number of
correct answers will be rated 5, 4, for the second highest, etc.

UNDERSTANDING

Activity 3

You have just learned the importance of having an inventory of tools. You have alsoseen
an example of an inventory record form. You already know the classifications of tools. This time,
each Learning Barkada will prepare an inventory of tools according to their classification.
Present your output in a short bond paper after encoding it.

TRANSFER

Activity 4

Farmer – Student Encounter

Interview a farmer about the farm tools, implements, and simple equipment he
has. Construct interview questions and show them to your teacher for correction and approval.
To facilitate your task, prepare a table where you will indicate the tools, implements, and
equipment the farmer possess. Tools should be listed under each classification. Compare your
output with that of your Learning Barkada.
Present your output to the class.

68
SUMMATIVE ASSESSMENT MUST BE CONDUCTED

The diagnostic test material will be used for this purpose; however, teacher may
customize questions to expand the number of items provided that questions asked must
cover KNOWLEDGE, PROCESS/SKILLS, and UNDERSTANDING.

SUMMARY/SYNTHESIS/FEEDBACK

Tools, implements, and simple equipment facilitate work. As the user, bear in mind that
knowing safety precaution on the proper use of these tools lead to a safe and successful
endeavor. Before using any of the tools, implements and equipment, always check whether or
not they are still usable or serviceable. It is also good practice to always check with or refer to
the manual of operations as prescribed by the manufacturer. When necessary, seek the
assistance of a skilled operator.
Keep a record of tools, implements, and simple equipment so you know what tools are
stored in the tool room.
Tools that are defective should be segregated and fixed immediately to prevent
accidents.

end of Second Quarter

PREPARING FARM TOOLS, IMPLEMENTS, AND SIMPLE EQUIPMENT FOR
AGRICULTURAL FARM OPERATIONS

_____________SECOND QUARTER _____________

CONDUCTING PRE-AGRICULTURAL FARM OPERATIONS

69
 AFA – AGRI CROP PRODUCTION GRADE 9 TEACHING GUIDE
K-12 BASIC EDUCATION CURRICULUM
TRAINING REGULATION-BASED TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURAL CROP PRODUCTION
(SPECIALIZATION)

_____________THIRD QUARTER _____________

CONDUCTING PRE-AGRICULTURAL FARM OPERATIONS

Grade Level Standard

This is a specialization course which leads toAGRICULTURAL CROP PRODUCTION

NC II. It covers the Grade 9 Technology and Livelihood Education (TLE) studentsought
to possess namely: 1. Develop Personal Entrepreneurial Competencies (PEC’s) across
Market and Environment, 2. Preparing farm tools, implements and simple equipment for
Agricultural farm operations, 3. Preparing and maintaining farm tools, implement,
equipment, and facilities. 4. Securing farm tools, implements, simple equipment and
facilities.

LESSON 4. Preparing and Maintaining Farm Tools, Implements, Simple

Equipment, and Facilities

LEARNING COMPETENCIES
CONTENT STANDARD

1. Control workplace hazards and

The learner demonstrates understanding in
environmental implications
preparing and maintaining farm tools,
associated with maintenance
implements, simple equipment, and facilities.
procedures
2. Perform maintenance activities
to maximize efficiency and
effectiveness of facilities
3. Identify relevant information with

70
 regards to the maintenance
PERFORMANCE STANDARD activities

The learner independently prepares and

maintains farm tools, implements, simple
equipment, and facilities following standard
procedures.

Introduction
This lesson deals with the maintenance of farm tools, implements, simple
equipment, and facilities. It also includes workplace hazards and environmental
implications associated with maintenance procedures.

Pre-Diagnostic Assessment:

A. Multiple Choice
Directions: Choose the LETTER of the correct answer and write it in your quiz notebook.
1. Maintenance is work done regularly to keep our tools in good condition. Which of the
following is the first and foremost task in maintenance?
A. Inspect tools before using them
B. Clean tools every after use
C. Keep workplace clean and orderly
D. Use tools, implements, and equipment properly
2. The following are important reasons why we maintain our tools, implements, and
equipment except:
A. To properly dispose hazardous waste
B. To extend the life of tools, implements, and equipment
C. To attain aesthetic beauty of the workplace
D. To assure the operational readiness of the tools, implements, and equipment and
maximum return on investments
3. Which of the following is not a benefit from maintaining the facilities?
A. Ensure safe environment
B. Prolonged life of facilities
C. Reduced operational cost and production
D. Prompt delivery of services/products
4. The 5S with several philosophies are pre-requisites for any improvement program.
71
 Which of the following is not a philosophy of 5S?
A. Simplifies work environment
B. Effective workplace organization
C. Waste of time and effort
D. Reduces waste while improving quality and safety
5. A maintenance performed to prevent or find defects before they develop into a
breakdown refers to:
A. Corrective maintenance
B. Preventive maintenance
C. Emergency maintenance
D. Time-based maintenance

B. Sequencing
Directions: Arrange in order the four-step processes of risk management by assigning
number in every step.

2 - Assess the risk

3 - Review the process
1 - Identify the hazard
4 - Control the risk

C. Identification
Directions: Identify the different examples of hazards by placing a check mark (
) under the
types of hazard in the table below.

Examples of Safety Biological Physical Ergonomic Chemical Work

Hazards Hazard Hazard Hazard Hazard Hazard Organization
Hazard
1. Lack of

respect
2. Pesticides

3.Sexual

Harassment
4.Insect bites

5.Spills on

floors

72
 6.Poor

posture
7.Improperly

aligned chairs
8.Flammable

materials
9.Radiation

10.Confined

spaces

KNOWLEDGE

Activity 1

In the past lesson, you were able to identify defective tools, implements, and simple
equipment. We agreed not to use defective tools to avoid accidents. We need to restore
these tools in order that we will have enough tools to use in the laboratory.
Have you ever met an accident before? Or have you seen someone involved in
an accident?
In our next lesson, we will be discussing hazards, risks or accidents in our
workplaces in relation to the maintenance of tools, implements, and simple equipment.
Again, go to your Learning Barkada and pick one topic for you to discuss.
1. What are hazards, risks, and accidents? What are the types of
hazards that you know?
2. What is Republic Act 9003? As students, what are your roles
to attain the objectives of the RA 9003?
3. What maintenance activities should you undertake to prolong
the life and effectiveness of your tools?
4. Enumerate materials needed in maintaining your tools,
implements, and simple equipment.

