AGRI-CROPS Learner's Module June 2012

Republic of the Philippines
DEPARTMENT OF EDUCATION
K to 12 Basic Education
Curriculum
Technology and Livelihood
Education
Learning Module
AGRICULTURAL CROP PRODUCTION
EXPLORATORY COURSE
Grade 7 and Grade 8
HORTICULTURE 0
K to 12 – Technology and Livelihood Education
TABLE OF CONTENTS
What Is This Module About ?................................................2
How Do You Use This Module? ............................................3
LESSON 1 – Use Farm Tools and Equipment...................4-35
LESSON 2 – Perform Estimation and Basic Calculation 36-81
LESSON 3 – Apply Safety Measures in Farm Operation82-107
LESSON 4 – Occupational Safety and Health............108-130
ANSWER KEYS..........................................................131-134
Acknowledgment..............................................................135
HORTICULTURE 1
WhatIs
What IsThis
ThisModule
Module
About?
About?
Welcome to the world of Agricultural Crop Production!
This Module is an exploratory course which leads you to Agricultural Crop

Production National Certificate Level II ( NC II) 1. It covers four common
competencies that a Grade 7 / Grade 8 Technology and Livelihood Education (TLE)
student like you ought to possess, namely:
1) Use farm tools and equipment;

2) Perform estimation and basic calculation;
3) Interpret plans and drawings; and
4) Apply safety measures in farm operations.
These four common competencies are covered separately in four Lessons. As shown
below, each Lesson is directed to the attainment of one or two learning outcomes:
Lesson 1 –Use Farm Tools and Equipment

LO1. Select and Use Farm Tools
LO 2. Select and Operate Farm Equipment
LO 3. Perform Preventive Maintenance
Lesson 2 – Perform Estimation and Basic calculation

LO 1. Perform Estimation
LO 2. Perform Basic Workplace Calculations
Lesson 3 – Interpret Plans and Drawings

LO1. Interpret Farm Plans and Lay-outs
LO2. Interpret Irrigation Plan and Design
Lesson 4 – Apply Safety Measures in Farm Operations

LO 1.Apply Appropriate Safety Measures while Working in the Farm
LO 2 Safe keep / Dispose materials and outfit
Your success in this exploratory course on Agricultural Crop Production is shown

in your ability to perform the performance standards found in each learning outcome.
1
NATIONAL CERTIFICATE (NC) is a certification issued to individuals who achieved all the required units of competency for a
national qualification as defined under the Training Regulations. NCs are aligned to specific levels within the PTQF. (TESDA Board
Resolution No. 2004-13, Training Regulations Framework)
NATIONAL CERTIFICATE LEVEL refers to the four (4) qualification levels defined in the Philippine TVET Qualifications Framework
(PTQF) where the worker with:
a. NC I performs a routine and predictable tasks; has little judgment; and, works under supervision;
b. NC II performs prescribe range of functions involving known routines and procedures; has limited choice and complexity of
functions, and has little accountability;
HORTICULTURE 2
HowDo
How DoYou
YouUse
UseThis
This
Module?
Module?
This Module has 4 Lessons. Each Lesson has the following parts.
 Learning Outcomes
 Performance Standards
 Materials
 References
 Definition of Terms
 What Do You Already Know?
 What Do You Need to Know?
 How Much Have You Learned?
 How Do You Apply What You Learned?
 How Well Did You Perform?
To get the most from this Module, you need to do the following:
1. Begin by reading and understanding the Learning Outcome/s and Performance

Standards. These tell you what you should know and be able to do at the end of this
Module.
2. Find out what you already know by taking the Pretest then check your answer
against the Answer Key. If you get 99 to 100% of the items correctly, you may
proceed to the next Lesson. This means that you need not go through the Lesson
because you already know what it is about. If you failed to get 99 to 100% correctly,
go through the Lesson again and review especially those items which you failed to
get.
3. Do the required Learning Activities. They begin with one or more Information
Sheets. An Information Sheet contains important notes or basic information that you
need to know.
After reading the Information Sheet, test yourself on how much you learned
by means of the Self-check. Refer to the Answer Key for correction. Do not hesitate
to go back to the Information Sheet when you do not get all test items correctly.
This will ensure your mastery of basic information.
4. Demonstrate what you learned by doing what the Activity / Operation /Job Sheet
directs you to do.
5. You must be able to apply what you have learned in another activity or in real life
situation.
6. Accomplish the Scoring Rubrics for you to know how well you performed.
Each Lesson also provides you with references and definition of key terms for your guide.
They can be of great help. Use them fully.
If you have questions, ask your teacher for assistance.
HORTICULTURE 3
LESSON
1
Use Farm Tools and Equipment
LEARNING
OUTCOMES:
At the end of this Lesson you are
expected to do the following:
LO 1. select and use farm tools;
LO 2. select and operate farm equipment; and
LO 3. perform preventive maintenance.
HORTICULTURE 4
Definitionof
Definition of
Terms
Terms
Equipment - powered tool machine used in farming
Farm implements - accessories pulled by animals or mounted to machineries to
make the work easier
Hand tools - objects that are usually light and are used without the help of animals
and machines
Preventive maintenance - an activity or operation done to prevent malfunction of
tools and equipment and it is done to prolong the useful life of tools and equipment
Repair - to restore to good condition something broken or damaged
HORTICULTURE 5
LEARNING
OUTCOME 1
Select and use farm tools and equipments
PERFORMANCE
STANDARDS
Appropriate farm tools are identified according to use.
Farm tools are checked for faults.
Appropriate tools and equipment are safely used according to job requirements and
manufacturers’ conditions.
Materials/Reso
Materials/Reso
urces
urces
 Bolo  Crowbar
 Pick-mattock  Grab-hoe
 Spade  Shovel
 Rake  Spading fork
 Light hoe  Hand trowel
 Hand cultivator  Hand fork
 Pruning shears  Axe
 Knife  Sprinklers
 Water pails  Sprayers
 Wheel barrow  Sickle
 Plow  Harrow
 Rotavator
HORTICULTURE 6
WhatDo
What DoYou
YouAlready
Already
Know?
Know?
Let us determine how much you already know about use of farm tools and
equipment. Take this test.
Pretest LO 1
Pretest LO 1
Read the questions carefully and select the best answer by writing only the letter of your
choice on a separate sheet of paper.
1. Which of the following is an example of a digging tool?

A. Bolo
B. Crowbar
C. Grub hoe
D. Pruning shear
2. Which tool is used for cutting grasses?
A. Shovel
B. Bolo
C. Crowbar
D. Mattock
3. What tool does NOT belong to the group?
A. Crowbar
B. Mattock
C. Shovel
D. Pruning shear
4. Farm tools are very important in pre-horticultural operations because they __________
A. Make work easier
B. Make work faster
C. Save time and effort
D. All of the above
5. A tool with one end of its blade flattened and the other pointed at right angles to its
handle is a ________________.
A. mattock
B. crowbar
C. bolo
D. spade
6. Which tool resembles the appearance of spoon and use for transferring soil?
A. Spade
B. Shovel
C. Spading fork
D. Grub hoe
HORTICULTURE 7
7. What implement is being pulled by a working animal to till the land?
A. Harrow
B. Native plow
C. Disc plow
D. Disc harrow
8. An implement mounted to a tractor that is used to pulverize the newly plowed soil is
a_____________.
A. trailer
B. disc harrow
C. native plow
D. disc plow
9. An open container with a single wheel at the front and two handles at the back used to
transport things
A. Hand tractor
B. Tractor
C. Basket
D. Wheel barrow
10. Which of the following tools is used to harvest crops?
A. Knife
B. Plow
C. Spade
D. Basket
WhatDo
What DoYou
YouNeed
NeedTo
To
Know?
Know?
Read the Information Sheet 1.1 very well then find out how much you can
remember and how much you have learned by doing the Self-check 1.1.
Information Sheet 1.1

FARM TOOLS IN AGRICULTURAL CROP OPERATION

Farm tools, implements, and equipment play very important role in agricultural crop
operations. Their availability makes the work much easier and faster. However, even if one
may have the most sophisticated tools and implements, but does not know how to use them,
they are useless. In order to do crop production operations successfully, one must have a
good working knowledge of the tools, implements and equipment before using them.
Hand Tools
Hand tools are usually light and are used without the help of animals or machines.
They are being used in performing farm activities which involve small areas like school
garden and home garden.
HORTICULTURE 8
Examples:
Bolo is used for cutting tall grasses and weeds

and chopping branches of trees.
Crowbar is used for digging big holes and for

digging out big stones and stumps.
Pick-mattock is used for digging canals,

breaking hard topsoil and for digging up stones
and tree stumps.
Grab-hoe is used for breaking hard topsoil and

pulverizing soil.
Spade is used for removing trash or soil,

digging canals or ditches and mixing soil
media.
HORTICULTURE 9
Shovel is used in removing trash, digging
loose soil, moving soil from one place to
another and for mixing soil media.
Rake is used for cleaning the ground and

leveling the topsoil.
Spading fork is used for loosening the soil,

digging out root crops and turning over the
materials in a compost heap.
Light hoe is used for loosening and leveling

soil and digging out furrows for planting
Hand trowel is used for loosening the soil

around the growing plants and putting small
amount of manure fertilizer in the soil.
Hand cultivator is used for cultivating the

garden plot by loosening the soil and removing
weeds around the plant.
HORTICULTURE 10
Hand fork is used for inter row cultivation.
Pruning shears is for cutting branches of

planting materials and unnecessary branches
of plants.
Axe is for cutting bigger size post.
Knife is for cutting planting materials and for

performing other operations in horticulture
Sprinklers – for watering seedlings and young

plants
Water pails – for hauling water, manure and

fertilizers
HORTICULTURE 11
Sprayers are for spraying insecticides, foliar fertilizers, fungicides and herbicides
Wheel barrow is used for hauling trash,

manures, fertilizers, planting materials and
other equipment
Sickle is a hand-held agricultural tool with a

variously curved blade typically used for cutting
weeds.
Farm Implements
These are accessories which are being pulled by working animals or mounted to
machineries (hand tractor, tractor) which are usually used in the preparation of land. These
are usually made of a special kind of metal.
Examples are:
1. Plows. These are farm implements used in horticultural operations either pulled by a working
animal or a tractor. The plow is specifically used for tilling large areas, making furrows and inter
row cultivation. Plows pulled by working animals are made of either a combination of metal and
wood or pure metal. They are used to till areas with a shallower depth than that of the disc
plows which are pulled by tractors.
HORTICULTURE 12
Native plow Disc plow
2. Harrow. The native wooden harrow is made of wood with a metal teeth and pulled by a carabao
while the disc harrow is made of metal mounted to a tractor. Harrows are used for tilling and
pulverizing the soil.
Native wooden harrow Disc harrow
3. Rotavator. The rotavator is an implement mounted to a tractor used for tilling and
pulverizing the soil
DEFECTS OF FARM TOOLS AND REMEDIES

