Agri-Fishery Arts Learning Module 1 PDF

i LEARNING MODULE (1) IN AGRI-FISHERY ARTS  ii ACKNOWLEDGMENT This Learning Module was created for all Bachelor of Technology and Livelihood Education students, as well a...

i LEARNING MODULE (1) IN AGRI-FISHERY ARTS  ii ACKNOWLEDGMENT This Learning Module was created for all Bachelor of Technology and Livelihood Education students, as well as those who were in need of knowledge about Agriculture and Fishery Arts. I would like to express my heartfelt gratitude to the following individuals for their invaluable contributions to the development of this Agri-Fishery Arts Learning Module: Agusan del Sur State College of Agriculture and Technology (ASSCAT): For generously providing resources, data, and support that enriched the content and ensured its accuracy. And for granting me permission to utilize the campus facilities and library resources, which greatly aided my research efforts. ASSCAT Faculty Members of the Bachelor of Technology and Livelihood Education Program: For their dedicated research, insightful content creation, and expertise in Agri-Fishery Arts. Not to mention, their assistance in reviewing and providing valuable feedback greatly improved the quality of this module. Instructional Material Development Committee: For their thorough evaluation and constructive suggestions that played a crucial role in refining the content and structure. Ms. Jene May A. Bidaure: For her creative input in designing visually engaging and user-friendly materials that enhance the overall learning experience. I also would like to extend my appreciation to all the students and participants who provided feedback and helped me fine-tune the module during its testing phase. This module would not have been possible without the collaborative efforts of everyone mentioned above. Your dedication and support have been instrumental in creating a valuable learning resource for the target audience. Thank you. MARK VINCENT T. CORTEZ Associate Professor IV Agusan del Sur State College of Agriculture and Technology August 15, 2024 LEARNING MODULE (1) IN AGRI-FISHERY ARTS  iii ABOUT THE AUTHOR Mr. Mark Vincent T. Cortez, M.S., is currently an Associate Professor IV, former Research Director, and an In-Charge of Journal Publication of the Agusan del Sur State College of Agriculture and Technology in Bunawan, Agusan del Sur. Mr. Cortez is a licensed professional teacher and is pursuing his Ph.D. in Development, Research, and Administration from the University of Southeastern Philippines, Davao City. His research focuses on human capital development, including poverty and inequality, the labor force, and policy issues related to crop and livestock producers, agricultural productivity, and environmental sustainability. To name a few of his newest published articles in a Scopus-indexed journal, there were the studies titled, "Socioeconomic Impacts of Mining’s Social Development and Management Program (SDMP) in Barobo, Surigao del Sur, Philippines Using a Propensity Score Matching Analysis and Operational Issues of Marketing Agricultural Products in Agusan del Sur: A Trifocal Perspective." His expertise in simulation and modeling of economic, food, and health security, as well as crop and livestock productivity and market access for the poor, has brought him to several International Conferences. His latest participation in a scientific forum was in Jiangxi Province, China, with his study titled "Predicting Poverty Incidence that Uses Indexes of Human Development and Competitive Industrial Performance." LEARNING MODULE (1) IN AGRI-FISHERY ARTS  iv WHAT IS THIS Welcome to the Agri-Fishery Arts! To make studying easier, the learning module in Agri-Fishery Arts was created to assist students in learning more in a faster and more competitive manner. This learning module can be used as a reference for both the teacher and the students as they embark on the exciting adventure of learning and acquiring factual knowledge in the arts of Agriculture and Fishery. The purpose of this module is to give knowledge to all students about the Agri- Fishery Arts subject as part of the curriculum for Bachelor of Technology and Livelihood Education students, which is the Introduction to Agri- Fishery Arts. The specific intended learning outcomes (SILO) for this learning module that contains nine (9) chapters that were composed of twenty- eight (28) lessons, are the following: 1. Understand agricultural and fishery principles. 2. Demonstrate proper crop cultivation techniques. 3. Demonstrate skills related to animal care and management. 4. Explain sustainable practices in aquaculture and fisheries. 5. Demonstrate proficiency in using relevant agri-fishery tools and equipment. 6. Identify practices that reduce environmental impacts and promote conservation. 7. Demonstrate knowledge of potential hazards and ways to mitigate risks. 8. Explore ways to contribute positively to local communities through agri-fishery initiatives. This learning module intends to provide students with accurate and reliable information in Agriculture and Fishery Arts so that they may use the knowledge and skills necessary for the growth and development of the Philippines' natural resources. It will definitely help students comprehend the purpose and significance of Agri-Fishery Arts in their daily lives. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  This Learning Module has nine Chapters and each has the following parts: Title Learning Outcomes Pre-Test Definition of Terms Lesson Proper Activity Post-Test Answer Key (at the last part of the module) In order to get the most out of this learning module, you need to comply with the following: 1. Begin by studying the chapter image, followed by reading and comprehending the Learning Outcomes. These will demonstrate what you should understand and be able to achieve by the end of this module. 2. Take the Pre-test to see what you already know, then cross-check your answers with the answer key. You may now move on to the next chapter if you receive a perfect score on each item. This means you don't have to read the entire chapter because you already know what it's trying to teach you. If, on the other hand, you did not receive a perfect score in each item correctly, you must proceed and thoroughly study the information in the lesson, particularly the parts with which you are unfamiliar. 3. Using the meaning of unfamiliar words, you may better understand them. 4. Study the lesson as thoroughly as possible. It provides important information that you should be aware of. 5. Carry out the necessary learning exercises. This is the section of the module in which the demonstration and application take place. Every session includes an exercise that provides first-hand experiences, if possible, as well as thought-provoking questions to reinforce newly gained knowledge. 6. Complete the Post-Test. Examine whether you can earn a perfect score on the evaluation test. After taking the test, see the answer key for revisions. The outcome of the test will determine how much you know about the subject. If you achieve a perfect score on the Post-Test, you can move on to the next chapter; otherwise, you must repeat the entire course and review, paying special attention to the areas you got wrong. When you are confident enough to complete the test and retake the post-Test. Don't deceive yourselves; no one will benefit! LEARNING MODULE (1) IN AGRI-FISHERY ARTS  TABLE OF CONTENTS Acknowledgment ii AboutlthelAuthor iii WhatlIslThislModulelAbout? iv HowlDolYoulUselThislModule? vi AGRICULTURElARTS 1 CHAPTERl1l–lBasiclConceptsloflAgriculturallCroplProduction 2 Lessonl1lDefinitionlandlImportanceloflAgriculture 5 Lessonl2lBrieflHistoryloflAgriculture 8 Lessonl3lBranchesloflAgriculture 11 Lessonl4lTypesloflAgriculturallCropslandlItslClassifications 16 Lessonl5lTypesloflCommerciallFoodlCropslinlthelPhilippines 25 Lessonl6lPlantlPartslandlItslFunction 28 CHAPTERl2l–lFarmlTools,lEquipment,lInputslandlLabor 42 Lessonl1lFarmlTools 45 Lessonl2lFarmlEquipment 51 Lessonl3lMaintenance 55 Lessonl4lFarmlInputslandlLabor 59 CHAPTERl3l–lBasiclCalculation 70 Lessonl1lBasiclWorkplacelCalculation 72 CHAPTERl4l–lFarmlPlanslandlDrawing 92 Lessonl1lFarm Plans and Layout 96 Lessonl2lIrrigation Plans and Design 102 CHAPTERl5l–lSafetylMeasureslinlFarmlOperations 113 Lessonl1lSafety Measures in Farm Operations 116 Lessonl2lSafe Keep/Dispose Tools, Materials and Outfit 122 LEARNING MODULE (1) IN AGRI-FISHERY ARTS  FISHERY ARTS 130 CHAPTERl6l–lBasiclConceptloflFishery 131 Lessonl1lDefinition of Fishery and Its Importance 135 Lessonl2lBrief History of Fishery 137 Lessonl3lBranches of Fishery 139 Lessonl4lMorphology of Fish 144 CHAPTERl7l– FishlCulture 149 Lessonl1lAspects, Classifications and Methods of Fish Culture 153 Lessonl2lTerminologies in Fish Culture 157 Lessonl3lFacilities, Parts of Fish Pond and their Functions 160 Lessonl4lCultivable Fish and Crustacean Species 167 CHAPTERl8l– FishlCapture 180 Lessonl1lFishing Methods and Gears 183 Lessonl2lCommon Commercial Species of Aquatic Resources 197 CHAPTERl9l– FishlPreservation 225 Lessonl1.1lFish Preservation Terminologies 228 Lessonl1.2lMarket Forms and Cuts of Fish 232 Lessonl2.1lFish Preservation Principles 236 Lessonl2.2lCharacteristics of Fresh from Stale Fish 236 Lessonl2.3lAgents of Spoilage 238 Lessonl3lMethods, Tools and Equipment 241 AnswerlKey 249 LEARNING MODULE (1) IN AGRI-FISHERY ARTS  AGRICULTURElARTS LEARNING MODULE (1) IN AGRI-FISHERY ARTS  AGRICULTURE ARTS LEARNING MODULE (1) IN AGRI-FISHERY ARTS  2 CHAPTER 1 At the completion of this chapter, male and female students are expected to: Lesson 1: Define and Appreciate Agriculture Lesson 2: Understand the Brief History of Agriculture Lesson 3: Distinguish the Branches of Agriculture Lesson 4: Determine the Types of Agricultural Crops Lesson 5: Define the Different Types of Commercial Food Crops in the Philippines, Its Common, Local and Scientific Names Lesson 6: Identify and Explain the Parts of the Plants and Its Function LEARNING MODULE (1) IN AGRI-FISHERY ARTS  3 TEST Test I. Multiple choice Direction: Encircle the letter of the correct answer. 