TEACHER’S TALKING POINTS:

You will discuss this to the class preferably with the use of a digital technology or in its
absence a class facilitation using 4A’s will be used. In your activity phase, please
encourage students to utilize reusable papers. Always put in your mind that a teacher
starts a class with the end in mind; inspire the students

73
Safety Precautions in Handling Farm Facilities

Safety Precautions in Handling Farm Facilities

Horticultural farm operations involve a lot of activities in the different workplaces.
While performing these activities, workers exposethemselves to a lot of risks.
Workplace hazard is a major cause of accident, injury, or harm to a worker who
performs such task. These hazards should be the major concern of all who are
involved in a certain task or activity.
When undertaking risk management, it is important to distinguish hazard from
risk and exposure.
o Hazard is the potential for harm, or adverse effect on an employee’s health.
Anything which may cause injury or ill health to anyone at or near a workplace is
a hazard.
o Risk is the likelihood that a hazard will cause injury or ill health to anyone at or
near a workplace. The level of risk increases with the severity of the hazard and
the duration and frequency of exposure.
o Exposure occurs when a person comes in contact with a hazard.

What is a hazard?
Hazard is anything in the workplace that has the potential to harm people. Hazards in
the workplace should be identified and the risk of the hazard causing an injury should be
assessed.

Types of Hazards
1. Safety hazards
These are the most common hazards in a workplace occuring at one time or
another. They include unsafe conditions that can result in injury, illness or death.
Examples:
• Spills on floors
• Working from heights, including ladders, scaffolds, roofs, or any raised
area
• Unguarded machinery and moving machinery parts
• Electrical hazards like frayed cords, missing ground pins and improper
wiring
• Confined spaces
74
2. Biological hazards
These are associated with working with animals, people, or infectious plant
materials.
Examples:
• Insect bites
• Fungi/mold
• Bacteria and virus
• Plants
• Animal and bird droppings
• Blood and other body fluids
3. Physical hazards
These are factors within the environment that can harm the body without
necessarily touching it.
Examples:
• Extreme temperature – hot and cold
• Constant loud noise
• High exposure to sunlight/ultraviolet rays
• Radiation including ionizing and non-ionizing (microwaves and
radiowaves)

4. Ergonomic hazards. Theseoccur when the type of work, body positions and working
conditions put a strain on your body. These are the hardest to spot since you
don’t always immediately notice the strain on your body or the harm that these
hazards pose. Short term exposure may result in “sore muscles” and long-term
exposure can result in serious illness.
Examples:
• Improperly adjusted workstations and chairs
• Frequent lifting
• Poor posture
• Awkward movements, especially if they are repetitive
• Repeating the same movements over and over
• Vibration
• Having to use too much force, especially if done frequently

75
 5. Chemical hazards. Theseare present when a worker is exposed to any chemical
preparation in the workplace in any form (solid, liquid, gas). Chemicals can cause
illness, skin irritation or breathing problems.
Beware of:
• Pesticides
• Cleaning products, paints, acids, and solvents
• Flammable materials, like gasoline and explosive chemicals
• Vapors, like fumes that come from welding
• Gases, like acetylene, propane, carbon monoxide and helium

6. Work organization hazards

Hazards or stressors that cause stress (short-term effects) and strain (long-term
effects). These are hazards associated with clean workplace issues such as,
workload, lack of control and/or respect.
Examples:
• Workplace violence
• Workload demands
• Lack of respect
• Flexibility
• Social support/relations
• Control or say about things
• Sexual harassment

Risk management

Risk management is a four-step process.

1. Identify the hazard

Hazard identification is the first step in reducing the possibility of an accident. It
means identifying all situations or events that could cause injury or illness. Eliminating
or minimizing workplace hazards needs a systematic approach. It is essential to try
and anticipate all possible hazards at the workplace known as the ‘what if?’ approach.
Methods that are useful in identifying hazards. These include:
o Reviewing your workers’ compensation data and checking the incidence,
mechanism and agency of injury, and the cost to the organization.
76
 o Staying informed on trends and developments in workplace health and safety, via
the internet or OHS publications.
o Reviewing the potential impact of new work practices or equipment introduced
into the workplace in line with legislative requirements.
o Doing walk-through surveys, inspections or safety audits in the workplace to
evaluate the organization’s health and safety system.
o Considering OHS implications when analyzing work processes.
o Investigating workplace incidents since in some cases there may be more than
one hazard contributing to an incident.
o Getting feedback from employees/workers who can often provide valuable
information about hazards, based on their experience in their work area.

2. Assess the risk associated with the hazard

This step involves gathering information and making decisions. It is
important to consider the causes and impact of hazards in a workplace. To avoid
endangering the workers’ health, introduce some precautionary measures.

3. Control the risk

The third step in effective risk management involves establishing and
maintaining systems which give an opportunity for regular evaluation and review
procedures. Evaluation entails examining control measures to ensure that risks
are eliminated or reduced.
There are three categories of control measures you might take. You can
eliminate the hazard, minimize the risk, and introduce ‘back-up’ controls when all
other options in the previous categories have been exhausted.

4. Review the process.

The review system applies to the overall risk management process. It checks if the
process is working effectively

77
Basic Principles of Hazard Analytical and Critical Control Point (HACCP)

1. Conduct a hazard analysis.

Identify hazards and assess the risks associated with them at each
step in the commodity system. Describe possible control measures.

2. Determine the Critical Control Points (CCPs).

A critical control point is a step at which control can be applied and

is essential to prevent or eliminate safety hazard, or reduce it to
an acceptable level.

3. Establish critical limits.

Each control measure associated with a CCP must have an

associated critical limit which separates the acceptable from the
unacceptable control parameter.