Although there are many different types of farm machinery, they tend to have similar
characteristics and parts, such as:
 cutting edges,
 gears,
 chains,
 levers,
 revolving shafts, and
 rotating blades.
The main hazards associated with exposure to these parts are described below.
HORTICULTURE 13
Shear/Cutting Points
1. Shear points are created when the edges of two objects are moved close enough
together to cut a material, as in the case of a pair of shears or an auger.
2. Cutting points are created when a single object moves forcefully or rapidly enough to
cut, as in the case of a sickle blade.
3. They are hazards because of their cutting force, and because they often move so
rapidly that they may not be visible.
4. Workers should be aware of shear points, and shields or guards should be used to
prevent exposure or access.
Pinch Points
1. Pinch points are formed when two objects move together and at least one of them is
moving in a circle. For example, the point at which a belt runs onto a pulley is a pinch
point. Belt drives, chain drives and gear drives are other examples of pinch points in
power transmission devices.
2. Body parts such as fingers, hands and feet can be caught directly in pinch points, or
they may be drawn into the pinch points by loose clothing that becomes entangled.
3. Workers should be aware of pinch points, and shields or guards should be used to
prevent exposure or access.
Wrap Points
1. Rotating shafts are the most common source of wrap point accidents, although any
exposed tool part that rotates can be a wrap point. Clothing or hair can catch on a
rotating part.
2. The ends of shafts that protrude beyond bearings are also dangerous. Universal
joints, keys and fastening devices can also snag clothing.
3. Entanglement with a wrap point can pull you into the machine, or clothing may
become so tightly wrapped that you are crushed or suffocated.
4. Workers operating machinery should be aware of wrap points and wear clothing that
will not become entangled in moving components. In addition, where possible,
shields or guards should be used to prevent access.
Crush Points
1. Crush points are created when two objects move toward each other or one object
moves toward a stationary one. For example,
o failure to block up tool safely can result in a crushing injury.
2. Crushing injuries most commonly occur to fingers. To prevent a crushing injury,

workers should:
o be aware of crush points and avoid potentially dangerous situations;
o arrange the hitch point so that a tool can be backed into position without a
worker being in the path;
HORTICULTURE 14
Pull-In Points
1. Pull-in points usually occur when plant material or other obstacles become stuck in
feed rolls or other tool parts, preventing the mechanism from operating
Springs
1. Springs are commonly used to help lift equipment such as shock absorbers, and to
keep belts tight and may harbour potentially dangerous stored energy.
2. Springs under compression will expand with great force when released while those
that are stretched will contract rapidly when released.
3. A worker should know in which direction a spring will move and how it might affect
another tool part when released, and stay out of its path.
FARM TOOL SAFETY
Keeping tools in good working condition is half the formula for being safe. The other half is
the ability and awareness of the person using the tools
Safety = Good Working Tools + Able and Aware Worker
Tool failure causes some farm accidents; however, most farm accidents are caused by tired,
stressed, rushed, distracted, or incompetent workers.
In addition to the specific safe handling rules for each type of farm tools, there are ten basic
guidelines for tools safety:
 Read and comply with the operator's safety manual for each piece of farm tool.
 Prepare for safety by wearing appropriate clothing, having enough rest, not drinking
alcohol, and ensuring that all workers have been trained and are capable of safely
using the farm tool.
 Keep all guards, shields, and access doors in place when the tool is in used
 Be aware of what you are doing and where you are going.
 Adjust tool to fit working conditions.
 Keep children and other people away from the working area.
 Take breaks from work, as necessary.
HowMuch
How MuchHave
HaveYou
You
Learned?
Learned?
Self-Check 1.1
Self-Check 1.1
______1. Sprinkler A. used for spraying insecticides, foliar

fertilizers, fungicides and herbicides
HORTICULTURE 15
______2. Knife B. used for hauling water, manure and
fertilizers
______3. Hand Fork C. used for watering seedlings
______4. Bolo D. used for cutting planting materials
______5. Rake E. used for leveling the top soil
______6. Shovel F. used for removing trash, digging
loose soil, moving soil from one
place to another and for mixing soil
media
______7. Pruning Shear G. used for cutting bigger size post
______8. Sprayer H. used for cutting branches of
planting materials and unnecessary
branches of plants
______9. Pail I. used for inter row cultivation
______10. Axe J. used for cutting tall grasses and
weeds and chopping branches of
trees
HowDo
How DoYou
YouApply
ApplyWhat
WhatYou
YouHave
Have
Learned?
Learned?
Show that you learned something by doing this activity
Activity Sheet 1.1

Activity Sheet 1.1
DEMONSTRATING THE USE OF FARM TOOLS

Farm Tools:
 Land preparation tools

 Cultivation tools
 Plant propagation tools
 Harvesting Tools
Instructions:
The trainee will do the following instructions.
1. Make a list of farm tools used in:

o land preparation
o cultivation
o plant propagation
o harvesting
2. Write the functions of each tools.
3. Compile the listings in one folder and submit to your teacher.
After submission trainee will perform the following instructions:
HORTICULTURE 16
1. Select and identify the tools in land preparation and demonstrate its use.
2. Select and identify the tools in cultivation and demonstrate its use.
3. Select and identify the tools in plant propagation and demonstrate its use.
4. Select and identify the tools in harvesting and demonstrate its use.
Operation Sheet 1.1

Operation Sheet 1.1
USING THE RAKE
Introduction:
Rake is used in different farm operation. It is used in moving dirt from one place to
another, cleaning ditches, etc. Proper use of this tool can help user to make the work easier.
PPE and Tools needed:
 Rake
 Footwear
 Long pants
 Gloves
 Rag
 Plastic bag
 dustpan
Procedure:
Make sure that before you perform this activity, you are wearing appropriate personal
protective equipment. Follow these instructions
1. Determine the destination area where the leaves will go after

collection, whether it's in a bag or a curb, back into the
garden as mulch, or in a backyard compost pile.
2. Decide how much time you can spend raking each day or get
help and divide up the task.
3. Get a rake and big plastic sheet around 6 feet (2m) square. A
large sheet of burlap or an old drop cloth or other sturdy
fabric will also work.
4. Moving your feet, rake leaves straight back and move with
the rake as you walk toward the back.
HORTICULTURE 17
5. Spread the plastic sheet on the ground near the raking
area. Pull the leaves over to the plastic sheet with the help
of the rake. When it covers the whole sheet, take one
corner of the sheet and join it with the corner diagonally
across from it. Then do the same with the other diagonal.
Carry the leaves to the destination area or dump them into
bags.
6. Alternately, use a grass catcher

from a push mower or a large
dustpan designed for outdoor
collection. You'll make more,
smaller trips to wherever you're
collecting the leaves, but each trip
will be lighter to carry.
HowWell
How WellDid
DidYou
You
Perform?
Perform?
Find out by accomplishing the Scoring Rubric honestly and sincerely. Remember
it is your learning at stake!
For Activity 1.1
Score
Criteria
20 15 10 5
List of tools are completed
Function of tools are correctly stated
Appropriate farm tools are identified and
selected according to requirements/use
Farm tool checked for faults and defective
tools are reported in accordance with farm
procedures
Appropriate tools are safely used according to
job requirements and manufacturers’
conditions.
HORTICULTURE 18
For Operation 1.1
Criteria Score
20 15 10 5
Determined area for waste disposal is
estimated against the volume of dirt/leaves
Appropriate farm tools are identified and
selected according to use
Appropriate PPE is used
Tools are checked for faults and defective
tools are reported in accordance with farm
procedures
Appropriate tools are safely used
HORTICULTURE 19
LEARNING
OUTCOME 2
Select and operate farm equipment
PERFORMANCE
STANDARDS
Appropriate farm equipment are identified.
Instructional manual of farm tools and equipment are carefully read prior to operation.
Pre-operation check-up is conducted in line with manufacturers’ manual.
Faults in farm equipment are identified and reported in line with farm procedures
Farm equipment are used according to their function.
WhatDo
What DoYou
YouAlready
Already
Know?
Know?
Let us determine how much you already know about farm equipment. Take this
test.
Pretest LO 2
Pretest LO 2
ANSWER THE FOLLOWING:
1. What is an equipment? (4 points)

2. Give the specific uses and function of the following equipment:
A. Hand tractor (3 points)
B. Four wheel tractor (3 points)
C. Water pump (3 points)
HORTICULTURE 20
WhatDo
What DoYou
YouNeed
NeedTo
To
Know?
Know?
Read the Information Sheet 2.1 very well then find out how
much you can remember and how much have you learned by
doing the Self-check 2.1.

COMMON FARM EQUIPMENT

These are machineries used in crop production especially in vegetable production.
They are used in land preparation and in transporting farm inputs and products. These
equipment need a highly skilled operator to use.
Hand tractor is used to pull a plow and harrow in preparing a large area of land.
Four wheel tractor is used to pull disc plow and disc harrow in preparing much bigger
area of land.
Water pumps are used to draw irrigation water from a source.
Hand Tractor Four Wheel Tractor Water Pump
Courtesy of Alcala Rural

School
HORTICULTURE 21
Thresher Corn Dehusker Rice harvester
Grass cutter Rice seeder Miller
FARM EQUIPMENT PARTS AND FUNCTIONS
Understanding the Various Controls on the Tractor
• Starting the Tractor

o The Kubota and most small farm tractors are started by turning the key to the
right one click until the light for the glow plugs comes on and then goes off again.
o You may then depress the clutch and turn the key all the way to the right until the
engine turns over.
o On cold mornings the choke may be required. This is operated by pulling the
choke (located near the key) all the way out. As you turn the engine over, slowly
push the choke back in until the engine kicks on.
o It is very important that the throttle be pushed all the way in the upward (turtle)
position before starting the tractor. This gives the tractor an opportunity to warm
up in the idle position, which is very important for any diesel engine.
• Throttle Control
o The throttle can be located sticking out of right side of the dash. It is an orange
handled lever equipped with a turtle and a rabbit symbol.
o Pulling down on the lever towards the rabbit increases the amount of fuel fed into
the engine and therefore increases RPM’s and available power to the tractor.
• Clutch Pedal
o This pedal is found on the left side of your foot controls. It is a single pedal.
• Forward and Reverse Pedal

o This “rocker” pedal makes the tractor go forwards and backwards and can be
found on the right side of your foot controls. It sits on the floor of the tractor.
• Brake Pedals
o These pedals sit above the “rocker” pedal and can be operated as one pedal or
split to brake the individual rear wheels
Understanding the various parts of a small farm tractor and their functions
HORTICULTURE 22
• PTO (power take off)
o A PTO is used for powering a tiller, auger, or any other implement that is actively
driven by the tractors engine.
o The PTO can be located in the back of the tractor.
o Hooking up the PTO drive shaft to the PTO and running the engine so the
tachometer reads 540 RPM’s use the PTO.
o To engage the PTO the clutch must be depressed. Once the clutch is depressed
you may shift the PTO lever forward and then slowly release the clutch pedal to
begin spinning the PTO. The lever can be found next to your right hip on the
tractor.
o It is important when engaging the PTO not to “shock load.” A “shock load”
happens when the clutch is popped and the engine is revved to a running RPM
level. “Shock loading” the PTO stresses the metal on the tractor and the
implement being driven. To avoid this, run the tractor’s engine with the lowest
RPM’s possible when taking your foot off the clutch and engaging the implement.
• Three-Point Hitch Hydraulic

o The hydraulic unit and three-point hitch system is designed to raise and lower the
implement positioned on the rear of the tractor.
o The hydraulic is used to determine the operating depth of both active (PTO
driven) and passive implements. This will determine the depth of tillage, subsoil
ripping, plowing, etc of any given implement in use.
o The lever that controls the three-point hitch can be found on the right side of the
tractor driver’s body around the height of the knee.
o If the lever is pushed towards the ground at maximum depth the implement will be
forced down as far as it may go by the hydraulics of the tractor.
• Front Bucket Loader