1. What is the science, art, and practice of farming, which involves preparing the soil for the growth of plants, trees that give fruit, and livestock? a. agronomy c. agriculture b. horticulture d. olericulture 2. It is the branch of science that deals with growing vegetables. a. horticulture c. olericulture b. agronomy d. agriculture 3. This plant has a lifespan of almost two years. a. annual crops c. perennial crops b. biennial crops d. millennial crops 4. It describes the domestication or commercialization of birds for their meat, eggs, and feathers. a. swine raising c. poultry farming b. bird culture d. zoology 5. is the study of how resources are used, distributed, and utilized in conjunction with goods generated by farming. a. agricultural management c. agricultural administration b. agricultural economics d. agricultural organization 6. is the branch of engineering that deals with the creation, construction, and advancement of agricultural machines and equipment. a. agricultural construction c. agricultural system b. agricultural design d. agricultural engineering 7. is the practice of growing fruit crops. a. floriculture c. pomology b. fruiticulture d. horticulture 8. is the study of how to cultivate and maintain plants, particularly flowers, fruits, and vegetables. a. floriculture c. pomology b. olericulture d. horticulture 9. is the regular movement of all or a portion of the population is regarded as a normal and natural component of existence, and the husbandry of grazing animals is viewed as the best means of subsistence. a. nomadic pastoralism c. roman pastoralism LEARNING MODULE (1) IN AGRI-FISHERY ARTS  4 b. greek pastoralism d. pastoralism 10. is a crucial component of every economy. a. Farming c. Agriculture b. Agro-industrial d. Agribusiness Test II: True or False Directions: Write True if the statement is correct and False if it is wrong. __________1. All that agriculture involves is the preparation of soil for planting. __________2. One of the best examples of farming is in agriculture. __________3. Agriculture includes the field of animal husbandry. __________4. The main source of raw materials comes from agricultural output. __________5. Industrial and commercial establishments are unable to increase their land holdings, agriculture hinders economic progress. Agriculture – It is the science, art, and practice of cultivating the soil, producing crops, and keeping livestock, as well as the preparation, selling, and production of products to varied degrees. Farm Equipment - These are crop production machines. They are used for field preparation as well as the transportation of farm inputs and goods. To use this device, a highly competent operator is required. Farm Implements - These are the attachments drawn by animals or placed on machinery to facilitate work. Farm Tools - These are often light objects that are used without the assistance of animals or technology. Neolithic – It is a period of human history characterized by the development of agriculture, the domestication of animals, and the transition from a nomadic hunter-gatherer lifestyle to settled agricultural communities. Parthenocarpy – It is a biological phenomenon in plants where fruits develop without fertilization. In other words, parthenocarpic fruits are produced without the need for pollination and fertilization of ovules by pollen. This can result in the development of seedless fruits, as there is no formation of seeds within the fruit. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  5 LESSON 1: DEFINITION AND IMPORTANCE OF AGRICULTURE WHAT IS AGRICULTURE? Nominal Definition (explains what a name is) Agriculture is derived from the Latin words ager, agri (field), and cultura (growth, cultivation). As a result, it refers to the "growing and cultivating of the field." A nominal definition is a concise and general explanation of the concept without delving into its specific elements. It provides a basic understanding of what agriculture is, often in a single sentence or phrase. Real Definition (explains what a thing is) Agriculture is the branch of farming that includes soil preparation in order to grow trees and crops that provide fruit. Additionally, it considers the raising of animals for food and the production of other raw materials. ELEMENTS IN THE DEFINITION OF AGRICULTURE The definition of agriculture typically includes several key elements that encompass the practice of cultivating plants and raising animals for various purposes. These elements may vary slightly depending on the source and context, but they generally include: 1. Cultivation of Plants: Agriculture involves the cultivation of various types of plants, including crops such as grains, fruits, vegetables, and fibers. This element encompasses activities like planting, growing, tending, and harvesting crops. 2. Raising Animals: Alongside plant cultivation, agriculture often includes the rearing and management of domesticated animals. This can involve livestock such as cattle, poultry, LEARNING MODULE (1) IN AGRI-FISHERY ARTS  6 sheep, and pigs, as well as other animals for purposes like milk and egg production. 3. Land Use: Agriculture requires the use of land for planting crops and grazing animals. Land management practices, soil preparation, and maintenance are crucial components of agricultural activities. 4. Natural Resources: Agriculture relies on various natural resources, including soil, water, sunlight, and air. Efficient utilization of these resources is essential for successful agricultural practices. 5. Labor and Human Involvement: Human labor is a fundamental aspect of agriculture. Farmers and agricultural workers engage in tasks such as planting, weeding, harvesting, and animal care. 6. Technology and Equipment: Modern agriculture often involves the use of advanced technologies, machinery, and equipment to enhance productivity. Tractors, irrigation systems, and precision farming tools are examples of such technologies. 7. Crop Management: Managing crops includes decisions about planting times, pest and disease control, irrigation, fertilization, and other practices aimed at maximizing yields and quality. 8. Livestock Management: Raising animals involves considerations related to animal health, feeding, breeding, and housing. Animal husbandry practices strive to ensure the well- being of livestock. 9. Marketing and Distribution: Agriculture encompasses not only production but also the marketing, processing, and distribution of agricultural products. This element involves supply chains, transportation, and connecting farmers with consumers. 10. Economic and Social Aspects: Agriculture has significant economic and social impacts. It contributes to economies by providing food, raw materials, and employment opportunities. It also plays a role in shaping rural communities and traditional ways of life. 11. Environmental Considerations: Sustainable agriculture involves considering environmental impacts and practicing methods that minimize harm to ecosystems, conserve biodiversity, and promote soil and water conservation. 12. Research and Innovation: Advances in agricultural science and research lead to improved farming techniques, crop varieties, and animal breeds. Innovation plays a crucial role in addressing challenges like food security and sustainability. These elements collectively define the practice of agriculture, which has evolved over centuries and continues to adapt to changing technologies, environmental concerns, and societal needs. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  7 VALUE OF AGRICULTURE The existence and expansion of an economy depend heavily on agriculture. It gives a substantial section of a nation's population access to raw materials, economic opportunities, and food, one of humanity's basic requirements. It can provide a means of living that benefits the micro and macro community by maintaining and supplying food and fodder, which are essential for human survival, fostering diplomatic relationships made possible by the trading system in the local, national, and international spheres, and creating marketable surplus products. It can also serve as a source of savings for the entire national budget and serve as the cornerstone of a nation's economic development. Agriculture holds significant value in the Philippines, both economically and socially. As of my last knowledge update in September 2021, agriculture has been a vital sector for the country, contributing to its economy, employment, and food security. However, please note that specific values and figures may have changed since then. Without agriculture, there is a considerable risk of food insecurity in the economy, which might cause significant problems for the entire country. The result can be unfavorable or even devastating. Haz esta Actividad Direction: Answer the following questions. 