4. Establish a monitoring system.

Monitoring is the scheduled measurement or observation at a

CCP to assess whether the step is under control.

5. Establish a procedure for corrective action, when monitoring at a CCP

indicates a deviation from an established critical limit.

6. Establish procedures for verification to confirm the effectiveness of the

HACCP plan.

Such procedures include auditing of the HACCP plan to review

deviations and product dispositions, and random sampling and
checking to validate the whole plan.

7. Establish documentation concerning all procedures and records

appropriate to these principles and their
application(www.fao.org/docrep/005/y1390e/y1390e09.htm retrieves April 10, 2014)

78
Maintaining Farm Tools, Equipment, and Facilities

According to Ladia et. al (2012), maintenance is work that is done regularly to keep
tools, equipment, and facilities in good condition and working order. We need to learn the
different kinds of maintenance in order to identify the activities and proper procedures in the
management of facilities as well as of the time, money and materials involved.
The proper use of training tools, equipment, and facilities is the first and foremost task in
maintenance. If used in accordance with the manufacturer’s manual, as this would evidently
extend the life of the tools, equipment, and facilities. The manual would indicate the part and the
way to maintain it. We must always refer to it for reference.

Types of Maintenance
1. Preventive maintenance – maintenance performed to prevent or find defects before they
develop into a breakdown.
2. Corrective maintenance – maintenance tasks initiated as a result of the observed condition of
an asset or system, before or after functional failure to correct a problem. It is performed to
repair, restore, replace or correct a failure.
3. Emergency maintenance– maintenance performed to put the item on hand immediately to
avoid serious consequences, such as loss of production, disrupted schedule, extensive
damage to assets, idle worker or forsafety reasons. This should be requested as soon as you
become aware of a problem.

Why Maintain?
• To extend the useful life of tools, equipment and facilities
• To assure the operational readiness of equipment and maximum possible return on
investments
• To properly discard hazardous waste
• To ensure the safety of the user

What can we Gain from Maintaining our Facilities?

• Ensure a safe environment
• Improved morale of human resources
• Reduced operational cost
• Increased production
• Prolonged life of facilities
• Prompt delivery of services/products

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Factors to Consider when Maintaining Farm Tools, Equipment, and Facilities
1. Manpower
2. Money (financial resources)
3. Methods and system
4. Machines (facilities)
5. Materials and supplies

Maintenance Program – includes all maintenance activities to be undertaken, manpower

needed, maintenance methods to be used, all the materials and supplies needed and cost
involved in the maintenance.

Maintenance Schedule – is a list allocating specific maintenance of an area, including tools

and equipment for a specified period. It is also just a part of the maintenance program.

Maintenance Checklist – is a list of maintenance tasks typically derived through some analysis
of analysis, generated automatically as work orders at a predetermined frequency.

Tools Maintenance and Safety Rules

According to Asuncion (1991), tools will last longer when properly kept and maintained.
A good worker keeps and takes good care of his tools. The following are some pointers to follow
in keeping tools in good condition:
1. Be sure to inspect tools before using them to check if they are in good working condition.
This can be detected when they are used smoothly
with ease and speed. The sharpness of bladed tools and tips of pointed ones should
always be maintained, while non-bladed or non-pointed tools should always be kept
clean to prevent them from rusting.
2. After using a tool, clean it thoroughly with a damp cloth before keeping it in the tool
cabinet. To keep the tool from rusting, make sure that the tool is dry before storing it.
3. Oil the metal parts of a tool to prevent any form of damage that may be caused by air,
water, or rust.

Safety Rules to Strictly Follow to Avoid Accidents

1. Avoid wearing loose clothing when working. Sleeves should be fitting and shirts tucked
inas much as possible. Remove ties and jewelry.
2. Injuries or accidents that occur should be reported immediately to the teacher.
3. Never use your lips to fold small materials like fasteners or any small metal articles when
working.
80
 4. Never throw tools of any type around. Make sure the sharp edge of cutting tools is away
from the edge of the work table or work bench.
5. Keep working areas clean and free from shavings of any kind.
6. Ensure the safety of your classmates when carrying long and heavy tools to avoid
accidents.
7. Never use dull or damaged tools.
8. Keep fingers away from the edge of sharp cutting tools.
9. Know and observe safety measures specific of each tool or operation.
10. Convenience outlets and power tools used should be checked before and after each
use. Switch off the power before leaving the shop.
11. Keep tools in their proper places.

Practice 5 S
According to Ladia, et al. (2012), 5S is the name of a workplace organization
methodology that uses a list of five (5) Japanese words which are seiri, seiton, seiso, seiketsu,
and shitsuke.Translated into English, they all begin with the letter “S”. The list describes how
items are stored and how the new order is maintained.

Seiri (Sort) - taking out and disposing of unnecessary items

Seiton (Systematize) - arranging tools, equipment, and materials
in order for the easiest and most efficient access
Seiso (Sweep) - cleaning even if things are notdirty
Seiketsu (Standardize) - maintaining the workplace in high standard
Housekeeping
Shitsuke (Self-discipline) - doing things spontaneously without being
told

81
Below are samples of maintenance schedule:

Table 2.Operational Procedure

OPERATIONAL PROCEDURE
Equipment Type Hand Tractor
Equipment Code HT100
Location Shop Building
Operation Procedure:

Conduct pre-operative on the following:

1. Check engine oil.
2. Check loose bolts and missing parts.
3. Check fuel and water.
4. Check the accessories if they are properly mounted.