o The front bucket loader is used for scooping large loads and moving heavy
objects or masses of earth around the farm.
o The front bucket loader is hydraulically operated using the ball lever located on
o the right hand side of the tractor directly across from the tractor driver’s shoulder.
o There are two different ranges of motion available to you when using the front
loader.
o The arm of the bucket may be raised or lowered and the bucket may be tilted
forward and backward.
o The controls are “reversed” in that to make the arm of the bucket come up, you
pull down on the ball lever. To lower the arm, you push up on the ball lever.
o To dump the bucket, you move the ball lever to your right. To tilt the bucket back,
you move the ball lever to your left.
o These are the four main movements of the ball lever. Each movement is
accomplished by moving the lever in the primary directions (north, south, east and
west).
o There are four other movements that incorporate both ranges of motion
simultaneously. In other words, they move the arm and the bucket at the same
time. These movements can be found by engaging the ball lever at the secondary
directions (i.e., southwest, northeast, etc). These movements require more skill
and experience and will make your movements more fluid.
FARM EQUIPMENT SAFETY PRINCIPLES
HORTICULTURE 23
o Always wear your seatbelt! Most tractors are equipped with a roll over protection
device that
o is built to protect you if the tractor rolls. A seatbelt will save you from getting
crushed!
o Never stand near a spinning PTO! The PTO and connected drive shaft spins with
incredible
o force. Keep clothing and body parts away from the spinning shaft, or risk
dismemberment and death!
o Do not rest arms or hands in the joints of any hydraulic part! Or risk
dismemberment.
o Never put your hands inside or around active implements when the tractor is
running!
o Turn off tractor if any jamming or other obstructions occur when using PTO driven
implements.
o Do not operate tractor on a dangerous slope! Be aware of rollover dangers.
o Always move very slowly when moving heavy loads in the bucket! Driving with a
heavy
o load greatly changes the balance and stability of the tractor. Heavy loads
encourage tipping and rolling.
TRACTOR SPECIFICATIONS
Brand - Ford
Model - TW-20
3 pt Hitch
Hitch Catogory: III Engine Hydraulics
• Rear Lift @ 24": 5,700 lbs • Air Cleaner: dry with • Pressure: 2500
precleaner • Steering Pump Flow: 4.2
Battery • Aspiration: turbocharged gpm
• Number: 1 • Bore/Stroke: 4.40x4.40 • Valve Flow: 16 gpm
• Volts: 12 inches
• Compression: 15.6:1 Mechanical
Capacity • Cooling: liquid • Brakes: differential
• Coolant: 22 Qts • Cylinders: 6 hydraulic wet discs
• Fuel Capacity: 33 gal • Displacement: 401 ci • Chassis: 4x2 2WD
• Hydraulic Fluid: 18.25 gal • Firing Order: 1-5-3-6-2-4 • Steering: hydrostatic power
• Fuel: diesel
Dates • Manufacturer: Ford Power Take-Off
• Production End: 1983 • Oil Capacity: 20 qts • Rear PTO: independent
(Year) • Rated RPMs: 2200 • Rear speed: 540/1000
• Production Start: 1979 • Torque: 416 lb-ft
(Year) Tires
Engine Power • Ag front: 11.00-16 (2WD)
Dimensions • Drawbar (rated): 121.5 hp • Ag rear: 18.4-38
• 4WD turn circle: 45.3 feet • Horsepower (Rated): 144.5
• Ground Clearance: 25.2 HP Transmission
inches • Horsepower(Gross): 157.1 • Capacity: 79 qts
• Height: 112.7 inches HP • Forward Gears: 16
• Length: 175.6 inches • PTO (rated): 135 hp • Forward Gears: 8
• Weight: 12,250 lbs General • Reverse Gears: 2
• Wheelbase: 109.7 inches • Amps: 72 • Reverse Gears: 4
• Width: 104.32 inches • Manufacturer: Ford • Type: Dual Power
• Original Price: $40,648
HORTICULTURE 24
HowMuch
How MuchHave
HaveYou
You
Learned?
Learned?
Self-Check 2.1
Self-Check 2.1
Answer the following:
1. Define equipment. (4 points)

2. Give the specific uses and function of the following equipment:
A. Hand tractor (3 points)
B. Four wheel tractor (3 points)
C. Water pump (3 points)
HowDo
How DoYou
YouApply
ApplyWhat
WhatYou
You
Learned?
Learned?
Operation Sheet 2.1

Operation Sheet 2.1
OPERATING THE FARM EQUIPMENT

Introduction:
Given the available farm equipment, the trainee will be able to operate this
equipment following the given instructions and the trainee will be observed and assessed by
the trainer using the performance standard reflected in the scoring rubrics.
Equipment:
Any of the following equipment or farm equipment suggested by the trainer is

acceptable in performing this operation.
 Hand Tractor
 Four Wheel Tractor
 Water Pump
Instructions:
1. Read the operation manual of the selected equipment carefully.

2. Identify the parts and operation controls and explain its functions in the presence of
the expert/trainer.
3. Conduct inspection using the pre-operation check up manual.
4. Make the inspection report and indicate the action to be taken.
5. Correct and remedy the equipment trouble as instructed by the expert/trainer.
6. Ask permission from the authorized personnel to operate the equipment.
HORTICULTURE 25
HowWell
How WellDid
DidYou
You
Perform?
Perform?
While performing the activity it is important that you to assess your performance
following the criteria below:
Score
Criteria
20 15 10 5
Instructional manual of farm equipment
are carefully read prior to operation.
Appropriate farm equipment and operation
controls are identified and functions are
explained.
Pre-operation check-up is conducted in line
with manufacturers’ manual
Faults in farm equipment and facilities are
identified and reported in line with farm
procedures
Farm equipment are safely operated
according to its function
Interpretation of Scores:
16 – 20 – Excellent output
11 – 15 – Very good
6 – 10 – Fair output
5 and below – Poor output
HORTICULTURE 26
HowDo
How DoYou
YouExtend
ExtendYour
Your
Learning?
Learning?
Assignment Sheet 2.1
Assignment Sheet 2.1
SCRAPBOOK ON FARM EQUIPMENT
After learning what are the different farm equipment, you will be compiling pictures of
farm equipment and its instructional manual.
1. Collect pictures of various farm equipment and instructional manual. You may clip
pictures from the internet.
2. For the pictures taken from online sites, copy the URL and paste below the pictures.
3. Cut the pictures and paste it on a short bond paper
4. Search the uses or functions of this equipment and write it below or beside the
pictures.
5. If the instructional manuals are available paste it on another bond paper.
6. Compile the sheets into 1 folder.
7. Submit it to your teacher.
HowWell
How WellDid
DidYou
You
Perform?
Perform?
Score
Criteria
20 15 10 5
Completeness
Well organized
Neatness
Updated
HORTICULTURE 27
LEARNING
OUTCOME 3
Perform preventive maintenance
PERFORMANCE
STANDARDS
Tools and equipment are cleaned immediately.
Routine check-up and maintenance are performed.
Farm tools and equipment are regularly sharpened and oiled from time to time.
WhatDo
What DoYou
YouAlready
Already
Know?
Know?
Let us determine how much you already know about preventive maintenance.
Take this test.
Pretest LO 3
Pretest LO 3
TRUE OR FALSE: Read and analyze each statement below .Write True if the statement is
correct; False if the statement is incorrect on the space provided for.
______1. It is not advisable to use the stone in a stabilized way.
______2.Tools that are worn out should be separated and be fixed immediately to avoid
accident.
______3.When sharpening, try to maintain the original factory bevel or angle.
______4.Always push the file across the blade in a motion away from your body.
______5Clean accumulated rust and dirt off all metal surfaces with paint.
______6.Move the file diagonally, so that its cutting teeth are biting into the metal on the
tool.
______7.Use medium-grit sandpaper to remove rust on larger tools such as shovels,
spades, and hoes.
______8.When sharpening with a file, use oil.
______9. Oil helps tool to work as intended and will also prevent the formation of rust.
_____10.For pruners, use a whetstone because it produces a very sharp cutting edge.
HORTICULTURE 28
WhatDo
What DoYou
YouNeed
NeedTo
To
Know?
Know?
much you can remember and how much you learned by

PRE-OPERATIVE CHECK UP OF FARM TOOLS, IMPLEMENTS 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.
Garbed 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 breaking the soil for a new year. Imagine your frustration as you start
pulling out all of your 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 and repairing tools on this nice day than you will actually use
them.
How to Clean Your Garden Tools:

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 shovel, 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. Not only will the edge become sharper, but you will also
be removing any pitting and rust that has formed at the edge of your tool’s blade.
HORTICULTURE 29
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. Remove stubborn rust from small tools
with fine steel wool. Using an old toothbrush with some lightweight
lubricating oil is a great way to work fresh oil into the joints of most garden tools. Not only
will this fresh oil helps your tool to work as it was intended, but it will also prevent the
formation of rust. Use medium-grit sandpaper to remove rust on larger tools such as
shovels, spades, and hoes.
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. Depending on the type of whetstone, apply a few drops
of oil or water to the stone. 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 push the file across the
blade in a motion away from your body. Move the file diagonally, so that its cutting teeth are
biting into the metal on the tool. When sharpening with a file, do not use oil; metal filings will
accumulate and clog the file's serrations.
Farm implements like ordinary plow and wooden harrow

should be checked thoroughly before use. Loosened bolts and nuts
should be tightened firmly. Disc plow and harrow should also be
lubricated on their moving parts like bearings. Tractors should be
tuned-up very well by skilled operator. Check on their oil, lubricant,
fuel and cooling system.
Tools that are worn out should be separated and be fixed immediately to avoid
accident
Upkeep of Equipment
 Keep a detailed service record. Scheduled service intervals are usually found in the
owner's manual, but many tractors do not get enough use to reach the hour
requirements for oil changes, etc., so these services may be done on an annual
basis instead.
 When lubricating grease fittings, it is best practice to lubricate in both the loaded and
unloaded positions, as the grease will only press into the unloaded space in either
position. Greasing in both positions will better provide a complete lubrication.
 The battery in this tractor has little protection so it should be checked often
HORTICULTURE 30
 Always allow tractors, especially diesel engine tractors, to warm up when cranked
after a long period of non-use. Never over rev the engine when it is first started.
Hydraulic lifters, hydraulic pumps, and oil pumps may drain down while the tractor is
not in use, and damage can occur to these components.
 Check lug nuts. The lug nuts on the large back wheels are prone to work loose if not
torqued properly.
 The rear wheel has a tapered hub, so reversing the wheel brings the tire in toward
the tractor's center
Learn to reverse the wheels if you use the tractor for field operations that require
different wheel width settings. Some equipment, such as bottom plows or mowers,
work better with a narrow wheel width, where for planting and cultivating crops you
may need the wheels set out to the widest width.
HowMuch
How MuchHave
HaveYou
You
Learned?
Self-CheckLearned?
3.1
Self-Check 3.1
TRUE OR FALSE: Read and analyze each statement below. Write True if the statement is
correct; False if the statement is incorrect on the space provided for.
_____1.The best way to use the stone is to find a way to stabilize the tool that you want to
work on.
_____2.Tools that are worn out should be separated and be fixed immediately to avoid
accident.
_____3. When sharpening, try to maintain the original factory bevel or angle.
_____4. Always push the file across the blade in a motion away from your body.
_____5. Clean accumulated rust and dirt off all metal surfaces with a wire brush.
_____6. Move the file diagonally, so that its cutting teeth are biting into the metal on the tool.
_____7. Use medium-grit sandpaper to remove rust on larger tools such as shovels, spades,
and hoes.
_____8. When sharpening with a file, do not use oil; metal filings will accumulate and clog
the file's serrations.
_____9.Oil will help tools to work as intended and will prevent the formation of rust .
____10.For pruners, use a whetstone because it produces a very sharp cutting edge.
Refer to the Answer Key. What is your score?
HORTICULTURE 31
HowDo
How DoYou
YouApply
ApplyWhat
WhatYou
YouHave
Have
Learned?
Learned?
Activity Sheet 3.1

Activity Sheet 3.1
CREATING FORMS FOR MONITORING THE PREVENTIVE

MAINTENANCE
Materials needed:
 Ballpen
 Bond paper
 Farm tools and equipment
Instructions
After learning about the preventive maintenance of different farm equipment, you will
making an inventory reflecting the conditions of all the tools and equipment.
1. Make a list of all the tools and equipment

2. Create a maintenance checklist of all the tools and equipment reflecting its regular
and periodic cleaning
3. Create an inspection checklist reflecting its condition
4. Create an inspection summary checklist stating the conditions and the action to be
done
5. Compile the sheets in one folder and submit to your teacher.
Operation Sheet 3.1