1. What is the definition of agriculture? Justify. 2. Cite a value of agriculture that without it can create serious national problem. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  8 LESSON 2: BRIEF HISTORY OF AGRICULTURE Agriculture emerged at least 10,000 years ago, and it has evolved significantly from the time of the first crop. ANCIENT ORIGINS The first systematic planting and harvesting of previously foraged plants took place in the Fertile Crescent in the Middle East. In both northern and southern China, the Sahel region of Africa, New Guinea, and various American locales, agriculture independently developed. In Levantine and Iranian archeological sites east of the Zagros Mountains, barley has been found. The eight so-called Neolithic foundation crops of agriculture include flax, peas, lentils, bitter vetch, chick peas, emmer wheat, einkorn wheat, hulled barley, peas, and bitter vetch. Almonds and pistachios, as well as bitter vetch and lentils, first appear in Franchthi Cave Greece at 9,000 BC. Although neither was indigenous to Greece, they both appeared there 2,000 years before developed wheat. This demonstrates that in some Neolithic civilizations, the cultivation of nuts and legumes came first. Egypt began practicing small-scale agriculture circa 7,000 BC. Archaeological digs at Mehrgarh in Balochistan revealed evidence of wheat and barley cultivation in the Indian subcontinent dating back to at least 7,000 BC. By 6,000 BC, mid-scale farming was well established on the banks of the Nile. Around this period, agriculture in the Far East began to develop independently, with rice replacing wheat as the main crop. Taro and other beans like mung, soy, and azuki were later domesticated by farmers in China and Indonesia. Along with these new supplies of carbohydrates, highly organized net fishing operations along the rivers, lakes, and oceanic beaches in these regions also yielded significant quantities of essential protein. Together, these innovative farming and fishing techniques brought to a human population boom that exceeded all previous increases LEARNING MODULE (1) IN AGRI-FISHERY ARTS  9 and is still going strong now. In particular along the waterway now known as the Shatt al-Arab, which runs from the Persian Gulf delta to the confluence of the Tigris and Euphrates, the Sumerians had perfected core agricultural techniques by 5,000 BC, including large-scale intensive land cultivation, mono-cropping, organized irrigation, and the use of a specialized labor force. The widespread use of animals for food, fiber, and as pack animals began with the domestication of the wild aurochs and mouflons into cattle and sheep, respectively. Farmers and shepherds were both essential food producers for sedentary and semi-nomadic communities. In the Americas, maize, manioc, and arrowroot were first domesticated around 5,200 BC. Along with numerous other plants, the potato, tomato, pepper, squash, various bean kinds, tobacco, and considerable terracing of steep hillsides over the majority of Andean South America were also introduced to the New World. The Sumerian methods were enhanced by the Greeks and Romans, but they didn't really uncover anything new. Greeks from the south overcame extremely deficient soils to rule civilization for many years. Crop cultivation for trade was valued highly by the Romans. Middle Ages During the Middle Ages, Muslim farmers developed and spread agricultural technology during the Middle Ages in North Africa and the Near East, including hydraulic and hydrostatic irrigation systems, the use of machinery, water-raising apparatus, dams, and reservoirs. They also created farming manuals tailored to specific geographical regions and promoted crops like saffron, rice, cotton, artichokes, aubergines, and sugar cane. Lemons, oranges, cotton, almonds, figs, and subtropical crops like bananas were also introduced to Spain by Muslims. Additionally, at this time, the introduction of the Chinese-invented moldboard plow and the development of a three-field crop rotation method both significantly increased agricultural productivity. Near the conclusion of this era, the discovery and subsequent cultivation of fodder crops, which let livestock to overwinter, represented another key development. Modern Era Following 1492, previously regional products and cattle breeds were traded globally. While different varieties of wheat, spices, coffee, and sugar cane traveled from the Old World to the New, the tomato, maize, potato, cocoa, and tobacco traveled from the New World to the Old. The two most significant animal exports from the Old World to the New were the horse and the dog (although dogs were already common in pre-Columbian Americas, just not in the numbers or breeds that were useful for farm labor). The horse (including donkeys and ponies) and dog quickly took on crucial productive roles on farms throughout the Western Hemisphere despite not traditionally being employed as food animals. By the early 1800s, agriculture has advanced to the point where yield per unit of land is now several times more than it was in the Middle Ages. This is due to advancements in agricultural methods, tools, seed stocks, and domesticated plants that are named specifically for their beauty or beneficial qualities. Farming tasks could be accomplished at previously unfathomable rates and scales thanks to the rapid rise of mechanization in the late nineteenth and twentieth centuries, particularly in the form of the tractor. With the help of these developments, some modern farms in the United States, Argentina, Israel, Germany, and a few LEARNING MODULE (1) IN AGRI-FISHERY ARTS  10 other nations are now able to produce high-quality produce volumes per land unit up to a possible practical maximum. The Haber-Bosch process for producing ammonium nitrate was a breakthrough innovation that broke through previous limitations to increase agricultural yields. Throughout the last century, agriculture has been characterized by improved productivity, labor substitution for synthetic fertilizers and pesticides, selective breeding, mechanization, water contamination, and farm subsidies. The organic movement was born out of a backlash against conventional agriculture's negative external environmental effects in recent years. Agricultural research tours have been arranged since the late nineteenth century to find new species and agricultural techniques in various regions of the world. Haz esta Actividad Direction: Answer the following questions. Write your answer on one whole piece of yellow pad paper. 1. Collect images of agricultural technologies from their inception to the present day. What are the parallels and variations between agricultural methods from different eras? 2. Why is it vital to study and comprehend agricultural history? LEARNING MODULE (1) IN AGRI-FISHERY ARTS  11 LESSON 3: BRANCHES OF AGRICULTURE BRANCHES OF AGRICULTURE There are four main branches of agriculture, namely; 1. Livestock Production or Animal Husbandry 2. Crop Production or Agronomy 3. Agricultural Economics 4. Agricultural Engineering I. Livestock Production or Animal Husbandry Animal husbandry refers to the branch of agriculture that involves the care, breeding, and management of domesticated animals for various purposes, including food production, labor, companionship, and other related uses. It encompasses a range of practices aimed at ensuring the well-being and optimal production of animals under human care. There are four (4) standard categories for animal husbandry or livestock production, including: LEARNING MODULE (1) IN AGRI-FISHERY ARTS  12 a.) Nomadic Pastoralism is a traditional way of life and subsistence strategy practiced by certain groups of people, often in arid and semi-arid regions, where agriculture is difficult due to limited water and arable land. In this lifestyle, communities rely on the herding and management of livestock as their primary means of sustenance. The term "nomadic" refers to the constant movement of these pastoralist communities in search of grazing land and water sources for their animals. b.) Poultry Farming is a branch of animal husbandry that focuses on the breeding and raising of domesticated birds, primarily for their meat (poultry) and eggs. Poultry farming is a widespread and important agricultural activity that provides a significant portion of the world's meat and egg supply. Poultry includes various types of birds, with chickens being the most commonly raised species for both meat and eggs. c.) Swine Farming, also known as pig farming or hog farming, refers to the practice of raising domesticated pigs (swine) for various purposes, primarily meat production. Swine farming is an important branch of livestock agriculture and provides a significant portion of the world's pork supply. Pigs are raised for their meat (pork) as well as for other products like leather and byproducts used in various industries. d.) Apiculture is a scientific way of honeybee rearing. Bees are mostly kept for their honey, and the name "apiculture" comes from the Latin apis, which means "bee," and colere, which LEARNING MODULE (1) IN AGRI-FISHERY ARTS  13 means "to culture." Apiculture, also referred to as beekeeping, is the treatment and control of honey bees for the production of honey and wax. Commercial bee breeding takes conducted in apiaries, which are big spaces where multiple beehives can be positioned. Where there are adequate bee pastures, typically in places with flowering plants, apiaries can be built. II. Crop Production or Agronomy Crop production and agronomy are closely related fields within agriculture that focus on the cultivation of crops for various purposes, including food, feed, fiber, and industrial uses. They involve the study and application of scientific principles, techniques, and practices to optimize plant growth, yield, and quality. It is the branch of science that deals with the extensive irrigation or rain-based crop and vegetable cultivation. The majority of these are annual food crops. Each crop's requirements for soil and climate, planting methods and timing, cultivar selection, fertilizer use, weed, disease, and insect control, and the impact of stress factors are all studied. Agronomy or crop production includes: Horticulture is the science and art of growing and caring for plants, especially flowers, fruits, and vegetables. The term comes from the Latin hortus, which means "garden," and colere, which means "to cultivate." It refers to extensive commercial production as a generic phrase that encompasses all sorts of garden management. Pomology, olericulture, and floriculture are the three branches of horticulture. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  14 a) Pomology is the discipline of botany that examines all fruits, specifically the science of fruit and nut cultivation. The term comes from the Latin words pomum, which means "fruit," and logia, which means "field of study." It is a subset of horticulture that focuses on the production of fruits, nuts, fruit-bearing and nut-bearing trees/plants for human consumption and use. b) Olericulture, which focuses on growing non-woody (herbaceous) plants for food, is the science and art of growing vegetables. As language changes through time, it is now simply referred to as the science and art of cultivating vegetable crops. The phrase is derived from the Latin oleris, which means "pot herb," and colere, which means "to cultivate." It is focused on the cultivation, preservation, processing, and marketing of vegetables. Cultivar selection, seedbed preparation, and the planting of seeds and transplants are all parts of crop establishment for vegetable crops. It also entails maintenance and upkeep of vegetable crop production. c) Floriculture refers to the farming, plant care, propagation, and cultivation of flowering and attractive plants for gardens and floristry, which comprise the floral business. The term comes from the Latin floris, which means "flower," and colere, which means "to cultivate." As a result, it is flower cultivation. To put it another way, floriculture is a comprehensive gardening spectrum aimed at understanding and enhancing all aspects of bud and flower formation, such as indoor lighting, grow room requirements, greenhouse needs, plant nutrition, irrigation, pest management, and breeding new cultivars/strains. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  15 III. Agricultural Economics It is the study of the allocation, distribution, and usage of agricultural resources as well as the commodities produced. It is concerned with the study of food production and consumption in both developed and developing countries, as well as an examination of the policies that define the world's largest country. IV. Agricultural Engineering It is the branch of engineering dealing with the design, production, and improvement of agricultural machinery and equipment. Agriculture and technology are combined by agricultural engineers. For instance, they might develop updated farming machinery that is more effective or able to perform new tasks. They design and build agricultural infrastructure, including dams, reservoirs, storage facilities, and other buildings. They might also help with the creation of systems for huge farms to control pollution. New biofuels derived from non-food sources like algae and agricultural waste are being developed by certain agricultural engineers. Without compromising the food supply, these fuels may affordably and sustainably replace gasoline. Haz esta Actividad Direction: Answer the following questions. Write your answer on one whole piece of yellow pad paper. 1. What are the four (4) agricultural branches? Give it some weight. 2. Which of the following are the four (4) branches of livestock production? Explain each. 3. Enumerate the different kinds of agronomy crops. 4. What are the three (3) branches of horticulture? Describe each 5. If you were given a capital to build or establish your own agricultural business, in what branch of crop production do you prefer? Explain and share it to the class. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  16 LESSON 4: TYPES OF AGRICULTURAL CROPS AND ITS CLASSIFICATIONS Agricultural crops refer to plants that are cultivated by humans for various purposes, such as food, feed, fiber, medicinal use, and industrial applications. These crops are grown in agricultural systems to meet the needs of human populations and to support various industries. Agricultural crops form the foundation of global food production and play a crucial role in supporting economies, livelihoods, and ecosystems. Types of Crops Crops are divided into six falls into categories and they’re as follows: 1. Food Crops 2. Feed Crops 3. Fiber Crops 4. Oil Crops 5. Ornamental Crops 6. Industrial Crops Descriptions of Crops According to their Categories I. Food Crops – A plant that is primarily raise, culture and harvest for the human consumption. It has two sub categories, the field crops and root crops. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  17 a) Field crop is a crop (other than fruits or vegetables) that is grown on a large scale for agricultural purposes. Examples are wheat, rice, corn, sugarcane and other forage crops. These crops typically consist of a large majority of agricultural acreage and crop revenues. b) Root Crops are underground plant parts edible for human consumption. These crops store energy and nutrients in their roots, making them valuable sources of carbohydrates, vitamins, minerals, and dietary fiber. II. Feed Crops – A plant that is primarily raise, culture and harvest for the livestock consumption. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  18 III. Fiber Crops – A plant that is primarily raise, culture and harvest for its fibers which are used as raw material. IV. Oil Crops – A plant that is primarily raise, culture and harvest as base for biodiesel production. V. Ornamental Crops – A plant that is primarily raise and culture for decorative purposes especially in gardens and landscape design projects. Ornamental crops are commonly used to enhance the visual appeal of landscapes, gardens, indoor spaces, and public areas. These plants are valued for their colors, textures, shapes, and overall beauty. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  19 VI. Industrial Crops – A plant that is cultured for their biological materials which are used in industrial processes into nonedible products. (Example: Tobacco). Unlike food crops that are grown for direct human consumption, industrial crops are typically used to produce materials for manufacturing, energy production, and other non-food purposes. Classification of Crops According to their Reproduction 1. Sexual - plants that develop from a seed or a spore after undergoing union of male and female gametes. Sexual reproduction is a fundamental process in which plants produce offspring by the fusion of male and female reproductive cells, leading to the formation of seeds. 2. Asexual – plants which reproduce by any vegetative means without the union of the sexual gametes. Asexual reproduction results in the creation of genetically identical or nearly identical offspring, often referred to as "clones" of the parent organism. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  20 CLASSIFICATION OF CROPS ACCORDING TO MODE OF POLLINATION I. Naturally Self-Pollinated Crops – predominant mode of pollination in this plant is self- pollination. These crops have flowers that are adapted in a way that promotes the transfer of pollen within the same flower or within the same plant. II. Naturally Cross-Pollinated Crops – pollen transfer in these plants is from another of one flower in a separate plant. This process leads to the exchange of genetic material between different individuals, promoting genetic diversity within a population. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  21 III. Both Self and Cross Pollination Crops – these plants are largely self- pollinated but in varying amounts. CLASSIFICATIONS OF CROPS ACCORDING TO GROWTH HABITS I. Herb – succulent plants with self-supporting stems. II. Vines – herbaceous climbing or twining plants without self-supporting stem. III. Lianas – woody climbing or twining plants which depend on other plants for vertical support to climb up to the tree. These climbing plants have adaptations that allow them to use trees and other tall structures as support for their growth towards sunlight. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  22 IV. Shrubs – a small tree or tree like plants generally less than 5 meters in height but other authorities restricted to small, erect woody plants. Shrubs are an important component of landscapes and ecosystems, and they can vary widely in size, shape, and characteristics. V. Trees – plants having erect and continuous growth with a large develop of woody tissue, with a single distinct stem or trunk. VI. Evergreen – plants that maintain their leaves throughout the year. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  23 VII. Deciduous – plants which naturally shed off annually for extended periods. DESCRIPTIONS OF CROPS ACCORDING TO THEIR LIFE SPAN I. Annual crop is a plant that dies after completing its life cycle, from germination to seed production, within one growing season. II. Biennial crop is a plant that has a biological lifespan that lasts two years. Examples include cabbage, parsley, and others. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  24 III. Perennial crop is a plant that lives more than two years. The term is often used to differentiate a plant from shorter-lived annuals and biennials. The term is also used to distinguish plants with little or no woody growth from trees and shrubs, which are technically perennials. Haz esta Actividad Direction: Using the table below, identify the different crops in your locality according to their categories, classifications and description. Crops Categories Classification Classification Classification Description According to its According to According to their According to Reproduction Mode of Growth Habit their Life Span Pollination LEARNING MODULE (1) IN AGRI-FISHERY ARTS  25 LESSON 5: TYPES OF COMMERCIAL FOOD CROPS IN THE PHILIPPINES Field Crops Food crops include a wide variety of fruits, vegetables, grains, legumes, nuts, and other plant-based sources of nutrition. a) Cereal Crops – are one of the members of grass family with their seed to eat. a) Root and Tuber Crops – a crop that is root vegetables and thick underground part of the stem which is edible to consume by human. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  26 b) Sugar Crops – several species of tall perennial grass that are grown for extraction of sugar product. c) Vegetable Crops – are edible part/s of the plant. Vegetables are important components of a balanced and nutritious diet, providing essential vitamins, minerals, fiber, and other nutrients. d) Fruit Crops – are groups of different types of fruits that are edible to consume by human. COMMON COMMERCIAL FOOD CROPS IN THE PHILIPPINES COMMON NAME SCIENTIFIC NAME ENGLISH NAME Pinya Ananas comosus L. Pineapple Kape Coffea sp. Coffee Mangga Mangofera indica Mango Tabako Nicotiana tabacum Tobacco Mani Archis hypogaea Linn. Peanut LEARNING MODULE (1) IN AGRI-FISHERY ARTS  27 Haz esta Actividad Directions: Search from the internet and identify the different common commercial food crops in the Philippines that were given from the lesson. After that, draw at least five (5) different common commercial food crops. In each drawing, write their classifications, local, common and scientific names. The output will be assessed and graded based from the given rubrics below. RUBRICS FOR DRAWING CATEGORY 5 4 3 2 Neatness and Exceptionally Neat and Lines are neatly Appears Attractiveness well designed, relatively drawn but the messy and neat and attractive. drawing appears “thrown attractiveness. quite plain. together” in a hurry. Accuracy of All drawings Most Some drawings Few Drawings are done drawings are done correctly drawings correctly and are done and are easy to are done are easy to see. correctly see. correctly and are easy and are easy to see. to see. Labeling of Each drawing Most Some drawings Few Names has a clear, neat drawings have a clear, neat drawings label that have a clear, label that have a clear, describes it. neat label describes it. neat label that that describes it. describes it. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  28 LESSON 6: PLANT PARTS AND ITS FUNCTION A plant has different parts. The main parts are the roots, stem and the leaves. Each component is essential to a plant's survival. The root takes up water and various nutrients from the soil. The plant's foundation is likewise established by the roots. Water and other nutrients are transported to the leaves by the stem from the ground. Additionally, it aids the foundation. The Roots The primary roles of the root system include absorbing water and minerals from the soil, giving plant parts a secure anchor, storing reserve food, and producing plant growth regulators. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  29 In majority of the dicotyledonous plants, the direct elongation of the radicle leads to the formation of primary root which grows inside the soil. It bears lateral roots of several orders that are referred to as secondary, tertiary, and so on. The primary roots and its branches constitute the tap root system. In monocotyledonous plants, the primary root is short lived and is replaced by a large number of roots. These roots originate from the base of the stem and constitute the fibrous root system. In some plants, roots arise from parts of the plant other than the radicle and are called adventitious roots. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  30 The root is covered at the apex by a thimble-like structure called the root cap. It protects the tender apex of the root as it makes its way through the soil. Tap roots of carrot, turnip and adventitious roots of sweet potato, get swollen and store food. Hanging structures that support a banyan tree are called prop roots. Similarly, the stems of maize and sugarcane have supporting roots coming out of the lower nodes of the stem. These are called stilt roots. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  31 In some plants such as Rhizophora growing in swampy areas, many roots come out of the ground and grow vertically upwards. Such roots, called pneumatophores, help to get oxygen for respiration. The Stem One of the two structural components of a vascular plant—a plant with tissues for transferring water and nutrients—along with the root is the stem. The portion above ground that supports leaves and buds is referred to as the stem. It's like a plant's main thoroughfare and is essential for plant survival. Stems play a critical role in connecting leaves, flowers, and roots, and they are essential for the overall structure and function of plants. Stems are present in various shapes, sizes, and forms across different plant species. The region of the stem where leaves are born are called nodes while internodes are the portions between two nodes. Some stems perform the function of storage of food, support, protection and of vegetative propagation. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  32 Underground stems of potato, ginger, turmeric, zaminkand, colocasia are modified to store food in them. Stem tendrils which develop from axillary buds, are slender and spirally coiled and help plants to climb such as in gourds (cucumber, pumpkins, watermelon) and grapevines. Axillary buds of stems may also get modified into woody, straight and pointed thorns. They protect plants from browsing animals. Some plants of arid regions modify their stems into flattened (Opuntia), or fleshy cylindrical (Euphorbia) structures. They contain chlorophyll and carry out photosynthesis. Underground stems of some plants such as grass and strawberry, etc., spread to new niches and when older parts die new plants are formed LEARNING MODULE (1) IN AGRI-FISHERY ARTS  33 The Leaf Leaf is a flattened structure of a higher plant, typically green and blade- like, that is attached to a stem directly or via a stalk. Leaves are the main organs of photosynthesis and transpiration. Leaves originate from shoot apical meristems. Leaf develops at the node and bears a bud in its axil. The axillary bud later develops into a branch. A shoot apical meristem (SAM) is a specialized region of growing plant tissue found at the tips of stems and branches. It is responsible for the primary growth of the plant, leading to an increase in stem length and the development of leaves and lateral branches. The shoot apical meristem is a key factor in determining the plant's overall shape and structure. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  34 A Leaf base, petiole, and lamina are the three basic components of a normal leaf. The blade is held lit by the petiole. The long, slender, flexible petioles that hold up the leaf blades flutter, cooling and aerating the leaf. The lamina, or leaf blade, is the larger, greener area of the leaf that has veins and veinlets. Usually, the midrib, also known as the middle noticeable vein, is present. A leaf blade's veins provide it structure and act as channels for the movement of water, minerals, and nutrients. Leaf Venation The arrangement of veins and the veinlets in the lamina of leaf is termed as venation. When the veinlets form a network, the venation is termed as reticulate. When the veins run parallel to each other within a lamina, the venation is termed as parallel. Leaves of dicotyledonous plants generally possess reticulate venation, while parallel venation is the characteristic of most monocotyledons. Modifications of Leaves Leaves are essential plant organs primarily responsible for photosynthesis, gas exchange, and transpiration. However, in response to various environmental and ecological factors, leaves can undergo modifications that adapt them for specialized functions beyond their typical roles. These modified leaves often serve as adaptations for survival, reproduction, protection, or resource storage. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  35 Transpiration Water and mineral nutrients are absorbed by plants from the soil. The plant doesn't use all of the water it takes in. Through the stomata on the surface of the leaves, water evaporates during the transpiration process. Similar to when you suck water through a straw, water can be drawn to amazing heights in towering trees by a suction pull brought on by water evaporation from leaves. Water absorption through roots can be increased by keeping the plants a. in the shade b. in dim light c. under the fan d. covered with a polythene bag The airflow is moving at a very high speed when a plant is placed underneath the fan. In the presence of strong air movement through the stomata, transpiration will occur. Increased transpiration occurs when there is wind. An increase in transpiration rate causes an increase in water absorption as well because more water will be absorbed as a result of the transpiration pull created when transpiration happens. Do Plants Also Respire? Each component of a plant has the ability to autonomously take in oxygen from the air and release carbon dioxide. Even roots have lungs. What would happen if a potted plant is overwatered, do you suppose? Only during the day do plants do photosynthesis, yet both day LEARNING MODULE (1) IN AGRI-FISHERY ARTS  36 and night are when they breathe. Did you realize? While oxygen is necessary for us, it is hazardous to species that do not use it. In actuality, oxygen is used by our white blood cells to destroy invasive microorganisms. Even for people, prolonged exposure to pure oxygen may be harmful. The Flower The flower is the reproductive unit in the angiosperms. It is meant for sexual reproduction. Androecium and gynoecium are reproductive organs. When a flower has both androecium and gynoecium, it is bisexual. A flower having either only stamens or only carpels is unisexual. Aestivation: The mode of arrangement of sepals or petals in floral bud with respect to the other members of the same whorl is known as aestivation. Flowers are critical for the sexual reproduction of plants, as they contain the reproductive organs necessary for the formation of seeds and fruits. Flowers come in a wide range of sizes, shapes, colors, and scents, serving various functions related to attracting pollinators and facilitating fertilization. Parts of a Flower LEARNING MODULE (1) IN AGRI-FISHERY ARTS  37 Androecium Androecium is composed of stamens. Each stamen, which stands in for the male reproductive system, is made up of an anther and a stalk or filament. Each lobe of an anther typically has two pollen-sac chambers, and each anther is bilobed. Pollen-sacs are where the pollen grains are made. A sterile stamen is called staminode. Gynoecium The female reproductive portion of the flower, known as the gynoecium, is composed of one or more carpels. Three components make up a carpel: the stigma, the style, and the ovary. The ovary grows into a fruit after fertilization, and the ovules transform into seeds. Placentation: The arrangement of ovules within the ovary is known as placentation. The Fruit The fruit is a characteristic feature of the flowering plants. It is a mature or ripened ovary, developed after fertilization. If a fruit is formed without fertilization of the ovary, it is called a parthenocarpy fruit. The ovules after fertilization, develop into seeds. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  38 Transport Of Water and Minerals in Plants Through their roots, plants take up water and minerals. Root hair grows from the roots. The root hair expands the root's surface area for absorbing water and nutrient-rich minerals dissolved in water. The water that exists in the spaces between the soil particles is in contact with the root hair. In order to move water and nutrients from the earth, plants have vessels that resemble pipes. Special cells that make up the vessels make up the vascular tissue. The term "xylem" refers to the plant's vascular tissue that transports nutrients and water. In order to deliver water to the entire plant, the xylem creates a continuous network of channels that connects the roots to the leaves through the stem and branches. Leaves also help the plant produce food. The food has to be transported to all parts of the plant. This is done by the vascular tissue called the phloem. Thus, xylem and phloem transport substances in plants. Haz esta Actividad Directions: Draw a plant that composed of the different parts which are stated from the lesson. The output will be assessed and graded based from the given rubrics below. RUBRICS FOR DRAWING CATEGORY 5 4 3 2 Neatness and Exceptionally Neat and Lines are neatly Appears Attractiveness well designed, relatively drawn but the messy and “thrown neat and attractive. drawing appears together” in a attractiveness. quite plain. hurry. Accuracy of All drawings Most Some Few drawings Drawings are done drawings are drawings are are done correctly and done correctly done correctly correctly and are easy to and are easy and are easy are easy to see. to see. to see. see. Labeling of Each drawing Most Some Few drawings Names has a clear, drawings have drawings have have a clear, neat label that a clear, neat a clear, neat neat label that describes it. label that label that describes it. describes it. describes it. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  42 TEST Test I. Identification Direction: Write the answer of the space provided before the number. 1. It is the study or practice of farming, which entails the preparation of the soil for the growth of plants, trees that give fruit, and cattle. 2. What does science have to say about growing fruits, vegetables, and other agricultural products on a large scale, whether using irrigation or rainwater? 3. What is the best way to raise honeybees scientifically? 4. It describes the domestic or commercial production of birds, especially for meat and eggs but also for their feathers. 5. What is the study of how resources are used, distributed, and allocated, as well as how agricultural products are produced? 6. What branch of engineering is concerned with the creation, maintenance, and advancement of agricultural machinery and equipment? 7. What is the most recent scientific research on fruit production? 8. What are veggies like French beans, Cabbage, and Tomatoes grown for? 9. What is the frequent movement of all or a portion of society regarded as a normal and natural element of existence and the husbandry of grazing animals is recognized as an ideal way of making a living? 10. It entails keeping and breeding pigs for use as livestock. Test II: Modified True or False Directions: Write true if the statement is correct and false if it’s not. Then replace the underlined word on the blank space provided before the number. 1.) Food crops are plants that primarily raise, culture and harvest for the human consumption. 2.) Cereal Crops are plants that cultured for their biological materials which are used in industrial processes into inedible products. 3.) Hybrid Pollinated Crops are pollen transfer in these plants is from another of one flower in a separate plant. 4.) Silk Crops are plants that primarily raise, culture and harvest for its fibers which are used to be a raw material. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  43 5.) Sexual Crops is a classification of plants which reproduce by any vegetative means without the union of the sexual gametes. 6.) Diesel Crops are plants that primarily raise, culture and harvest for the base of biodiesel production. 7.) Feed Crops are plants that primarily raise, culture and harvest for the livestock consumption. 8.) Deciduous are plants which naturally shed off or lose leaves annually for extended periods. 9.) Aerial plants are small woody climbing or twining plants which depend on other plants for vertical support to climb up to the tree. 10.) Biennial is a plant which requires two growing seasons to complete its life cycle first for vegetative growth and accumulation. III. Fill in the blank Direction: Write the correct answer on the space provided. COMMON NAME SCIENTIFIC NAME ENGLISH NAME Palay 1. Rice Mais 2. Corn/Maize 3. Cocos nucifera L. Coconut Tubo 4. Sugarcane 5. Musa sapientum var. Banana 6. Ananas comosus L. Pineapple Kape 7. Coffee 8. Mangifera indica L. Mango Tabako 9. Tobacco Mani 10. Peanut 11. Vigna radiata L. Mungbean 12. ______________ Manihot esculenta Crantz Cassava Kamoteng Baging Ipomoea batatas Lam 13. ______________ Kamatis 14. Tomato 15. ________________ Allium sativum Linn. Garlic LEARNING MODULE (1) IN AGRI-FISHERY ARTS  44 IV. Identification Direction: Identify the following statements. Write the answer on the space provided. 1) It is a lateral outgrowth of stem developed exogenously at the node. These are green in color to perform the function of photosynthesis. 2) It is the green expanded part of the leaf with veins and veinlets. 3) It is the vascular tissue for the transport of water and nutrients in the plant. 4) Food has to be transported to all parts of the plant. This is done by the vascular tissue called. 5 Water comes out of leaves in the form of vapor by a process called. 6) It is a part of the flower that composed of stamens. 7) What is the female reproductive part of the flower and is made up of one or more carpels? 8) It is the part of the root which is covered at the apex by a thimble- like structure. 9) It is a characteristic feature of the flowering plants. 