Table 3. Housekeeping schedule

HOUSEKEEPING SCHEDULE
Qualification Agricultural Crop Station/Bldg. GREENHOUSE
Production NC II
Area/Section PRACTICAL WORK AREA
In-charge
ACTIVITIES Responsible Schedule for the Month of
Person ________

Daily Every Weekly Every Monthly Remarks

other 15th
day Day
1. Clean and maintain Trainee X
greenhouse
surroundings by
sweeping/removing

82
fallen leaves,
branches, debris and
clearing pathways of
obstructions.
2. Empty trash and Trainee X
compost cans.
3. Sanitize and Trainee X Every
disinfect houses Friday
between uses
4. Clean and check Trainee X
wash area:
• Walls/floors-
free from molds
and stains
• Drainage
system is
functional
• Water system is
functional; no
dripping faucets
or leaking pipes
• Free from rags
or other
unnecessary

objects

Table 4.Equipment Maintenance Schedule

83
 EQUIPMENT MAINTENANCE SCHEDULE
Equipment Type Hand Tractor
Equipment Code HTI00
Location Shop Building
Schedule for the Month of
ACTIVITIES Manpower Daily Every Weekly Every Monthly Remarks
th
other 15
day Day

1.Check Trainee/
Every

engine oil Trainer Monday

2. Check
Every
loose bolts Trainee/Trainer Monday
and
missing
parts
3. Check Trainee/
Every
fuel and Trainer Monday
water
4. Replace Trainee/Trainer As the
engine oil need
arise
5.Clean air Trainee/
End of
cleaner Trainer the
Month
6.Engine Engine
End of
tune-up Technician the
Month
Special Instructions:
Trainer:

Table 5. Workshop Inspection Checklist

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 WORKSHOP INSPECTION CHECKLIST
Qualification HORTICULTURE NC II

Area/Section GREENHOUSE In-Charge

Yes No INSPECTION ITEMS
Did you...
X 1. clean the surroundings and remove obstructions?
X 2. properly segregate and dispose of waste materials, such as empty
bottles of chemical?

Remarks:
Inspected by: Date:

Table 6. Equipment Maintenance Inspection Checklist

EQUIPMENT MAINTENANCE INSPECTION CHECKLIST

Equipment Type : HAND TRACTOR

Property Code/Number : HTI00
Location : PRACTICAL WORK AREA
Yes No INSPECTION ITEMS
Did you...
X 1. check the engine oil?
X 2. check if there are loose bolts and missing parts?
X 3. check the fuel and water?
X 4. clean the air cleaner?

Remarks:

Inspected by: Date:

Table 7. Waste Segregation Checklist

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 WASTE SEGREGATION CHECKLIST

Qualification AGRICULTURAL CROP PRODUCTION NC II

Area/Section GREENHOUSE
In-Charge
WASTE SEGREGATED METHOD
GENERATED/ACCUMULATED
WASTE RECYCLE COMPOSED DISPOSE
Cut grasses and weeds

Plant residues

Seedling trays

Plastic bags

Empty bottles of chemicals

Empty seed cans or sachets

PROCESS/SKILLS

Read the instructions to your students. Discuss the activity thoroughly.

Activity 2

There is a saying which runs thus, “Work and work without play, makes Juan a
dull boy,” so this time, let us play. The tile of our game is “Act and Tell.” Actors will come
from each Learning Barkada, round robin.
Example:
LB 1 will do an action about maintenance of tools and members from other
LBs will guess the action. If the action not correctly identified, the score goes to the “Act”
group. But if it was identified correctly; the merit goes to the “Tell” group. The Tell group
which gave the correct answer will have the chance to act to be answered by the other
LBs. The number of correct items they got will be their score.

86
UNDERSTANDING

Activity 3

This time, you are not going to work by groups. This is an individual pursuit to
assess how much you have learned from the lessons.
Select one of the topics listed below and develop it into a composition with 100
words only.
1. 5S and Me
2. Hazards and Me
3. Why do I maintain my tools

Activity 4
Every Learning Barkada will prepare a poster of safety precautions to be
displayed in the classroom.

TRANSFER

Activity 5

Let’s get physical. Each one of you go to the tool room and get a tool that needs
cleaning and/or simple repair. You may also bring your own tool for this activity. Apply
what you have learned about maintaining tools, implements, and simple equipment.
Before you start doing your task, assess your workplace. Identify the possible hazards
and do something about them to ensure your safety. While doing your task, observe
safety precautions to prevent untoward incidents from happening.

SUMMATIVE ASSESSMENT MUST BE CONDUCTED

The diagnostic test material will be used for this purpose; however, teacher may
customize questions to expand the number of items provided that questions asked must
cover KNOWLEDGE, PROCESS/SKILLS, and UNDERSTANDING.

87
 SUMMARY/SYNTHESIS/FEEDBACK

“An ounce of prevention is better than a pound of cure”: An adage which always
reminds us of our safety in everything we do.
Any place we go, any work we undertake, we are exposed to risks or hazards. To
avoid such, we must be extra careful of our actions and decisions. See to it that the
workplace meets the OHS standards.
Tools, implements, and equipment must be maintained and secured in their
proper places to be safely used next time.

REFERENCES:

Garcia, L.B., P.C. de Castro, R.G. Asuncion, Jr. A.J. Ganiron, E.B. Javier, E.D. Serrano, A.
B. Resureccion, and S.A. Yano. 1991. Safety Precautions When Working. In: Technology and
Home Economics II. First Edition. Instructional Materials Corporation (IMC), University of the
Philippines, Diliman, Quezon City, Philippines, 390 pp.

Ladia, L.A., P.V. Lucas and R.M. Mirasol. 2012. Maintaining Training Facilities. In: CBLM on
Trainers Methodology Level I. National TVET Trainers Academy, TESDA, Marikina City,
Philippines.