Operation Sheet 3.1
Sharpening of Tools
Materials, Tools and Equipment:
Materials:
o Oil -
o Rag - 1 pc
o Sand Paper 300 - 1 pc
Tools
o Hedge shear - 1 set
o Metal clamp - 1 set
o File - 1 pc
o Wrench
Introduction:
HORTICULTURE 32
Hoes, forks, shears, and spades become blunt and need to be sharpened. Use a file or
sharpening steel. Sharpen the upper surface. Then rub over with an oily rag.
Procedure:
Step 1: Tighten the pivot nut. Before sharpening, check the

pivot nut. It could be loose, making the blades drift apart
while cutting and tearing the twig instead of cutting it clean.
The nut should be snug with no play in the pivot. With the nut
tightened, check the tool; if it cuts cleanly, it doesn't need
sharpening. If it still cuts poorly, look down each blade to
make sure it's not bent. If a blade is slightly bent, loosen the
pivot nut and separate the blades. To straighten the blade,
put it in a vise, slip on some thick leather gloves and tweak it
until it's straight.
Step 2: File the edge to expose clean metal Clamp the blade
firmly in a vise. Examine the factory edge. Hold the file with
both hands and mimic the direction of the bevel like a golfer
taking a practice putt. Now move the file in one broad stroke
away from you along the entire cutting angle. To reiterate,
move the file in one direction, away from you. Don't use
small, jerky strokes or you'll lose the factory edge. As you
work, you can see the clean metal path left by the file. Adjust
your angle as needed to file the entire edge evenly. Repeat this motion several times until
you expose clean metal over the whole edge. Usually it'll take only about 10 strokes. Do the
same with the other blade.
Step 3: Sand the back side of the blade Place a sheet of

300-grit wet/dry sandpaper on a smooth, flat piece of
plywood. You'll be able to feel the burrs (be careful—they're
sharp) on the back side of each blade caused by the filing
action. To remove them, lightly sand the back side of the
blade. Keep the blade flat and move it in a circular motion.
After making several circles, pick up the blade and gently
feel the edge. When the burrs left by the file disappear,
assemble the blades and lightly oil the moving parts with 3-
In-One oil.
Step 4. Perform house keeping
HORTICULTURE 33
HowWell
How WellDid
DidYou
You
Perform?
Perform?
For Activity 3.1
Score
Criteria
20 15 10 5
Completeness
Well organized
Neatness
Updated
For Operation 3.1
Criteria Score
20 15 10 5
The blade is properly sharpened
The nut is properly removed and
returned
The step by-step procedures are correctly
followed
The safety precautions are properly
observed.
Housekeeping is performed accordingly
Congratulations! You did a

great job! Rest and relax a
while then move on to the next
lesson. Good luck!
HORTICULTURE 34
REFERENCES
LO1
Asuncion,Ramon G,et.al, Agricultural Arts
Phipps, McColly, Scranton, & Cook, Mechanics Textbook
Tony Biggs, Growing Vegetables
Jef Van Haunte-Lyds Quileste, Growing Rich, Tasty Veggies in Harmony with
Nature
http://www.antiquefarmtools.info
http://www.cdc.gov/niosh/pdfs/01-111b
http://www.ebc.com.au
LO2
http://library.thinkquest.org/TQ0312380/machine.htm
http://www.agmachine.com/xmmd43d.htm
LO 3
http://library.thinkquest.org/TQ0312380/machine.htm
http://www.agmachine.com/xmmd43d.htm
HORTICULTURE 35
LESSON
2
Perform Estimation and Basic
Calculation
LEARNING
OUTCOMES:
LO 1. perform estimation; and
LO 2. perform basic workplace calculations.
HORTICULTURE 36
Definitionof
Definition of
Terms
Terms
Area- refers to the size of the surface
Fertilizer- any material added to the soil to support nutrient
Germination- the development of the seed into a young plant
Graph- a drawing in which the relationship between two (or more) items of information (e.g.
Time and plant growth) is shown in a symbolic way
Gross Income/Sales- the equivalent value of the product sold
Interest- the corresponding value that will be added to the principal as payment for using
money of the lender
Labor- refers to the work performed by farm workers in exchange for salary
Net Income- the value remains after all the expenses have been deducted from the gross
income or sales
Principal –refers to the amount you owed
Volume- the content of a body or object
Acronym
s
MAD( Man Animal Day) refers to the number of day/s the work will be completed by 1
person and 1 animal.
MD-(Manday) refers to the number of day/s the work will be completed by 1 person
HORTICULTURE 37
LEARNING
OUTCOME 1
Perform estimation
PERFORMANCE
STANDARDS
Job requirements are identified from written or oral communication.
Quantities of materials and resources required to complete a work task are estimated.
Time needed to complete a work activity is estimated.
Accurate estimate for completion are made.
Estimate of materials and resources are reported to appropriate persons
Materials
Materials
 Calculator
 Pencil
 Graphing paper
 References
HORTICULTURE 38
WhatDo
What DoYou
YouAlready
Already
Know?
Know?
Pretest LO 1
Pretest LO 1
Let us determine how much you already know about estimation. Take this test.
L Label the following pictures
Label the following pictures
1. _______________ 2. _________________
3. ________________ 3. _________________
4.________________ 6. _________________
7. ______________ 8.__________________
9._______________ 10.________________
HORTICULTURE 39
WhatDo
What DoYou
YouNeed
NeedTo
To
Know?
Know?
Examine the Information Sheet 1.1 very well then find out how

FARM INPUTS
SEEDS
FERTILIZER
INSECTICIDES
HORTICULTURE 40
FARM LABOR
LABOR REQUIREMENT FOR LAND PREPARATION
Plowing using tractor Clearing of the land using hoe
Plowing using animal Harrowing using hand tractor
LABOR REQUIREMENT IN PLANTING
PULLING OF SEEDLINGS TRANSPLANTING OF SEEDLINGS
HORTICULTURE 41
LABOR REQUIREMENT FOR PLANT CARE
FERTILIZER APPLICATION PEST CONTROL
IRRIGATION
WEEDING HARVESTING
THRESHING RICE DRYING RICE
HORTICULTURE 42
THRESHING CORN DRYING CORN
STORING
Estimating Farm Inputs and Labor Requirements
Estimated irrigation expenses from planting up to last harvest *
Irrigation expenses is the product of price of water per volume, the number of volumes per
day and total number of days to be irrigated from planting to last harvest. This is expressed
as
Price of Water No. of volumes

Irrigation Expenses = X X Total no. of days
Volume Day
Estimated worker hired to perform irrigation from planting to last harvest.*
Worker
Estimated workers = X Total irrigated area
Square area
Estimated number of days for spraying insecticides* (per worker)
Estimated no. of days = No. of days

X Total land area
Square area
Estimated workers needed for spraying insecticides* (in one day)
HORTICULTURE 43
No. of worker
Estimated workers = X Total land area
Square area
Estimated cost of insecticide use for spraying*
Price of Water No. of volumes

Estimated cost = Price
Volume No. ofDay
insecticides X Total land area
X
Insecticides Square area
Workers’ salary during insecticide spraying*
Salary
Worker’ salary = X Total no. of days
Day
Estimated number of weeding operation*
Estimated number of workers needed in weeding*
No. of worker
Estimated workers = X Total land area
Square area
Workers salary during weeding
Salary
Workers salary = X Total no. workers
Worker
Estimated number of workers employ during harvesting
No. of worker
Workers employed = X Total land harvesting area
Square area
Example:
Given the gathered data
Total land area 50 ,000 sq meter

Amount of fertilizer 20/kilo
Number of days consumed in planting the area 2 day
Number of workers planted the area 5 workers
Amount of salary paid in planting the area 300/day
HORTICULTURE 44
Number of workers who fertilized the area from planting up to the 2 workers
date of this survey.
Quantity of fertilizer used from planting up to the date where survey 200 kilos
was made
Amount of salary paid in applying fertilizer from planting to the date 300/day
of this survey
Quantity of fertilizer to be used after the survey until final harvesting* 500 kilos
Number of workers required to perform fertilization after the survey 2 workers
until final harvesting*
Amount of salary paid in applying fertilizer from planting to the date 300/day
of this survey
HORTICULTURE 45
Computation:
a) Total amount of salary paid in planting the area
Total amount of salary = (no. of days)(no. of workers)(amount of salary

Total amount of salary paid in planting the area = (2)(5)(300) = 3,000.00
b) Total amount of fertilizer consumed from planting up to the date of the survey
Total amount of fertilizer = (amount of fertilizer per kilo)(no. of kilos)

Total amount of fertilizer =(20)(200) = 4,000.00
c) Total amount of salary paid in fertilizing the area from planting up to the date of
the survey
Total amount of salary = (no. of days)(no. of workers)(amount of salary)

Total amount of salary paid in fertilizing the area = (2)(2)(300) = 1,200.00
d) Total amount of fertilizer consumed after the survey until final harvesting
Total amount of fertilizer = (amount of fertilizer per kilo)(no. of kilos)

Total amount of fertilizer =(20)(400) = 8,000.00
e) Total amount of salary paid in fertilizing the area after the survey until final
harvesting
Total amount of salary = (no. of days)(no. of workers)(amount of salary

Total amount of salary paid in fertilizing the area = (4)(2)(300) = 2,400.00
Total cost of all the expenses is the sum of the following:
Total amount of salary paid in planting the area 3,000.00

Total amount of fertilizer consumed from planting up to the date of
4,000.00
the survey
Total amount of salary paid in fertilizing the area from planting up to
1,200.00
the date of the survey
Total amount of fertilizer consumed after the survey until final
8,000.00
harvesting
Total amount of salary paid in fertilizing the area after the survey until 2,400.00
final harvesting
Total cost of all the expenses 18,600.00
HORTICULTURE 46
HowMuch
How MuchHave
HaveYou
You
Learned?
Self-CheckLearned?
1.1
Self-Check 1.1
Direction: Enumerate answers to the following:

Give at least (3) examples of farm inputs
1.
2.
3.
Enumerate (7) farm activities that requires labor force
1. 5.
2. 6.
3. 7.
HowDo
How DoYou
YouApply
ApplyWhat
WhatYou
YouHave
Have
Learned?
Learned?
Activity Sheet 1.1

Activity Sheet 1.1
ESTIMATING FARM INPUTS AND LABOR REQUIREMENTS

SPECIFIC INSTRUCTION:
1. Visit a vegetable farm near to your school or home
2. Get the following data
a. Area
b. Crop
c. Age of crop
d. Quantity of planting materials (in kgs)
e. Number of workers prepared the land
f. Number of days consumed in preparing the area
g. Amount of salary given to each worker during land preparation
h. Number of worker planted the area
i. Number of days consumed in planting the area
j. Amount of salary paid in planting the area
k. Number of worker fertilized the area from planting up to the date of this survey.
l. Quantity of fertilizer used from planting up to the date where survey was made
m. Amount of salary paid in applying fertilizer from planting to the date of this survey
n. Quantity of fertilizer to be used after the survey until harvesting
o. Number of workers required to perform fertilization after the survey until final
harvesting
p. Amount of salary needed for fertilizer application after this survey until harvesting
q. Estimated irrigation expenses from planting up to harvesting
r. Estimated worker hired to perform irrigation from planting to harvesting.
s. Estimated days for spraying insecticides
t. Estimated workers needed for spraying insecticides
HORTICULTURE 47
u. Estimated cost of insecticide used in spraying
v. Workers salary during spraying of insecticides
w. Estimated number of weeding operation
x. Estimated worker needed in weeding
y. Workers salary during weeding
z. Estimated worker employ during harvesting
3. Present your data in tabular form
HowWell
How WellDid
DidYou
You
Perform?
Perform?
Criteria Score
20 15 10 5
Required measuring tool is used in
measuring the area.
The data gathered is consistent
The respondent answers the question
carefully
The safety precautions are properly
observed.
Data are presented in a tabular form
HORTICULTURE 48
LEARNING
OUTCOME 2
Perform basic workplace calculations
PERFORMANCE
STANDARDS
Calculations to be made are identified according to job requirements.
Correct method of calculation is determined.
Systems and units of measurement to be followed are ascertained.
Calculations needed to complete work task are performed using the four
fundamental operations.
Appropriate operations are used to comply with the instruction.
Result obtained is reviewed and thoroughly checked.
Materials
Materials
 Mathematics Books
 Ruler
 Calculators
 Relevant tools and equipment for
basic calculations
HORTICULTURE 49
WhatDo
What DoYou
YouAlready
Already
Know?
Know?
Let us determine how much you already know about basic workplace
calculations. Take this test.
Pretest LO 2
Pretest LO 2
Answer the following:
Convert the following:

1. 1m=____cm
2. 400cm=_____m
3. 5km=______m
4. 1km=_____cm
5. 2000 m=___km
Find the area (hectare) of the following.