10) A carnivorous plant. V. Essay Direction: Write an essay of what you have learned in the ff: ❖ Definition and Importance of Agriculture (10 pts) ❖ History of Agriculture (10pts) Fageria, N. K., Baligar, V. C., & Clark, R. (2006). Physiology of crop production. crc Press. Gardner, F. P., Pearce, R. B., & Mitchell, R. L. (2017). Physiology of crop plants. Scientific publishers. Gough, R. E. (2020). Seed quality: basic mechanisms and agricultural implications. CRC Press. Wallach, D., Makowski, D., Jones, J. W., & Brun, F. (2018). Working with dynamic crop models: methods, tools and examples for agriculture and environment. Academic Press. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  45 CHAPTER 2 FARM TOOLS, At the completion of this chapter, male and female students are expected to: Lesson 1: Recognize and Select Farm tools Lesson 2: Identify and Select Farm Equipment Lesson 3: Perform Maintenance Lesson 4: Remember and Understand the Farm Inputs and Labor LEARNING MODULE (1) IN AGRI-FISHERY ARTS  46 TEST TestlI.lMultiplelchoice Direction:lWritelthelletterloflthelcorrectlanswerlbeforelthelnumber. 1) Alproperltoollforldigging. a. Bolo c.llllGrublhoe b. Crowbar d.llllPruninglshear 2) Alproperltoollforlcuttinglgrasses. a. Shovel c.llllCrowbar b. Bolo d.llllMattock 3) Whichltoolldoeslnotlbelongltolthelgrouplaccordingltolitsluselas? a. Crowbar c.llllMattock b. Pruninglshear d.llllShovel 4) Farml toolsl arel veryl importantl inl agriculturall cropl productionl becauseltheyl. a. Makelworklfaster c.llllSaveltimelandleffort b. Malelworkleasier d.llllAllloflthelabove 5) Alfarmltoollusedlforlcleaninglthelgroundlandllevellingltheltopsoil. a. Shovel c.llllRake b. Pick-Mattock d.llllSpade 6) Al farml tooll thatl looksl likel al spoonl primarilyl usedl forl transferringl thelsoil. a. Spade c.llllRake b. Shovel d.llllWheellbarrow 7) Anlopenlcontainerlwithlalsinglelpairloflwheelslatlthelfrontlandltwolhandleslatlthelrear usedlforltransportlmaterialsltolanotherlplace. a. Trailer c.llllWheellbarrow b. Handltractor d.llllImprovisedlBasket 8) Itlislanlimplementlwhichlislpulledlbylworkinglanimalltoltilllthelsoil. a. Disclharrow c.llllNativelplow b. Disclplow d.llllNativelharrow 9) Itlislanlimplementlmountedltolaltractorlthatlislusedltolpulverizelthelnewlylplowedlsoil. a. Disclharrow c.llllNativelplow b. Disclplow d.llllNativelharrow 10) Alfarmltoollprimarilylusedltoloperatelhorticulturallworks. a. Pruninglshear c.llllCutter b. Knife d.llllHarvester 11) Whichl ofl thel followingl farmingl isl usedl forl diggingl canals,l breakinglhardltopsoilland lforldiggingluplstoneslandltreelstumps? LEARNING MODULE (1) IN AGRI-FISHERY ARTS  47 a. Shovel c.llllHoe b. Spade d.llllPick-mattock 12) lItlislaltoollusedlwithoutlthelhelploflanimalslorlmachines.lBeinglusedlinlperforminglfarm lactivitieslwhichlinvolvelsmalllareasllikelschoollgardenlandlhomelgarden. a. Shovel c.llllGrasslcutter b. Handltools d.llllGrablhoe 13) Itlislaltoollusedlforlcleaninglthelgroundlandllevelingltheltopsoil. a. Sickle c.llllPruninglshears b. Spade d.llllRake 14) lWhichloflthelfollowinglislthelaccessorieslwhichlislbeinglpulledlbylworkinglanimalslorl mountedltolmachinerieslusuallylusedlinlthelpreparationloflland.lUsuallylmadelofla speciallkindloflmetal. a. Farmltools c.llllFarmlimplements b. Farmlequipment d.llllNoneloflthelAbove 15) lWhichloflthelfollowinglislequipmentlusedlinllandlpreparationlandlinltransportinglfarm inputslandlproducts?lThislequipmentlneedslalhighlylskilledloperatorltoluse. a. Farmltools c.llllFarmlequipment b. Farmlimplements d.llllAllloflthelabove II.lTruelorlFalse. Direction:lReadl andl analyzel eachl statementl below.l Writel Tl ifl thelstatementlislcorrect;lF iflthelstatementlislincorrectlonlthe space provided. __________1.l Handltractorlislusedltoldrawlirrigationlwaterlfromlalsource. __________2.l Toolslthatlarelwornloutlshouldlbelseparatedlandlbelfixedlimmediatelylto avoidlaccident. __________3.l Whenlsharpeninglwithlalfile,ldolnotluseloil;lmetallfilingslwilllaccumulatelandl cloglthelfile'slserrations. __________4.l Waterlwilllhelpltoolsltolworklaslintendedlandlwilllpreventlthelformationloflrust. __________5.l Forlpruners,luselalwhetstonelbecauselitlproduceslalverylsharplcuttingledge. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  48 LESSONl 1: SELECTlANDlUSINGlFARMlTOOLS FARMlTOOLSlINlAGRICULTURALlCROPlPRODUCTION Equipment,limplements,landlfarmltoolslarelessentialltolthelproductionloflagriculturall crops.lTheirlavailabilitylmakeslthelprocessleasierlandlfaster.lEvenlthelmostlsophisticatedltool slandlutensilslareluselessliflalpersonldoeslnotlknowlhowltoluselthem,lthough.lOnelmustlfirstl becomelproficientlwithltheltools,limplements,landlmachinerylinlorderltolconductlagricultural lproducingloperationslefficiently. HandlTools Handltoolslareloftenllightlandlutilizedlwithoutlthelassistanceloflanimalslorlmachines.l Theylarelemployedlinlfarmlactivitieslthatlincludeltinylareaslsuchlaslschoollgardenslandl householdlgardens.lExamples: Axelislforlcuttinglbiggerlsizelpost. Bololislusedlforlcuttingltalllgrasseslandlweedslandl choppinglbrancheslofltrees. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  49 Crowbarl isl usedl forl diggingl bigl holesl andl forl diggingl outl bigl stoneslandlstumps. Grab-hoelislusedlforlbreakinglhardltopsoillandl pulverizinglsoil. HandlCultivatorlislusedlforlcultivatingl thelgardenlplotlbyllooseninglthelsoillandlr emovinglweedslaroundlthelplant. HandlForklislusedlforlinterlrowlcultivation. HandlTrowellislusedlforllooseninglthelsoillaroundl thelgrowinglplantsl andlputtinglsmalllamountlofl manurelfertilizerlinlthelsoil. Knifel isl forl cuttingl plantingl materialsl and l forl performingl otherl operationslinl horticulture. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  50 Lightl Hoel isl usedl forl looseningl andl levelingl soill andl diggingl outl furrowslforlplanting. Pick- mattocklislusedlforldigginglcanals,lbreakinglhardl topsoillandlforldiggingluplstoneslandltreelstumps. Pruningl Shearsl isl forl cuttingl branchesl ofl planting l materialsl andlunnecessarylbranchesloflplants. Rakelislusedlforlcleaninglthelgroundlandllevelingltheltopsoil. Shovellislusedlinlremovingltrash,l diggingllooselsoil,lmovinglsoillfrom onelplaceltolanotherlandlforlmixinglsoill media. Sicklel isl al hand- heldl agriculturall tooll withl al variouslyl curvedl bladeltypicallylusedlforlcuttingl weeds. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  51 Spadelislusedlforlremovingltrashlorlsoil,l digginglcanalslorlditcheslandl mixinglsoill media. SpadinglForklislusedlforllooseninglthelsoil,l diggingloutlrootlcropslandlturningloverlthel materialslinlalcompostlheap. Sprayerslarelforlsprayinglinsecticides, foliarlfertilizers,lfungicideslandlherbicides. Sprinklerlislforlwatering,lseedlingslandlyounglplants. Wheellbarrowl islusedlforlhaulingl trash,l manures,l fertilizers,lplantinglmaterialslandlotherlequipment. WaterlPaillislforlhaulinglwater,lmanurel andlfertilizers. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  52 FarmlImplements Theselarelaccessorieslwhichlarelbeinglpulledlbylworkinglanimalslorlmountedltol machineriesl(handltractor,ltractor)lwhichlarelusuallylusedlinlthelpreparationloflland.lThesel arelusuallylmadeloflalspeciallkindloflmetal. Examples: NativelPlow DisclPlow Plowslarelfarmlimplementsleitherlpulledlbylalworkinglanimallorlaltractor.lThelplowlisl specificallylusedlforltillingllargelareas,lmakinglfurrowslandlinterlrowlcultivation.lPlows lpulledlbylworkinglanimalslarelmadelofleitherlalcombinationloflmetallandlwoodlorl purelmetal.lTheylarelusedltoltilllareaslwithlalshallowerldepthlthanlthatlofltheldiscl plowslwhichlarelpulledlbyltractors NativelWoodenlHarrow DisclHarrow LEARNING MODULE (1) IN AGRI-FISHERY ARTS  53 Harrowslarelusedlforltillinglandlpulverizinglthelsoil.lThelnativel woodenlharrowlislmadelofl woodlwithlmetallteethlandlpulledlbylalcarabaol whileltheldisclharrowlislmadeloflmetall mountedltolaltractor. Rotavatorlislanlimplementlmountedltolaltractorlusedlforltillinglandlpulverizinglthelsoil. Haz esta Actividad PROPERlUSElOFlSHOVEL Direction:lBringlyourlownlPersonallProtectivelEquipmentlandlToolslwhichlarel statedlbelow.lUselthemlandlperformlthoselprocedures.lYourlperformancelwilllbel assessedlbasedlfromlthelgivenlrubrics. PPElandlToolslneeded: Footwear Longlpants Gloves Rag Shovel Procedure: Makel surel thatl beforel youl performl thisl activity,l youl arel wearingl appropriatelpersonallprotectivelequipment.lFollowltheselinstructions 1. Keeplfeetlwidelapart.lPlacelfrontlfootlcloseltolshovel. 2. Putlweightlonlfrontlfoot.lUsellegltolpushlshovel. 3. Shiftlweightltolrearlfoot.lKeeplloadlcloseltolbody. 4. Turnlfeetlinldirectionloflthrow. 5. Performlhousekeeping. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  54 LESSONl 2: SELECTlFARMlEQUIPMENT COMMONlFARMlEQUIPMENT Theselarelmachinerieslusedlinlcroplproduction.lTheylarelusedlinllandlpreparationlandl inltransportinglfarmlinputslandlproducts.lThislequipmentlneedslalhighlylskilledloperatorltol use. Handl Tractorl isl usedl tol pulll al plow l andl harrowl inl preparingl al largelareal oflland. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  55 Fourl Wheell Tractorl isl usedl tol pulll discl plowl andl discl harrowl inlpreparing lmuchlbiggerlarealoflland. WaterlPumplislusedltoldrawlirrigationlwaterl fromlalsource. Thresherl isl al piecel ofl farml equipmentl that l threshersl grain,l thatl is,l itlremoveslthelseedsl fromlthelstalks. CornlDehuskerlmachinelislusedltolpeellthelskinloflcornlandlmakelmaizelremovedlfromlthel cob. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  56 RicelHarvesterlmakeslthelharvestinglprocessleasierlbylcombininglsixloperations suchlaslgathering,ltransporting,lreaping,lthreshing,lcleaninglandlbagginglintolonelmachine. GrasslCutterlaldevicelusedltolcutlthelgrass,laslal lawnlmower. RicelSeederlislforlsowinglgerminatedlpadd ylseedldirectlylinlwetlandlfield. Millerlisltolremovelthelhusklandlthe lbranllayers,landlproducelanlediblelwhite lrice. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  57 Haz esta Actividad WATCHlANDlLEARN! Direction:lMakelalgrouplthatlcomposedlofl5lstudents.lInleachlgroup,lsearchl andldownloadlinleachlatlleastlthreel(3)lvideoslonlhowltheldifferentlcommonlfarml equipmentlworks.lAfterlthat,lshow/presentlitltolclass.lMakelsurelthatlalllstudentslwill lwatchlalllvideoslcarefully. RUBRICSlFORlVIDEOlPRESENTATION CATEGORY 5 4 3 2 Accuracy Alllvideos Mostlvideos Somelvideos Fewlvideos arelshownl arelshownl arelshownl arelshownl correctly. correctly. correctly. correctly. Teamwork Alllgroup Mostlgroup Somelgroup Fewlgroup memberslwere members were members were members were lparticipated participated participated participated thelactivity. thelactivity. thelactivity. thelactivity. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  58 LESSON 3: PERFORM MAINTENANCE PRE-OPERATIVE CHECK UP OF FARM TOOLS AND EQUIPMENT Imagine that the long, hot summer vacation has finally come to an end and it’s the beginning of the school year and you are ready to start working your vegetable gardens. But before that let us check first our tools, implements and equipment you are going to use. Grab with your working clothes and personal protective equipment (PPE). Proceed to the shop to retrieve your tools so that you can start clearing away the last remnants of summer and begin tools to see that they are covered with rust and dirt that has hardened and crusty globs of oil that have collected dust last vacation. It seems that you are going to spend more time cleaning breaking the soil for a new year. Imagine your frustration as you start pulling out all of your and repairing tools on this nice day than you will actually use them. How to Clean Your Tools and Equipment: LEARNING MODULE (1) IN AGRI-FISHERY ARTS  59 Let‘s start with the basics. Your shovel, spade, hoe, or even the blades on a hedge trimmer will be a lot easier to use if you take a few minutes to knock some of the rust off the blade. Not only will this extend the life of the tool, but also it will cut through the soil better, and thus require less effort to use, if it has a nice sharp blade. It is a good idea to keep a large whetstone in your shop. A whetstone is an ideal tool to use to keep all of the cutting edges of your garden tools honed. It will work well on your pruning shear, as well as many other common garden tools. The best way to use the stone is to find a way to stabilize the tool that you want to work on. A bench vise is ideal. You will be able to clamp the tool into place at an angle, so you can work on it. Clamping the garden tool into place with a vise frees up both of your hands to use the whetstone and gives you more control over what you are doing. Apply a little bit of lubricating oil to the end of the tool and carefully begin to work the stone over the blade. Maintain a 30-degree angle between the stone and the blade to form the ideal cutting edge for your tool. In instances where the moving parts of your garden tools (such as with of any new pruners, shears, and loppers) have frozen in place, like springs and pivot joints, you should disassemble them first carefully break free any rust or dirt that may keep the tool from functioning properly. Clean accumulated rust and dirt off all metal surfaces with a wire brush. To get new oil into the joints of most garden equipment, use an old toothbrush and some light lubricating oil. To get rid of rust on bigger instruments like hoes, shovels, and spades, use medium-grit sandpaper. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  60 Once your tools are cleaned, they're ready to be sharpened. When sharpening, try to maintain the original factory bevel or angle. For pruners, use a whetstone because it produces a very sharp cutting edge. With the beveled side of the blade against the stone, rub the sharp edge of the blade toward the stone in a curved motion, as if you were trying to shave off a thin slice from the stone. When working with a file, stabilize the blades in a vise or against a solid surface such as a work bench to avoid injury and ensure an even stroke. Always move the file away from your body as you pass it across the blade. To get the file's cutting teeth to engage with the tool's metal, move it diagonally. Avoid using oil when using a file to sharpen since the metal filings will build up and clog the serrations. Before usage, farm equipment like a standard plow and a wooden harrow should be thoroughly inspected. Bolts and nuts that are loose should be tightened tightly. Additionally, the working parts, such as the bearings, on the disc plow and harrow should be greased. Tractors need to be thoroughly tuned up by experienced operators. Examine their cooling system, gasoline, lube, and oil. Haz esta Actividad WELL-MAINTAINED, WELL EFFECTIVE Direction:lBringlthelfollowinglmaterialslandltoolslneeded.lPerformlthelproceduresl properly. Materials: 1lBottle/ContainerloflAnylIndustriallOil AlpieceloflRag PiecesloflSandlPaperl300 PPElsuchlaslgloves,leyelprotectorlgoggleslorlglasseslandldustlmask LEARNING MODULE (1) IN AGRI-FISHERY ARTS  61 Tools: AlsetloflHedgelShear AlsetloflMetallClamp AlPile AlWrenchl(thelsizelislbasedlfromlthelpivotlnutloflthelhedgelshear) AlBenchlVisel(looklforlSchoollFacilitiesliflavailable) Procedure: Stepl1:lSafetylFirst.lWearlalllyourlPersonallProtectivelEquipments.lPreventionltolanl accidentlislbetterlthanlcure. Stepl2:lTightenlthelpivotlnut.lBeforelsharpening,lchecklthelpivotlnut.lItlcouldlbelloose,l makinglthelbladesldriftlapartlwhilelcuttinglandltearingltheltwiglinsteadloflcuttingl itlclean.lThelnutlshouldlbelsnuglwithlnolplaylinlthelpivot.lWithlthelnutltightened,l checkltheltool;liflitlcutslcleanly,litldoesn'tlneedlsharpening.lIflitlstilllcutslpoorly,l lookldownleachlbladeltolmakelsurelit'slnotlbent.lIflalbladelislslightlylbent,lloosenl thelpivotlnutlandlseparatelthelblades.lTolstraightenlthelblade,lputlitlinlalvise,lslipl onlsomelthicklleatherlgloveslandltweaklitluntillit'slstraight. Stepl3:lHoldlthelmetallclamplusinglalvise.lExaminelthelfactoryledge.lHoldlthelpilelwithl bothlhandslandlmimicltheldirectionloflthelbevel.lMovelthelpilelinloneldirection,l awaylfromlyou.lDon'tluselsmall,ljerkylstrokeslorlyou'lllloselthelfactoryledge.lAsl youlwork,lyoulcanlseelthelcleanlmetallpathlleftlbylthelpile.lAdjustlyourlanglelasl neededltolpilelthelentireledgelevenly.lRepeatlthislmotionlseveralltimesluntillyoul exposelcleanlmetalloverlthelwholeledge.lUsually,lit'llltakelonlylaboutl10lstrokes.l Dolthelsamelwithlthelotherlblade. Stepl4:lSandlthelbacklsideloflthelblade.lPlacelalsheetlofl300- gritlwet/drylsandpaperlonlalsmooth,lflatlpieceloflplywood.lYou'lllbelableltolfeell thelburrsl(belcareful— lthey'relsharp)lonlthelbacklsidelofleachlbladelcausedlbylthelfilinglaction.lTol removelthem,llightlylsandlthelbacklsideloflthelblade.lKeeplthelbladelflatlandl movelitlinlalcircularlmotion.lAfterlmakinglseverallcircles,lpickluplthelbladelandl gentlylfeelltheledge.lWhenlthelburrslleftlbylthelfileldisappear,lassemblelthelblades landllightlyloillthelmovinglparts. Stepl5:lPerformlhouselkeeping Assessment: Thelstudentslmustldolproperlylalllcriterialbelowltolpasslandliflit’slnotltheylmustlretakel thelactivityluntilltheylpass. Thelbladelislproperlylsharpened. Thelnutlislproperlylremovedlandlreturned. Thelstep-by-steplprocedureslarelcorrectlylfollowed. Thelsafetylprecautionslarelproperlylobserved. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  62 LESSONl 4: FARMlINPUTSlANDlLABOR FARM INPUTS They are defined as products permitted for use in organic farming. These include feedstuffs, fertilizers and permitted plant protection products. The resources that are used in farm production. The following are examples: Seed is a material which is used for planting or regeneration purpose. However scientifically, it is a fertilized matured ovule together covered with seed coat and it is a propagating material. Thus, seed is the most vital and crucial input for crop production. Fertilizer is a chemical or natural substance added to soil or land to increase its fertility. There are two types of fertilizer; organic and inorganic. LEARNING MODULE (1) IN AGRI-FISHERY ARTS  63 Pesticide is a substance used for destroying insects or other organisms harmful to cultivated plants or animals. FARM LABOR Farm labor is the manpower to perform agricultural works such as land preparation, planting, sowing, plant caring, maintenance, harvesting, and storing. It is the comprehensive efforts by an individual or group of men to successfully fulfill the needs of the demand of farm operations. LABOR REQUIREMENT FOR LAND PREPARATION Plowing using animal Plowing using tractor Clearing of the land using hoe LEARNING MODULE (1) IN AGRI-FISHERY ARTS  64 Harrowing using hand tractor LABOR REQUIREMENT IN PLANTING OF SEEDLINGS Transplanting of seedlings LABOR REQUIREMENT FOR PLANT CARE Fertilizer Application LEARNING MODULE (1) IN AGRI-FISHERY ARTS  65 Pest Control Irrigation Weeding LEARNING MODULE (1) IN AGRI-FISHERY ARTS  66 Harvesting Threshing Rice Drying Rice LEARNING MODULE (1) IN AGRI-FISHERY ARTS  67 Threshing Corn Drying Corn Storing LEARNING MODULE (1) IN AGRI-FISHERY ARTS  68