(www.fao.org/docrep/005/y1390e/y1390e09.htm retrieves April 10, 2014)

http://www.sofweb.vic.edu.au/safe@work/workplace_hazards.asp\\ Retrieved April 11, 2014

https://www.worksafe.vic.gov.au/safety-and-prevention/health-and-safety-topics/controlling-ohs-
hazards-and-risks/about-hazards-and-risks/what-are-hazards-and-risks Retrieved April
12, 2014
http://en.wikipedia.org/wiki/5S_(methodology) Retrieved April 11, 2014

end of lesson 4
Preparing and Maintaining Farm Tools, Implements, Simple Equipment, and
Facilities

_____________THIRD QUARTER _____________

CONDUCTING PRE-AGRICULTURAL FARM OPERATIONS

88
 AFA – HORTI CROP PRODUCTION GRADE 9 TEACHING GUIDE
K-12 BASIC EDUCATION CURRICULUM
TRAINING REGULATION-BASED TECHNOLOGY AND LIVELIHOOD
EDUCATION
AGRICULTURALCROP PRODUCTION
(SPECIALIZATION)

_____________FOURTH QUARTER _____________

CONDUCTING PRE-AGRICULTURAL FARM OPERATIONS

Grade Level Standard

This is a specialization course which leads toAGRICULTURAL CROP PRODUCTION

NC II. It covers the Grade 9 Technology and Livelihood Education (TLE) studentsought
to possess namely: 1. Develop Personal Entrepreneurial Competencies (PEC’s) across
Market and Environment, 2. Preparing farm tools, implements and simple equipment for
Agricultural farm operations, 3. Preparing and maintaining farm tools, implement,
equipment, and facilities. 4. Securing farm tools, implements, simple equipment and
facilities.

89
LESSON 5. Securing Farm Tools, Implements, Equipment, and Facilities

CONTENT STANDARD LEARNING COMPETENCIES

The learner demonstrates understanding in 1. Perform simple repair and modification

securing farm tools, implements, simple of farm tools, implements and
equipment, and facilities. equipment
PERFORMANCE STANDARD 2. Install preventive structures in the farm
The learner independently secures farm tools, 3. Maintain and store farm tools,
implements, simple equipment, and facilities implements, and simple equipment
according to approved practices. according to approved practices

Introduction
This lesson deals with the safety of farm tools, implements, simple equipment, and
farm facilities. It includes simple repair, installation of preventive structures, and
storage.

Learning Competencies/Objectives

At the end of the quarter, the students are expected to:

1. Perform simple repair and modification of farm tools, implements and equipment
2. Install preventive structures in the farm
3. Maintain and store farm tools, implements, and simple equipment
according to approved practices

Pre-Diagnostic Assessment:

This Pre-Diagnostic Assessment must be conducted after the brief introduction of the
lesson and before the discussion of the talking points.

(The highlighted choice is the key answer.)

Directions: Read the questions carefully and choose the LETTER of the correct
answer. Write the answer in your quiz notebook.

1. Which of the following less describe a work shop?

90
 A. Provides an area for repairs
B. Provides an area for storage
C. Provides an area for lectures
D. Provides an area where work can be carried out during inclement
weather
2. Which of the following is not true about a work shop?
A Presence of water supply for convenience and safety
B. Presence of wide entrance only for large equipment
C. Presence of storage cabinet for tools, supplies, and spare parts
D. Presence of fire extinguishers
3. What is the advantage of living windbreaks?
A. Protect people and livestock
B. Benefit soil and water conservation
C. Wildlife habitat for birds and little furry creatures
D. Take several years to develop, therefore, the economic
benefit is not immediate
4. Hazardous materials should be stored in a safe place to prevent accidents.
Which of the following is not a good practice in storing hazardous materials?
A. Flammable and poisonous materials should be stored in a separate
room or cupboard
B. Hazardous products must be well-ventilated
C. Hazardous materials are kept in places which children cannot reach
D. Unconsumed or extra chemicals are stored in empty beverage bottles

5. Which among the following practices of storing garden tools is not

effective?
A. Remove any dirt or rust
B. Sharpen tools
C. Store tools on the ground
D. Spray metal parts with a good coat of lubricating oil

KNOWLEDGE

Below are some of the farm facilities in agri-crop production. Draw a square if the
91
facilities are familiar to you and a triangle if it is not, opposite each column. Put a (/) if
you know how to describe and (x) if you don’t in the next column.

Remarks
Farm Facility Can Can’t
Familiar Not familiar
describe describe
1. Storage barn
2. Shop building
3. Nursery
4. Vicinity fence
5. Greenhouse

TEACHER’S TALKING POINTS:

You will discuss this to the class preferably with the use of a digital technology or in its
absence a class facilitation using 4A’s will be used. In your activity phase, please
encourage students to utilize reusable papers. Always put in your mind that a teacher
starts a class with the end in mind; inspire the students

Simple Repair and Modification of Tools and Implements

“Repair means to restore by replacing a part or putting together what is torn or broken”
http://www.merriam-webster.com/dictionary/repair

A workshop provides a focal point at the farmstead for the repair and
maintenance of machines, implements and structures. It also provides a place where
tools can be stored in an orderly manner, a store for supplies and spare parts, and a
shelter where work can be carried out during inclement weather. A facility of this type
should be available on every farm. The size and design of a workshop, however, should
be commensurate with the size of the farm and the work to be done in the
shop.http://www.fao.org/docrep/s1250e/s1250e19.htm Retrieved

Important Features of a Safe and Efficient Workshop

1. Sufficient room for the largest machine that may need repair, including workspace
around it. If the machine is large, truss roof construction may be needed to provide the
required space without intermediate supports.

2. An entrance that is both wide enough and high enough for the largest equipment that the
shop has been designed to accommodate. If the building is enclosed with either solid walls
or wire netting, a second door is essential for safety in case of fire.

3. Some means of lifting and supporting heavy loads. When the roof span is 3m or less, a

92
 timber beam is often adequate. For larger spans or very heavy loads a truss will be required.
Alternatively, a portable hoist can be used.

4. Electric lighting and electrical service for power tools.

5. A water supply for both convenience and safety.

6. One or more fire extinguishers of a type suitable for fuel fires. Two or three buckets of dry
sand are a possible substitute or supplement for a fire extinguisher.

7. Storage cabinets for tools, supplies and spare parts. Sturdy doors can be locked for
security and also provide space to hang tools and display small supplies for easy access.

8. .A heavy workbench attached to the wall or otherwise firmly supported. It should be 1 m

high, up to 800mm deep and at least 3m long and equipped with a large vice. There must be
sufficient clear space around it to maneuver work pieces and, if attached to a solid wall,
ample window openings above it to provide
light.http://www.fao.org/docrep/s1250e/s1250e19.htm

Simple garden tools are easy to repair. Spend a little time checking your garden tools for
things to fix and recycle.