1. 600m x 600m
2. 100mx1000m
3. 200mx300m
4. 300mx400m
5. 500mx600m
Compute the following:

1. 6% of 100 plants were replaced
2. 15% of 28 hectares are harvested
3. 80% of 90 farmers are present
4. 50% of P200 increase in farmers salary
5. 5% of 100 kg seeds are dormant
HORTICULTURE 50
WhatDo
What DoYou
YouNeed
NeedTo
To
Know?
Know?
much have you can remember and how much you learned by

PERFORM CALCULATION
It is important to be able to measure and calculate surface areas. It might be
necessary to calculate, for example, the surface area of the cross-section of a canal or the
surface area of a farm.
This section will discuss the calculation of some of the most common surface areas:
triangle, square, rectangle, rhombus, parallelogram, trapezium and circle.
The most common surface areas illustrated:
The height (h) of a triangle, a rhombus, a parallelogram or a trapezium, is the

distance from a top corner to the opposite side called base (b). The height is always
perpendicular to the base; in other words, the height makes a "right angle" with the base. An
example of a right angle is the corner of this page.
In the case of a square or a rectangle, the expression length (1) is commonly used
instead of base and width (w) instead of height. In the case of a circle the expression
diameter (d) is used.
The height (h), base (b), width (w), length (1) and diameter (d) of the most common
surface areas
HORTICULTURE 51
TRIANGLES
The surface area or surface (A) of a triangle is calculated by the formula:
A (triangle) = 0.5 x base x height = 0.5 x b x h ..... (1)
Triangles can have many shapes but the same formula is used for all of them.
Some examples of triangles
HORTICULTURE 52
EXAMPLE
Calculate the surface area of the triangles no. 1, no. 1a and no. 2
Given Answer
Triangles no. 1 and no. 1a: base = 3 cm Formula: A = 0.5 x base x height
height = 2 cm = 0.5 x 3 cm x 2 cm = 3 cm2
Triangle no. 2: base =3 cm A = 0.5 x 3 cm x 2 cm = 3 cm2
height = 2 cm
It can be seen that triangles no. 1, no. 1a and no. 2 have the same surface; the
shapes of the triangles are different, but the base and the height are in all three cases the
same, so the surface is the same.
The surface of these triangles is expressed in square centimeters (written as cm2).

Surface areas can also be expressed in square decimeters (dm2), square meters (m2), etc...
PROBLEM:
Calculate the surface areas of the triangles nos. 3, 4, 5 and 6.
Given: Answer
Triangle no. 3: base =3 cm Formula: A = 0.5 x base x height
Triangle no. 4: base = 4 cm A = 0.5 x 4 cm x 1 cm = 2 cm2
height = 1 cm
height = 3 cm
height = 3 cm
SQUARES AND RECTANGLES
The surface area or surface (A) of a square or a rectangle is calculated by the formula:
A (square or rectangle) = length x width = l x w ..... (2)
In a square the lengths of all four sides are equal and all four angles are right angles.
In a rectangle, the lengths of the opposite sides are equal and all four angles are right
angles.
HORTICULTURE 53
A square and a rectangle
Note that in a square the length and width are equal and that in a rectangle the
length and width are not equal.
PROBLEM
Calculate the surface areas of the rectangle and of the square.
Given Answer
Square: length = 2 cm Formula: A = length x width
width = 2 cm = 2 cm x 2 cm = 4 cm2
Rectangle: length = 5 cm Formula: A = length x width
width = 3 cm = 5 cm x 3 cm = 15 cm2
In calculating irrigation areas , you will often come across the expression hectare (ha), which
is a surface area unit. By definition, 1 hectare equals 10 000 m2. For example, a field with a
length of 100 m and a width of 100 m2 has a surface area of 100 m x 100 m = 10 000 m2 = 1
ha.
Fig. 4. One hectare equals 10 000 m2
HORTICULTURE 54
RHOMBUSES AND PARALLELOGRAMS
The surface area or surface (A) of a rhombus or a parallelogram is calculated by the

formula:
A (rhombus or parallelogram) = base x height = b x h ..... (3)
In a rhombus the lengths of all four sides are equal; none of the angles are right angles;
opposite sides run parallel.
In a parallelogram the lengths of the opposite sides are equal; none of the angles are right
angles; opposite sides run parallel.
A rhombus and a parallelogram
QUESTION
Calculate the surface areas of the rhombus and the parallelogram.
Given Answer
Rhombus: base = 3 cm Formula: A = base x height
height = 2 cm = 3 cm x 2 cm = 6 cm2
Parallelogram: base = 3.5 cm Formula: A = base x height
height = 3 cm = 3.5 cm x 3 cm = 10.5 cm2
1.1.4 TRAPEZIUMS
The surface area or surface (A) of a trapezium is calculated by the formula:
HORTICULTURE 55
A (trapezium) = 0.5 (base + top) x height =0.5 (b + a) x h ..... (4)
The top (a) is the side opposite and parallel to the base (b). In a trapezium only the base and
the top run parallel.
Some examples are shown below:
Some examples of trapeziums
EXAMPLE
Calculate the surface area of trapezium no. 1.
Given Answer
Trapezium no. 1: base = 4 cm Formula: A =0.5 x (base x top) x height
top = 2 cm = 0.5 x (4 cm + 2 cm) x 2 cm
HORTICULTURE 56
QUESTION
Calculate the surface areas trapeziums nos. 2, 3 and 4.
Given Answer
Trapezium no. 2: base = 5 cm Formula: A = 0.5 x (base + top) x height
top = 1 cm = 0.5 x (5 cm + 1 cm) x 2 cm
Trapezium no. 3: base = 3 cm A = 0.5 x (3 cm + 1 cm) x 2 cm
top = 1 cm = 0.5 x 4 cm x 2 cm = 4 cm2
height = 1 cm
Trapezium no. 4: base = 2 cm A = 0.5 x (2 cm + 4 cm) x 2 cm
top = 4 cm = 0.5 x 6 cm x 2 cm = 6 cm2
height = 2 cm
Note that the surface areas of the trapeziums 1 and 4 are equal. Number 4 is the same as
number 1 but upside down.
Another method to calculate the surface area of a trapezium is to divide the trapezium into a
rectangle and two triangles, to measure their sides and to determine separately the surface
areas of the rectangle and the two triangles.
Splitting a trapezium into one rectangle and two triangles.
Note that A = A1+ A2 + A3 = 1 + 6 + 2 =9 cm2
1.1.5 CIRCLES
The surface area or surface (A) of a circle is calculated by the formula:
HORTICULTURE 57
A (circle) = 1/4 (¶ x d x d) = 1/4 (¶ x d2) = 1/4 (3.14 x d2) ..... (5)
whereby d is the diameter of the circle and ¶ (a Greek letter, pronounced Pi) a constant (¶ =
3.14). A diameter (d) is a straight line which divides the circle in two equal parts.
A circle
EXAMPLE
Given Answer
Circle: d = 4.5 cm Formula: A = 1/4 (¶ x d²)
= 1/4 (3.14 x d x d)
= 1/4 (3.14 x 4.5 cm x 4.5 cm)
= 15.9 cm2
QUESTION
Calculate the surface area of a circle with a diameter of 3 m.
Given Answer
Circle: d = 3 m Formula: A = 1/4 (¶ x d²) = 1/4 (3.14 x d x d)
= 1/4 (3.14 x 3 m x 3 m) = 7.07 m2
METRIC CONVERSIONS
Units of length
The basic unit of length in the metric system is the meter (m). One meter can be
divided into 10 decimeters (dm), 100 centimeters (cm) or 1000 millimeters (mm); 100 m
equals to 1 hectometer (hm); while 1000 m is 1 kilometer (km).
1 m = 10 dm = 100 cm = 1000 mm
0.1 m = 1 dm = 10 cm = 100 mm
0.01 m = 0.1 dm = 1 cm = 10 mm
HORTICULTURE 58
0.001 m = 0.01 dm = 0.1 cm = 1 mm
1 km = 10 hm = 1000 m
0.1 km = 1 hm = 100 m
0.01 km = 0.1 hm = 10 m
0.001 km = 0.01 hm = 1 m
Units of surface
The basic unit of area in the metric system is the square meter (m), which is obtained
by multiplying a length of 1 meter by a width of 1 meter.
A square meter
1 m2 = 100 dm2 = 10 000 cm2 = 1 000 000 mm2

0.01 m2 = 1 dm2 = 100 cm2 = 10 000 mm2
0.0001 m2 = 0.01 dm2 = 1 cm2 = 100 mm2
0.000001 m2 = 0.0001 dm2 = 0.01 cm2 = 1 mm2
1 km2 = 100 ha2 = 1 000 000 m2

0.01 km2 = 1 ha2 = 10 000 m2
0.000001 km2 = 0.0001 ha2 = 1 m2
NOTE:
1 ha =100 m x 100 m = 10 000 m2
SURFACE AREAS OF CANAL CROSS-SECTIONS AND FARMS
This Section explains how to apply the surface area formulas to two common practical
problems that will often be met in the field.
HORTICULTURE 59
DETERMINATION OF THE SURFACE AREAS OF CANAL CROSS-SECTIONS
The most common shape of a canal cross-section is a trapezium or, more truly, an "up-side-
down" trapezium.
Canal cross section
The area (A B C D), hatched on the above drawing, is called the canal cross-section
and has a trapezium shape. Thus, the formula to calculate its surface is similar to the
formula used to calculate the surface area of a trapezium:
Surface area of the canal cross-section = 0.5 (base + top line) x canal depth = 0.5 (b + a) x
h ..... (6)
whereby:
base (b) = bottom width of the canal
top line (a) = top width of the canal
canal depth (h) = height of the canal (from the bottom of the canal to the top of the
embankment)
Suppose that the canal contains water, as shown in Figure below.
Wetted cross-section of a canal
HORTICULTURE 60
The area (A B C D), hatched on the above drawing, is called the wetted canal cross-
section or wetted cross-section. It also has a trapezium shape and the formula to calculate
its surface area is:
Surface area of the wetted canal cross-section = 0.5 (base + top line) x water depth = 0.5 (b +
a1) x h1 ..... (7)
whereby:
base (b) = bottom width of the canal
top line (a1) = top width of the water level
water depth (h1) = the height or depth of the water in the canal (from the bottom of the canal
to the water level).
EXAMPLE
Calculate the surface area of the cross-section and the wetted cross-section, of the canal
shown in next figure.
Dimensions of the cross-section
HORTICULTURE 61
Given Answer
Canal cross-section:
base (b) =1.25 m Formula: A = 0.5 x (b + a) x h
top line (a) =3.75 m = 0.5 x (1.25 m + 3.75 m) x 1.25 m
canal depth (h) = 1.25 m = 3.125 m2
Canal wetted cross-section:
base (b) = 1.25 m Formula: A = 0.5 x (b + a1) x h
top line (a1) = 3.25 m = 0.5 x (1.25 m + 3.25 m) x 1.00 m
water depth (h1) =1.00 m = 2.25 m2
DETERMINATION OF THE SURFACE AREA OF A FARM
It may be necessary to determine the surface area of a farmer's field. For example,
when calculating how much irrigation water should be given to a certain field, the size of the
field must be known.
When the shape of the field is regular and has, for example, a rectangular shape, it
should not be too difficult to calculate the surface area once the length of the field (that is the
base of its regular shape) and the width of the field have been measured.
Field of regular shape
HORTICULTURE 62
EXAMPLE
Given Answer
Length of the field =50 m Formula: A = length x width (formula 2)
Width of the field = 30 m = 50 m x 30 m = 1500 m2
QUESTION
What is the area of the same field, expressed in hectares?
ANSWER
A hectare is equal to 10 000 m. Thus, the formula to calculate a surface area in hectares is:
..... (8)
In this case: area of the field in
More often, however, the field shape is not regular, as shown in Figure below.
Field of irregular shape
HORTICULTURE 63
In this case, the field should be divided in several regular areas (square, rectangle, triangle,
etc.).
Division of irregular field into regular areas
Surface area of the square: As = length x width = 30 m x 30 m = 900 m2