To replace a tool handle:

1. Clamp the tool blade in a bench vise.
2. Remove the handle from the hasp using a drill, hammer, or other tools as
needed.
3. Insert the new handle into the hasp.
4. Tighten the handle in the hasp using fasteners.Use a screw and screwdriver to
firmly attach the handle to the tool head.
To fix a leaky hose:

1. Cut through the hose on either side of the bad section using a sharp knife.
2. Attach male and female hose couplings to the cut ends, following the directions that come
with the couplings. If the new hose fittings don't slide in easily, try softening the ends of the
hose in hot water or lubricating them with soap or cooking oil.
To fix a broken tooth of a rake or fork:
Bring this to the shop and weld the broken portion of the tools. Do the same with the
other tools and implements that need welding. For farm machineries that need repair,
93
 contact expert mechanics to do the job.

Installation of Preventive Structure

It has been observed that as we go on with our agricultural crop production work we
often experience the occurrence of inclement weather. Before it is too late, we think of
preventive measures we can take to safeguard our crops, tools, and other facilities. We should
not only focus our attention on the occurrence of inclement weather, but we also have to
consider other elements that may cause loss or damage to our property, such as stray animals,
fire, and thieves.

The Philippines is particularly prone to natural disasters due to its

geographical location and physical environment. The country experiences an
average of 20 typhoons yearly, which trigger landslides, flashfloods, mudslides,
widespread flooding, and cause destruction and damages to homes, community
buildings, communications, infrastructure, and agriculture. To address these
hazards and [to] slow [down] setting climate change impacts, the integration of
lemon trees in vegetable farms can be a suitable option for slope protection.
Planting of trees such as Calliandra reduces weed growth, conserves soil
moisture, and improves soil structure and fertility. It is planted in contour hedge-
rows to decrease erosion on steep slopes, acts as windbreaks and as an
understory component.http://teca.fao.org/read/7703#sthash.WmLjxFJP.dpuf

To safeguard our agricultural crops and farm facilities from damage cause by strong
winds and typhoons, preventive structures should be installed beforehand. Examples of
preventive structures are windbreaks.

“Windbreaks could be linear plantings of trees and shrubs designed to enhance crop
production, protect people and livestock, and benefit soil and water conservation or buildings
situated along vegetable areas or plantations”.https://edis.ifas.ufl.edu/fr253 Retrieved

There are two types of windbreaks, living (natural) and non-living (artificial). Each
type serves to reduce wind, but there are economic tradeoffs associated with each. This
paper will focus on the advantages and disadvantages.

Living windbreaks are mostly composed of trees and shrubs, and in some cases

94
 tall grasses. Artificial windbreaks are vertical structures made from a variety of materials
including metal and plastic cloth. One of the primary economic advantages of a living
windbreak is that it is a cheap and cost-effective technology due to low establishment
and maintenancecosts. The primary economic disadvantage is that a livingwindbreak
may take several years to develop; therefore, the economic benefit is not
immediate.https://edis.ifas.ufl.edu/fr253 ,

Basic reasons why we plant windbreaks

• Reduce wind speed

• Windbreaks reduce heating and cooling cost to homes, and add value
• Provide a barrier from sound and site, smell
• Protect livestock
• Aesthetics -they look good
• Wildlife habitat -birds and little furry critters
http://www.nrcs.usda.gov/Internet/FSE_PLANTMATERIALS/publications/txpmcot5584.pdf ,

Let’s take a look at our facilities, such as the nursery shed, storage house, and farm
shops. Examine their physical conditions (roofing, sidings, or floorings). Can they survive any
disaster that may occur? Are the things inside safe? If not, what preventive structures should
you undertake?
Below is a table indicating the facilities, physical conditions, possible calamities or
disasters that may occur and the suggested preventive structures or contingency measures to
be undertaken.

Physical Facilities Calamities/ Suggested preventive/

conditions Disaster contingency measure
Weak posts Nursery shed Typhoon Put braces

Leaking roofing Storage barn Heavy rains Put water sealant (vulcaseal)
Unsafe windows Farm shop Thieves/burglars Put grills and heavy duty
and doors padlocks
Fires Provide fire hydrants
call fire department
Run off Construct drainage canal

95
 Dilapidated Vicinity fence Astray animal Reconstruct fence

Prepare Farm Facilities and Equipment for Storage

After quite a long time, farming operations finally come to an end. At this time, we
have to check the tools, implements, and equipment we used and prepare them for
storage.

Machinery and implement storage

On many small-scale farms or schools machineries and implements are stored in

a simple shed just to keep them. The few small-sized hand tools and implements used
in farming can normally be stored in any multipurpose structure at the farmstead or
backyard. The tools, implements, and equipment need only to be secured for their
protection from theft and vandalism, and kept dry avoid deterioration of the metal and
wooden parts. The tools will last longer if they are cleaned and working surfaces are
greased prior to storage. The tools may be hung on rails or hooks on the wall or from
the ceiling for order and convenience and to protect them from dampness penetrating
an earth floor in the store.

Implements, such as plows, harrows and cultivators, are little damaged by rust
when left outdoors. If they are properly cleaned prior to storage and metal surfaces,
particularly all threaded parts used for adjustments, are greased, then a little rust is not
likely to harm performance enough to justify the cost of a storage structure. A fenced
compound can offer adequate protection against theft during storage. Although
implements containing wooden parts are more susceptible to decay, those parts can
usually be replaced at low cost.

Machinery and Equipment Storage Buildings

There are numerous precautions that should be observed when storing machinery on the
farm. Precautions include:

• Buildings where machinery and power tools are stored should be located far enough
away from structures that house livestock and hay in case of fire.
• Fuel storage tanks should preferably be located below the ground, and a minimum of 40

96
 feet from the nearest structure. Fuel cannot be stored in the same structure as
machinery or power tools.
• Electrical lines coming into the building should be high enough to allow equipment to
pass underneath.
• Electrical systems in machine sheds should be sufficient for the power tools and
equipment that will require the use of electric current.
• Electric outlets should be of the three-prong grounded type.
• Machinery storage buildings should not be used to store debris.
• Doors on machine sheds should be wide enough so machinery can safely pass through
without getting caught. It should be easy to pull or slide open doors and close them
freely in case of an emergency.
• Exits should be clearly marked.
• Doors should be lockable to keep out children and unwanted visitors.
• Floor surfaces should be level and smooth, free of bumps and protruding rocks.
• Equipment should be parked so there is enough space for a person to walk freely
around it.
• Buildings should have adequate ventilation for the starting or running of an engine within
the structure. (Note: engines should not be left running inside a building for a prolonged
period of time unless the exhaust is being properly vented externally).
• All tools and accessory equipment should be kept picked up and stored in their proper
place, e.g., air hoses, oil cans, spare tires, jacks.
• Keys should always be removed from all equipment or machinery to prevent children or
unauthorized people from starting them.
• Do not allow nonemployees inside the machine shed. Children should never be allowed
to play around or inside the machine shed or on farm machinery
itself.http://nasdonline.org/document/1049/d000844/farm-machinery-and-equipment-safety-part-i-
recognizing.html

Fuel and chemical storage

Many materials that are used on farms fall into the category of "hazardous
materials," since they are either highly flammable or poisonous. Other materials
frequently used on farms, such as fertilizers and cement, also have special
storage requirements, mainly because they are hydroscopic, i.e., they tend to
pick up moisture from the
atmosphere.http://www.fao.org/docrep/s1250e/s1250e19.htm

97
 Storage of Hazardous Products

Generally speaking, accidents that happen among children are due to the
carelessness of adults. Hazardous products are not kept in places where children could
not reach them. Unconsumed chemicals are kept in bottles of beverages and not
properly labeled.

Hazardous materials stored on farms normally include the following:

• Highly flammable materials, such as engine fuel and oil, such as petrol, diesel, kerosene
and lubricating oils.
• Gases, such as butane, propane and acetylene. (Oxygen promotes the combustion of
other materials and must be handled carefully.)
• Paints containing flammable solvents, cellulose thinner or alcohol.
• Poisonous materials such as herbicides, insecticides, rat poison and sheep and cattle
dips.
• Acids and alkali such as detergents, cleaning liquids, lye and quicklime (CaO).
• Medicines, such as veterinary drugs and supplies. Some drugs may require refrigeration.
• Wood preservatives and corrosion inhibiting
paints.http://www.fao.org/docrep/s1250e/s1250e19.htm retrieved April 13, 2014

To prevent accidents, precautions should be taken, especially in

storing hazardous materials. Hazardous materials should always be
stored in a separate location containing only those materials. If the
quantities are larger, flammable and poisonous materials should be stored
in separate rooms. Ideally each type of material should have its own
storagespace, that is, its own shelf in a cupboard or a storage room,or its
own room in a cooperative or merchant store.Anystorage for hazardous
products must be well ventilated so that explosive or toxic fumes cannot
accumulate.http://www.fao.org/docrep/s1250e/s1250e19.htm retrieved April 13, 2014

We should take note that some chemicals are harmful to the skin; Therefore,
washing facilities should be available nearby for immediate use.

Storage of Fertilizers and Other Nonhazardous Materials

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 Some fertilizers are hydroscopic and easily pick up moisture from humid air or
from the ground. This causes them to become lumpy and to deteriorate. Fertilizers and
cement are normally sold in plastic - lined bags offering some degree of protection. They
should be handled and stored so that the bags are not punctured or otherwise damaged.
In addition, the storage conditions should be as dry as possible. Bags should be placed
on a raised platform in the storage. This will allow ventilation and prevent ground
moisture from penetrating from below. The pile should be protected from rain by a roof
or some other type of watertight cover. Fertilizer can be very corrosive to metals and
should not be stored close to machinery or tools.http://www.fao.org/docrep/s1250e/s1250e19.htm
retrieved April 13, 2014

Greenhouses

A greenhouse is a structure using natural light within which optimum conditions

may be achieved for the propagation and growing of agricultural crops, for plant
research or for isolating plants from disease or insects.

Greenhouses should be located in open areas with no shade from trees or

buildings and with access to roads. The land should be nearly level and well drained. If
possible, the site should be sheltered from excessive wind. However, normal air
movement is essential for natural ventilation systems and to preventlocally stagnant
conditions.

A good, clean water supply is of paramount importance.

Electricity will be required if ventilation is to be mechanized and if stationary

machinery is to be used in the greenhouse.http://www.fao.org/docrep/s1250e/s1250e19.htm
retrieved April 13, 2014

Regarding the preparation of garden tools for long storage, you can adopt some of these
practical practices:

• Begin by gathering all hand tools and removing any dirt or rust with a wire brush,
steel wool, or light sandpaper.
• Sharpen the tools using a file that is made specifically for this task. Remember to
move the file in one direction only, and at a 45-degree angle Sand wooden
handles with sandpaper and follow up with a coat of paste wax or linseed oil if
necessary.
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 • Spray all metal parts with a good coat of lubricating oil. This will prevent rust when your
tools are stored in your tool shed or garage.
• Store your tools in a high place above the ground and in a dry spot.
• Drain water hoses and hang them in the garage or in the workshop.
• Don’t forget about the lawnmower. If you don’t have the chance to use up the gas
before storing it, add a gas stabilizer to the fuel tank to prevent corrosion.
By following these few basic preparatory steps, you can ensure that on the
following year, you’ll be working in your garden instead of working on your garden
tools. With proper care of the farm tools, implements, and equipment, you can also
save yourself from buying new ones to replace them.

PROCESS/SKILLS

Read the instructions to your students. Discuss the activity thoroughly.

Activity 2
Conduct an interview on experienced crop producers in the locality on how they
secure and store their farm facilities. Make sure you answer the following questions:
1. What tools, implements, and equipment do farmers have to store?
2. How do they secure and store their tools, implements, and simple equipment.?
3. What preventive structures do these farmers have?