Surface area of the rectangle: Ar = length x width = 50 m x 15 m = 750 m2
Surface area of the triangle: At = 0.5 x base x height = 0.5 x 20 m x 30 m = 300 m2
Total surface area of the field: A = As + Ar + At = 900 m2 + 750 m2 + 300 m2 = 1950 m2
INTRODUCTION TO VOLUME
A volume (V) is the content of a body or object. Take for example a block. A block has
a certain length (l), width (w) and height (h). With these three data, the volume of the block
can be calculated using the formula:
HORTICULTURE 64
V (block) = length x width x height = l x w x h ..... (9)
A block
EXAMPLE
Calculate the volume of the above block.
Given Answer
length = 4 cm Formula: V = length x width x height
width = 3 cm = 4 cm x 3 cm x 2 cm
height = 2 cm = 24 cm3
The volume of this block is expressed in cubic centimeters (written as cm). Volumes can also
be expressed in cubic decimeters (dm3), cubic meters (m3), etc.
QUESTION
Calculate the volume in m3 of a block with a length of 4 m, a width of 50 cm and a height of 200
mm.
Given Answer
All data must be converted in meters (m)
length = 4 m Formula: V = length x width x height
width = 50 cm = 0.50 m = 4 m x 0.50 m x 0.20 m
height = 200 mm = 0.20 m = 0.40 m3
QUESTION
Calculate the volume of the same block, this time in cubic centimeters (cm3)
Given Answer
All data must be converted in centimeters (cm)
length = 4 m = 400 cm Formula: V = length x width x height
HORTICULTURE 65
width = 50 cm = 400 cm x 50 cm x 20 cm
height = 200 mm = 20 cm = 400 000 cm3
Of course, the result is the same: 0.4 m3 = 400 000 cm3
UNITS OF VOLUME
The basic unit of volume in the metric system is the cubic meter (m3) which is
obtained by multiplying a length of 1 meter, by a width of 1 meter and a height of 1 meter.
One cubic meter
1 m3 = 1.000 dm3 = 1 000 000 cm3 = 1 000 000 000 mm3

0.001 m3 = 1 dm3 = 1 000 cm3 = 1 000 000 mm3
0.000001 m3 = 0.001 dm3 = 1 cm3 = 1 000 mm3
0.000000001 m3 = 0.000001 dm3 = 0.001 cm3 = 1 mm3
NOTE
1 dm3 = 1 liter
and
1 m3 = 1000 liters
VOLUME OF WATER ON A FIELD
Suppose a one-liter bottle is filled with water. The volume of the water is 1 liter or 1 dm3.
When the bottle of water is emptied on a table, the water will spread out over the table and
form a thin water layer. The amount of water on the table is the same as the amount of water
HORTICULTURE 66
that was in the bottle.
The volume of water remains the same; only the shape of the "water body" changes.
One liter of water spread over a table
A similar process happens if you spread irrigation water from a storage reservoir over a
farmer's field.
QUESTION
Suppose there is a reservoir, filled with water, with a length of 5 m, a width of 10 m and a
depth of 2 m. All the water from the reservoir is spread over a field of 1 hectare. Calculate
the water depth (which is the thickness of the water layer) on the field.
A volume of 100 m3 of water spread over an area of one hectare
The formula to use is:
..... (10)
As the first step, the volume of water must be calculated. It is the volume of the filled
reservoir, calculated with formula (9):
Volume (V) = length x width x height = 5 m x 10 m x 2 m = 100 m3
HORTICULTURE 67
As the second step, the thickness of the water layer is calculated using formula (10):
Given Answer
Surface of the field = 10 000 m2
Volume of water = 100 m3 Formula:
d = 0.01 m
d = 10 mm
QUESTION
A water layer 1 mm thick is spread over a field of 1 ha. Calculate the volume of the water (in
m3).
One millimeter water depth on a field of one hectare
The formula to use is:
Volume of water (V) = Surface of the field (A) x Water depth (d) ..... (11)
Given Answer
Surface of the field = 10 000 m2 Formula: = surface of the field (m²) x water depth (m)
Water depth = 1 mm =1/1 000 = 0.001 m Volume (m³) V = 10 000 m2 x 0.001 m
V = 10 m3 or 10 000 liters
HORTICULTURE 68
INTRODUCTION TO FLOW-RATE
DEFINITION
The flow-rate of a river, or of a canal, is the volume of water discharged through this river, or
this canal, during a given period of time. Related to irrigation, the volume of water is usually
expressed in liters (l) or cubic meters (m3) and the time in seconds (s) or hours (h). The flow-
rate is also called discharge-rate.
HORTICULTURE 69
CALCULATION AND UNITS
The water running out of a tap fills a one liter bottle in one second. Thus the flow rate (Q) is
one liter per second (1 l/s).
A flow-rate of one liter per second
PROBLEM
The water supplied by a pump fills a drum of 200 liters in 20 seconds. What is the flow rate
of this pump?
The formula used is:
.....
(12a)
Given Answer
Volume of water: 200 l

Time: 20 s Formula:
The unit "liter per second" is commonly used for small flows, e.g. a tap or a small ditch. For
larger flows, e.g. a river or a main canal, the unit "cubic metre per second" (m3/s) is more
conveniently used.
PROBLEM
A river discharges 100 m3 of water to the sea every 2 seconds. What is the flow-rate of this
river expressed in m3/s?
The formula used is:
..... (12b)
HORTICULTURE 70
Given Answer
Volume of water: 100 m3
Time: 2 s Formula:
The discharge rate of a pump is often expressed in m3 per hour (m3/h) or in liters per minute
(l/min).
..... (12c)
..... (12d)
NOTE: Formula 12a, 12b, 12c and 12d are the same; only the units change
INTRODUCTION TO PERCENTAGE
In relation to agriculture, the words percentage will be met regularly. For instance "60
percent of the total area is irrigated during the dry season". In this Section the meaning of
the word "percentage" will be discussed.
PERCENTAGE
The word "percentage" means literally "per hundred"; in other words one percent is
the one hundredth part of the total. You can either write percent, or %, or 1/100, or 0.01.
Some examples are:
5 percent = 5% =5/100 = 0.05

20 percent = 20% = 20/100= 0.20
25 percent = 25% = 25/100 = 0.25
50 percent = 50% = 50/100 =0.50
100 percent = 100% = 100/100 = 1
150 percent = 150% = 150/100 = 1.5
HORTICULTURE 71
QUESTION
How many oranges are 1% of a total of 300 oranges?
Three oranges are 1% of 300 oranges
ANSWER
1% of 300 oranges = 1/100 x 300 = 3 oranges
QUESTIONS ANSWERS
6% of 100 cows 6/100 x 100 = 6 cows
15% of 28 hectares 15/100 x 28 = 4.2 ha
80% of 90 irrigation projects 80/100 x 90 = 72 projects
150% of a monthly salary of P100 150/100 x 100 = 1.5 x 100 = P150
0.5% of 194.5 liters 0.5/100 x 194.5 = 0.005 x 194.5 = 0.9725 liters
INTRODUCTION TO GRAPHS
A graph is a drawing in which the relationship between two (or more) items of information
(e.g. time and plant growth) is shown in a symbolic way.
To this end, two lines are drawn at a right angle. The horizontal one is called the x axis and
the vertical one is called the y axis.
Where the x axis and the y axis intersect is the "0" (zero) point.
The plotting of the information on the graph is discussed in the following examples.
HORTICULTURE 72
A graph
EXAMPLE 1
Suppose it is necessary to make a graph of the growth rate of a corn plant. Each week the
height of the plant is measured. One week after planting the seed, the plant measures 2 cm
in height, two weeks after planting it measures 5 cm and 3 weeks after planting the height is
10 cm.
Measuring the growth rate of a corn plant
These results can be plotted on a graph. The time (in weeks) will be indicated on the
x axis; 2 cm on the axis represents 1 week. The plant height (in centimeters) will be
HORTICULTURE 73
indicated on the y axis; 1 cm on the axis represents 1 cm of plant height.
After 1 week the height is 2 cm; this is indicated on the graph with A; after 2 weeks the
height is 5 cm, see B, and after 3 weeks the height is 10 cm, see C.
At planting (Time = 0) the height was zero, see D.
Now connect the crosses with a straight line. The line indicates the growth rate of the plant;
this is the height increase over time.
Growth rate of corn plant
It can be seen from the graph that the plant is growing faster and faster (during the
first week 2 cm and during the third week 5 cm); the line from B to C is steeper than the line
from D to A.
From the graph can be read what the height of the plant was after, say 2 1/2 weeks;
see the dotted line. Locate on the horizontal axis 2 1/2 weeks and follow the dotted line
upwards until the dotted line crosses the graph. From this crossing follow the dotted line to
the left until the vertical axis is reached. Now take the reading: 7.5 cm, which means that the
plant had a height of 7.5 cm after 2 1/2 weeks. This height has not been measured in reality,
but with the graph the height can be determined anyway.
QUESTION
HORTICULTURE 74
What was the height of the plant after 1 1/2 weeks?
ANSWER
The height of the plant after 1 1/2 weeks was 3.5 cm.
Graph of the growth rate of a corn plant
EXAMPLE 2
Another example to illustrate how a graph should be made is the variation of the
temperature over one full day (24 hours). Suppose the outside temperature (always in the
shade) is measured, with a thermometer, every two hours, starting at midnight and ending
the following midnight.
HORTICULTURE 75
Suppose the following results are found:
Time (hr) Temperature (°C)
0 16
2 13
4 6
6 8
8 13
10 19
12 24
14 28
16 2
18 27
20 22
22 19
24 16
On the x axis indicate the time in hours, whereby 1 cm on the graph is 2 hours. On
the y axis indicate the temperature in degrees Celsius (°C), whereby 1 cm on the graph is
5°C.
Now indicate (with crosses) the values from the table (above) on the graph paper and
connect the crosses with straight dotted lines.
Graph showing temperature over 24 hours; mistake 16 hour reading
At this stage, if you look attentively at the graph, you will note that there is a very
abrupt change in its shape around the sixteenth hour. The outside temperature seems to
have fallen from 28°C to 2°C in two hours’ time! That does not make sense, and the reading
of the thermometer at the sixteenth hour must have been wrong. This cross cannot be taken
in consideration for the graph and should be rejected. The only dotted line we can accept is
the straight one in between the reading at the fourteenth hour and the reading at the
eighteenth hour.
Graph showing temperature over 24 hours; estimated correction of mistake

HORTICULTURE 76
In reality the temperature will change more gradually than indicated by the dotted
line; that is why a smooth curve is made (continuous line). The smooth curve represents the
most realistic approximation of the temperature over 24 hours.
Graph showing temperature over 24 hours; smooth curve
From the graph it can be seen that the minimum or lowest temperature was reached
around 4 o'clock in the morning and was about 6°C. The highest temperature was reached
at 4 o'clock in the afternoon and was approximately 29°C.
QUESTION
What was the temperature at 7, 15 and 23 hours? (Always use the smooth curve to take the
readings).
ANSWER
HORTICULTURE 77
Temperature at 7 hours: 10°C
HowMuch
How MuchHave
HaveYou
You
Learned?
Learned?
Self-Check 2.1
Self-Check 2.1
Convert the following:
1. 1m=____cm
2. 400cm=_____m
3. 5km=______m
4. 1km=_____cm
5. 2000 m=___km
Find the area (hectare) of the following.
1. 600m x 600m
2. 100mx1000m
3. 200mx300m
4. 300mx400m
5. 500mx600m
Compute the following:
1. 6% of 100 plants were replaced

2. 15% of 28 hectares are harvested
3. 80% of 90 farmers are present
4. 50% of P200 increase in farmers salary
5. 5% of 100 kg seeds are dormant
Refer to the Answer Key. What is your score?
HORTICULTURE 78
HowDo
How DoYou
YouApply
ApplyWhat
WhatYou
YouHave
Have
HowDo
How DoYou
YouApply
ApplyWhat
WhatYou
YouHave
Have
Learned?
Learned?
Show that you have learned something by doing this activity
Activity Sheet 2.1

Activity Sheet 2.1
PROJECT PROPOSAL
Materials/Tools:
 Mathematics Books
 Ruler
 Calculators
 Relevant tools and equipment for basic calculations
SPECIFIC INSTRUCTIONS:
1. Get a copy of a simple project proposal from any sources (it is suggested that your
choice is related to horticulture).
2. Study the different parts and make your own version.
3. Project proposal should include the following:
o Preparing the operating statement and cash flow.
o Computing for the total sales, total expenses and net profit or net loss.
o Computing fertilizer amount of fertilizer
4. Submit your proposal before the end of the quarter or grading period.
HORTICULTURE 79
HowWell
How WellDid
DidYou
You
Perform?
Perform?
Criteria Score
20 15 10 5
Project proposal is simple and easy to
understand
Project proposal is related to your course
Data are reliable and applicable (prices)
Sample of project plan is taken from a
reliable source

while then move on to the
next lesson. Good luck!
HORTICULTURE 80
REFERENCES
LO1
Jef Van Haunte-Lyds Quileste Van Haunte, Growing Rich,Tasty Veggies

http://www.antiquefarmtools.info
http://www.cdc.gov/niosh/pdfs/01-111b
http://www.ebc.com.au
LO2
http://www.fao.org/docrep/R4082E/r4082e02.htm#1.1%20introduction%20t
o%20surf
ace%20area
HORTICULTURE 81
LESSON
3
Interpreting Plans and Drawings
LEARNING
OUTCOMES:
LO 1. interpret farm plans and lay-outs;
and
LO 2. interpret irrigation plan and design.
HORTICULTURE 82
Definitionof
Definition of
Terms
Terms
Lay-outing-locating the position of plant in the field
Intercropping-the planting of other crop within the row of the main crop
Monocropping- the growing of single crop
Irrigation- the application of water to the soil by any other means than rainfall
HORTICULTURE 83
LEARNING
OUTCOME 1
Interpret farm plans and layouts
PERFORMANCE
STANDARDS
Planting system and practices are strictly followed according to approved
cultural practices.
Farm plans and layout are designed according to crop grown.
Site is staked according to planting plans/system.
Materials
Materials
 Calculator
 Pencil
 Graphing paper
 References
HORTICULTURE 84
WhatDo
What DoYou
YouAlready
Already
Know?
Know?
Let us determine how much you already know about interpreting plans and
layouts. Take this test.
Pretest LO 1
Pretest LO 1
Labe
Interpret the drawing below:
Legend:
Plant
MAKE YOUR INTERPRETATION:

1. What is your area?
2. How many rows are there in the area?
3. How many plants are there in a row?
4. How many plants are there in the area?
5. What is the distance between plants per row?
6. What is the distance of plants between hill?
7. How many plants are there in row A?
8. What is the length of the area?
9. What is the width of the area?
10. How many plants are needed in rows A,B and C?
HORTICULTURE
WhatDo
What DoYou
YouNeed
NeedTo
To 85
Know?
Know?

INTERPRET FARM PLANS AND LAYOUTS

The ‘Farming for the Future’ (FFTF) program can help you to plan the best farm
layout. It is an initiative of NSW Government agencies focusing on whole farm planning. A
whole farm plan considers the farm’s physical, financial and human/personal resources for
both now and the future.
Site assessment
An on-site assessment of a farm is necessary so that a map can be drawn of the property’s
topography, boundaries, soils, water resources and so on, and a farm business plan can be
formulated.
Government plans
Acquaint yourself with relevant Regional Environmental Plans (REPs), Local Environmental
Plans (LEPs), and Development Control Plans (DCPs) and their short and long-term effects
on your proposed or existing farm enterprise. This will help reduce unforeseen risks and
enhance your farm business. Council’s building approval or development consent (DAs) may
be needed for siting greenhouses, siting and constructing dams or erecting hail and
windbreak netting. Council approval to clear land or a ‘no burning of crop debris or waste
materials on farm’ may apply. Consent will be required if odor or noise is a nuisance likely to
be generated from the development.
HORTICULTURE 86
How Crops are Arranged in Row Planting
Row planting as applied in conventional horizontal farming or gardening is a system

of growing crops in linear pattern in at least one direction rather than planting without
any distinct arrangement. It is practiced in most crops whether direct seeded,
transplanted or grown from vegetative planting materials, both in monocropping and
multiple cropping.
Crops are planted in rows or straight lines, either singly or in multiple rows,
mainly to enhance maximum yields as well as for convenience. An east-west row
orientation is preferred to maximize light absorption, but this is not always possible.
In many cases the topography that includes the shape, terrain and slope of the land,
as well as the location of existing vegetation, roads, irrigation lines, buildings and
physical barriers, dictate the row orientation.
HORTICULTURE 87
The specific advantages of row planting over broadcasting or scatter planting
include the following: (1) light absorption is maximized and, conversely, the
excessive shading effect of other plants is minimized thus favoring more efficient
photosynthesis and improved crop yield; (2) wind passage along the interrows is
enhanced which increases gas exchanges and prevents excessive humidity; (3)
access through the interrows facilitates cultivation, weeding, and other farm
operations including hauling; (4) movement within the crop area is convenient and
allows close inspection of individual plants; and (5) visibility is enhanced.
Row Planting Arrangement

Row-planted crops are either arranged in equidistant single rows or in
multiple rows. Planting in single rows is most common in monocropping or sole
cropping, the growing of a single crop.
Different systems of planting arrangement within the row are practiced in both
single and multiple row planting, depending on the characteristics and requirement of
the crop, particularly its extent of canopy expansion. In the hill method of planting
crops by direct seeding, the crops are arranged, singly or in group, in uniform
distances. But in the drill method, the only consideration is a uniform number of
plants per linear meter.
In row-planted fruit trees and other perennial crops like coconut, oil palm and
rubber, the common types of planting or spatial arrangement are the square,
rectangular, quincunx, and triangular or hexagonal.
Multiple Row Planting Arrangement
Multiple row planting is a system of growing crops in blocks or strips of 2 or

more rows. The adjacent blocks are separated by a space which may remain vacant
or planted to other crops. This planting arrangement is common in multiple
cropping in which two or more crops are grown in the same piece of land. It is also
employed in monocropping where an alley wide enough to facilitate passage is
needed.
Coconut and other perennial crops are often intercropped with multiple rows
of annual crops like corn and pineapple. This is a common practice of maximizing
the use of vacant interrow spaces when the maincrop has not fully developed thus
allowing sufficient light exposure. In some farms, the intercrop consists of multiple
rows of such crops as coffee, cacao and banana. In this system, both single row
planting (for the maincrop) and multiple row planting (for the intercrop) are combined.
In vegetable production that employs close spacing and where crops should
be within easy reach, the common practice is to plant in plots having multiple rows. A
space between plots is provided to allow passage.
HORTICULTURE 88
Spatial Arrangement in Intercropping
Spatial arrangement is the systematic apportioning of the farm area or any

growing surface for crop production. In multiple cropping by intercropping, the
intercrop can be planted in any of the following ways: (1) within the rows of the
maincrop, (2) between the rows of the maincrop, and (3) in replacement series
Planting of the intercrop between two adjacent hills within the same row of the main
crop allows interrow cultivation but the intercrop has limited exposure to sunlight.
This is exemplified by the planting of peanut or mungbean between corn plants
within the same row or two coffee plants that are 3 m apart between coconut plants.
Single row planting of the intercrop can also be done between the rows of the
maincrop. For example, peanut or mungbean can be dibbled between two adjacent
rows of corn. This system of planting arrangement is likewise common in coconut
farms where fruit trees like durian, lanzones and mangosteen are grown in single
rows between coconut.
In replacement series, one or more rows that are intended for the maincrop
are replaced with the intercrop. For example, a 3:2 corn+mungbean intercrop means
that for every 4 rows that are intended for sole corn, only 3 rows are planted to corn
and one row may be substituted with 2 rows of mungbean. Another practice is in
strip intercropping, for example the simultaneous growing of 6 rows corn and 12
rows soybean in alternating strips. These particular examples result to multiple row
planting arrangement.
Methods of Planting Crops in the Farm
In general, there are two methods of planting crops: direct seeding and transplanting.
Direct seeding is either by broadcast, hill or dibble, or by drill method. The hill and the drill
methods are alternative options in row planting.
Direct seeding or direct sowing is a method of planting in which seeds are directly
planted on the ground in the farm or any growing surface while transplanting makes use of
pre-grown plants, seedlings or vegetatively propagated clones. The term transplanting is
also used to refer to the practice of replanting an already established plant in one location
and moving it elsewhere.
Direct seeding generally applies to large-seeded vegetables as well as in cereals and

grain legumes. Transplanting is most common with small-seeded vegetables, vegetatively
propagated crops, ornamental crops, fruit trees and many perennial crops. The term direct
seeding is also commonly used to refer to the planting of seedpieces or underground
vegetative planting materials directly into the soil.
Planting crops by broadcasting or sabog tanim, or scatter planting, commonly applies