UNDERSTANDING

Visit the school nursery and greenhouse. Are these facilities secured?
Make a report of your findings and submit it to your teacher.

TRANSFER

Visit the shop of the school and take note of whether the tools, implements, and
equipment are properly arranged and stored. Check if the tools, implements, and
equipment are prepared for long storage since the school year is about to end. Report
your findings to your teacher.

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SUMMATIVE ASSESSMENT MUST BE CONDUCTED
The diagnostic test material will be used for this purpose, however, teacher may
customize questions to expand the number of items provided that questions asked must
cover KNOWLEDGE, PROCESS/SKILLS, and UNDERSTANDING.

SUMMARY/SYNTHESIS/FEEDBACK

The availability of tools, implements, simple equipment, and facilities is one of the important
factors to attain success in agricultural crop production. These materials are not easy to obtain
because they are expensive. Relative to this, these materials should be handled with extra care
to preserve their serviceability, effectiveness, and availability. These should be stored in safe
places but before they are stored they must be cleaned, sharpened, or oiled ready for long
storage.

References:

http://www.fao.org/docrep/s1250e/s1250e19.htm retrieved April 13, 2014

http://nasdonline.org/document/1049/d000844/farm-machinery-and-equipment-safety-
part-i-recognizing.html Retrieved April 13, 2014

http://www.fao.org/docrep/s1250e/s1250e19.htm Retrieved April 13, 2014

http://www.nrcs.usda.gov/Internet/FSE_PLANTMATERIALS/publications/txpmcot5584.p
df Retrieved April 13, 2014

https://edis.ifas.ufl.edu/fr253 Retrieved April 13, 2014

http://teca.fao.org/read/7703#sthash.WmLjxFJP.dpufApril 13, 2013

end of lesson 5

Securing Farm Tools, Implements, Equipment, and Facilities

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 ____________FOURTH QUARTER _____________
CONDUCTING PRE-AGRICULTURAL FARM OPERATIONS

AFA – AGRI CROP PRODUCTION GRADE 9 TEACHING GUIDE

K-12 BASIC EDUCATION CURRICULUM
TRAINING REGULATION-BASED TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURAL CROP PRODUCTION
(SPECIALIZATION)

GLOSSARY OF TERMS

Business refers to any activity which entails the buying and selling of goods. The
manufacturing of products or providing services to a market.

Capital refers to money invested in a business to generate income.

Competency is an ability to do something, especially measured against a

standard.

Contingency means the state of preparedness for possible emergencies.

Disaster refers to a calamity, such as a flood, tornado, fire, plane crash, etc., that
happens suddenly and causes damage to several properties

Entrepreneurs are those who initiate or finance business ideas. They are popularly
known as businessmen.

Entrepreneurship refers to the business activity of an entrepreneur.

Equipment are powered-tool machineries used in farming

Environmental scanning refers to careful monitoring of the internal and external

environment of an organization purposely done to detect early signs of

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 opportunities and threats that may influence present and future plans of the
business.

Facilities refer to something built designed or created to provide a service or fulfill a

need

Farm implements are accessories pulled by animals or mounted to machineries to

make the work easier

Goal is anything an entrepreneur wants to achieve.

Greenhouse is a structure in which seedlings are propagated before they are brought
to the nursery shed. In most greenhouses, the environmental condition is
controlled.

Hand tools are objects that are usually light and are used without the help of animals
and machines

Industry is a commercialized, standardized, and organized economic activity connected

with the production, manufacture, or construction of a particular product or range
of products in which many people are involved.

Inclement weather means severe environmental conditions such, as typhoons and

heavy rain.

Leadership is the capacity or ability to lead a group of people or an organization.

Lifestyle is way of living of individuals, families (households), and societies, which

they manifest in coping with their physical,
psychological, social, and economicenvironments on a day-to-day basis.

Maintenance is work performed regularly to keep a machine, building, or piece of

equipment in good condition and in good working order.

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Manual handling refers to any activity that requires a person to use force to push, hold,
restrain, or carry an object.

Market refers to a group of people with economically important needs and demands.
The market opens entrepreneurial or business opportunities to everyone.

Nursery is a light structure where seedlings are cared for before being planted. It also
serves as a shed which provides shade for growers raising seedlings.

Need is anything required by someone in order to satisfy particular goals

and objectives.

Objective is a specific result that a person or systemaims to achieve within a time

frame and with available resources.

Opportunities in SWOT analysis it is the exploitable set of circumstances with

uncertain outcome, requiring commitment of resources and involving exposure to
risk.

Personnel refer to people employed in an organization.

Prepare means to take the necessary action to put something into a state where it is fit
for use for a particular event or purpose.

Production is the process of transforming inputs, such as rawmaterials, semi-

finishedgoods, subassemblies and intangible inputs, namely, ideas, information,
knowledge into goods or services.

Repair means to restore the good condition of something broken or damaged.

Shop building refers to a building where hand tools are stored and repaired.

Storage barn is a building where agricultural chemicals and other materials are stored.

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Strengths in SWOT analysis, are the capital, knowledge, skill, or other advantages
that a firm has or can acquire over its competitors in meeting the needs of its
customers.

Sustainability of business is the ability to maintain or support business over the long
term.

Threats in SWOT analysis are negative indications that can cause a risk or become a
loss, expressed as an aggregate of risk, consequences of risk, and the likelihood
of the occurrence of the event.

Weaknesses in SWOT analysis refer to any negative indications that increase the risk
of a loss and failure.

KEY TO CORRECTIONS

LESSON 1 LESSON 2 LESSON 3 LESSON 4 LESSON 5

1 B 1 D 1 D A. 1. D 1 C
2 C 2 D 2 A 2 C 2 B
3 D 3 A 3 D 3 D 3 D
4 B 4 B 4 C 4 C 4 D
5 D 5 A 5 D 5 B 5 C
6 C 6 B 6 B B.
7 C 7 A 7 A 1 2
8 C 8 D 8 B 2 3
9 B 9 A 9 B 3 1
10 A 10 C 10 B 4 4

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