to small seeds, like rice and mungbean, that are capable of germination and sustained
growth without soil cover. There is no control of plant-to-plant spacing. The seeds are simply
distributed on a well prepared ground by hand or with a mechanical broadcaster.
With hand broadcasting, a volume of seeds is held by the hand and thrown with a
wide swath. Skill is important to ensure even distribution of seeds per unit ground area
HORTICULTURE 89
based on the desired seeding rate per hectare. For example, a seeding rate of 100 kg per
hectare means that the seeds have to be distributed at an average of 0.01 kg or 10 g per sq
meter. Assuming that the crop is rice with a weight of 1000 grains of 29 grams, this is
equivalent to a seeding rate of about 345 seeds per sq meter.
Excessive seeding per unit area will mean that the prepared seeds will have been
completely sown but a portion of the farm is still unplanted, and so additional seeds need to
be procured. Conversely, seeding below the average will complete the planting of the entire
farm with some seeds still left.
In lowland rice, the seeds are broadcasted on puddled soil or over water and allowed
to germinate without covering. The broadcast method of planting crops is also common with
mungbean and cowpea grown as green manure. But in upland farming, it is best to pass a
tooth harrow or rake after broadcasting to cover the seeds. The soil covering will hide the
seeds from seed-harvesting organisms like chicken and birds. It will also ensure that the
seeds have full contact with the soil which will maximize germination and improve the
chance of the seedlings to fully develop. In pasture establishment, a large herd of livestock
can be released after broadcasting to press the seeds into the ground by their hooves.
Dibbling is an old method of planting crops practiced by subsistence farmers in hilly lands.
My late cousin used to do this on a portion of the farm in Akle, San Ildefonso, Bulacan. That
part of the farm, now grown to coconut that is regularly harvested for copra, has a very steep
slope with shrubs, stumps of trees, and large limestone. Plowing by carabao was impossible
so that the only way to prepare the land was by slash-and-burn or kaingin system.
Slashing and burning are done during summer when the grasses are dry, and corn is
planted at the start of the rainy season. With a dibbler or “panghasok” (a pointed, spear-like
stem) held by one hand, he strikes the ground to make holes about 2 inches ( 5 cm) deep
and 1-2 steps apart. As the pointed tip of the dibbler is lifted, someone else immediately
drops 3-4 seeds of an indigenous, open-pollinated corn into the hole. The hole is not refilled
with soil, that part is done naturally by the cascading downward movement of surface soil
and fragments of rock. Between harvesting and burning, the area is fallowed.
In both the hill and drill methods of planting crops by direct seeding, there is a
desired row-to-row spacing. Hills with a single or multiple number of plants are spaced
uniformly within each row so that in the hill method there is always a reference to hill
distance and number of plants per hill. A hill is that specific spot on the ground on which a
plant or a group of plants is grown. In contrast, there is no uniform spacing between plants in
the row in the drill method, but uniformity in number of plants per linear meter is intended.
The hill method of direct seeding is done by dropping seeds in holes made by a
dibbler or in furrows that are more or less equidistant. But with mechanized farming, a
combine furrower-planter is commonly used.
In planting corn under rainfed conditions at a population density of, for instance,
60,000 plants per hectare at 1 plant per hill in rows 70 cm apart, the farmer walks forward
along a furrow and drops a seed every 23.8 cm to the bottom of the furrow. He does not
carry a measuring tool, he just estimates distances on the ground with impressive accuracy
borne of long experience. To cover the seeds, he merely sweeps the ridge at either side of
the furrow by one foot to push some soil toward the seed and steps thereon to press the soil
on top of the seed.
HORTICULTURE 90
The drill method of planting crops is done, either manually or mechanically, by
releasing seeds continuously, as if pouring water from a bottle with a small opening. Manual
drilling applies to small seeds like rice, millet, and mungbean and is usually done by hand. It
can also be accomplished by placing small, roundish seeds in a bottle with a hole on the
cover. The seeds are simply released by tilting and slightly shaking the bottle so that the
seeds drop one after the other or in a cascade through the hole and toward the ground.
The seeds are drilled with or without furrows. In rice, drilling in puddled soil in linear
direction is a modification of seed broadcasting in which plants are dispersed without plant-
to-plant spacing. But in rainfed sorghum, mungbean, and other grain legumes, the seeds are
always drilled at the bottom of the furrow, covered with soil by raking or by foot, and stepped
on to press the soil.
Just like in the hill method of planting crops, an even distribution of drilled seeds is
intended but varies with the seeding rate per hectare and row distance. With a seeding rate
of 100 kg per hectare in rows 20 cm apart, the calculated average seeding rate per linear
meter in the row is 2 grams. With 1000 grain weight of 29 grams for rice, this is equivalent to
a seeding rate of about 70 seeds per linear meter. But if the row distance is widened to 25
cm, the average seeding rate will increase to 2.5 grams or 86-87 seeds per linear meter.
In contrast to direct seeding, transplanting is a method of planting crops in which
potted plants or pre-grown seedlings or clones are planted on the ground, other growing
surface, or any growing structure. Transplanting is also convenient with a few plants that can
be transferred with a ball of soil around the roots. In some vegetables, it is common to prick
seedlings from the seedbed and transplant them bareroot to the garden plot. In perennial
species like coffee at a time when rainfall has become frequent and light is not intense,
uprooted wildlings or bareroot transplants have been directly planted.
HORTICULTURE 91
HowMuch
How MuchHave
HaveYou
You
Learned?
Learned?
Self-Check 1.1
Self-Check 1.1
Fill-in the blanks
1. An east-west row orientation is preferred to _____________.

2. ______________is the systematic apportioning of the farm area or any growing surface
for crop production.
3. Single row planting of the intercrop can also be done between the rows of the________.
4. Slashing and burning are done during _____________when the grasses are dry, and
corn is planted at the start of the rainy season.
5. The ______________method of planting crops is also common with mungbean and
cowpea grown as green manure.
6-8.The intercrop can be planted in any of the following ways: (6)________________,
(7)___________________, and (8) ____________________.
9-10. In general, there are two methods of planting crops: (9)________________and.

(10)________________.
HORTICULTURE 92
HowDo
How DoYou
YouApply
ApplyWhat
WhatYou
YouHave
Have
Learned?
Learned?
Activity Sheet 1.1

Activity Sheet 1.1
Layout Garden Plots
MATERIALS NEEDED:
Quantity Description
2 sheets Bond paper short
1 pc Pencil
1 pc Ruler
INSTRUCTIONS:
1. Put 1 inch border lines on your bond paper

2. Use the following data in making your layout
Imagine that 1 cm on your drawing is equivalent to 1m
A. Width= 16 m
B. Length=19 m
C. Planting distance
Between row=1m
Between hill=.5 m
3. Sketch inside the border lines your plot layout
4. Submit your output to your teacher
HORTICULTURE 93
HowWell
How WellDid
DidYou
You
Perform?
Perform?
Criteria Score
20 15 10 5
Accuracy 70%
Presentation 20%
Neatness 10 %
HORTICULTURE 94
LEARNING
OUTCOME 2
Interpret irrigation plan and design
PERFORMANCE
STANDARDS
Irrigation system plan is interpreted according to established procedures.
Different designs of irrigation systems are enumerated according to standard
procedures.
Materials
Materials
 Irrigation plan
 Bond paper
 Pencil
 References
HORTICULTURE 95
WhatDo
What DoYou
YouAlready
Already
Know?
Know?
Let us determine how much you already know about interpreting irrigation plan
and design. Take this test.
Pretest LO 2
Pretest LO 2
Enumerate the following:
(2) FUNCTIONS OF FARM IRRIGATION SYSTEMS
1. ______________________________________
2. ______________________________________
(3) ESSENTIAL FEATURES OF A PLAN
1. _______________________________________
2. _______________________________________
3. _______________________________________
(2) Types of Conventional Sprinkler Systems
1. ______________________________________
2. ______________________________________
(3) Advantages of drip or trickle irrigation

1. _______________________________________
2. _______________________________________
3. _______________________________________
HORTICULTURE 96
WhatDo
What DoYou
YouNeed
NeedTo
To
Know?
Know?

IRRIGATION SYSTEM PLAN AND DESIGN
Water required by crops is supplied by nature in the form of precipitation, but when it
becomes scarce or its distribution does not coincide with demand peaks, it is then necessary
to supply it artificially, by irrigation. Several irrigation methods are available, and the
selection of one depends on factors such as water availability, crop, soil characteristics, land
topography, and associated cost.
Proper design of an irrigation system requires that the pumping system precisely
match to the irrigation distribution system so that the pressure and flow rate required can be
efficiently provided by the pumping system. The energy required to pump water is
determined by the total dynamic head (water lift, pipe friction, system pressure, etc.), the
water flow rate desired and the pumping system's efficiency.
Irrigation water management involves determining when to irrigate, the amount of

water to apply at each irrigation event and during each stage of plant, and operating and
maintaining the irrigation system. The main management objective is to manage the
production system for profit without compromising environment and in agreement with water
availability. A major management activity involves irrigation scheduling or determining when
and how much water to apply, considering the irrigation method and other field
characteristics.
FUNCTIONS OF FARM IRRIGATION SYSTEMS
The primary function of farm irrigation systems is to supply crops with irrigation water
in the quantities and at the time it is needed. Specific function includes:
1. Diverting water from the water source.

2. Conveying it to individual fields within the farm.
3. Distributing it within each field.
4. Providing a means for measuring and regulating flows.
Other functions of farm irrigation system include crop and soil cooling, protecting
crops from frost damage, delaying fruit and bud development, and controlling wind erosion,
providing water for seed germination, application of chemicals, and land application of
wastes.
HORTICULTURE 97
REASONS FOR AN IRRIGATION PLAN
• A project plan enables the designer to lay out the irrigation system in the most cost
effective way. The plan is used to generate a material list and to evaluate the
anticipated project costs.
• The plan provides step by step information on system installation. Information on
crop spacing, sprinklers, pumping requirements, pipeline sizes and lengths should be
included on the plan. Pertinent obstructions such as roads, trees, gas, oil, water,
telephone or transmission lines must also be indicated.
• Specification, design standards and work schedules as set out on a plan form the
basis of any contractual agreements between the installation contractor and the
farmer.
• The plan provides a record for future reference. It can be used for overall farm
planning and identifies limits of expansion potential.
ESSENTIAL FEATURES OF A PLAN
• Topographic Data - the field shape must be accurately drawn showing pertinent
obstructions, features and elevation details.
• Water Source Capacity - the water supply must be clearly indicated

showing location and available capacity.
• Depending on the water source, a well log or water license must accompany
the irrigation plan. Irrigation reservoirs also require Water Management Branch
licensing.
• Soil and Crop Characteristics - soil and crop limitations must be accounted for to
reduce runoff and deep percolation by mismanagement of the irrigation system.
• Design Parameters - soil water holding capacity, maximum application rate and
climatic data must be used to select the correct irrigation system design.
• Design Data - the nozzle selected, operating pressure, discharge rate and sprinkler
spacing must all be shown on the plan. The irrigation interval, set time, application
rate and net amount applied must also be calculated.
HowMuch
How MuchHave
HaveYou
You
Learned?
Learned?
Self-Check 2.1
Self-Check 2.1
Directions: Enumerate what is asked in the following statements.
(4) functions of farm irrigation systems
1. _____________________________________
2. _____________________________________
3. _____________________________________
4. _____________________________________
(6) essential features of a plan
HORTICULTURE 98
1. ______________________________________
2. ______________________________________
3. ______________________________________
4 ______________________________________
5. ______________________________________
6. ______________________________________

DIFFERENT DESIGNS OF IRRIGATION SYSTEMS

1. SURFACE IRRIGATION- water is applied to the field in either the controlled or
uncontrolled manner.
Surface irrigation consist of:
1.1 Furrow system
A. FURROW IRRIGATION BY CUTTING THE RIDGE
B .FURROW IRRIGATION WITH SIPHONS
HORTICULTURE 99
The Major Design Considerations in Surface Irrigation Include:
1. Storing the readily available moisture in the root zone, if possible;

2. Obtaining as uniform water application as possible;
3. Minimizing soil erosion by applying non-erosive streams;
4. Minimizing runoff at the end of the furrow by using a re-use system or a cut –back
stream;
5. Minimizing labor requirements by having good land preparation,
6. Good design and experienced labor and
7. Facilitating use of machinery for land preparation, cultivation, furrowing, harvesting
etc.
HORTICULTURE 100
1.2 Boarder Irrigation System
1. In a border irrigation, controlled surface flooding is practiced whereby the field is

divided up into strips by parallel ridges or dikes and each strip is irrigated separately
by introducing water upstream and it progressively covers the entire strip.
2. Border irrigation is suited for crops that can withstand flooding for a short time e.g.
wheat.
3. It can be used for all crops provided that the system is designated to provide the
needed water control for irrigation of crops.
4. It is suited to soils between extremely high and very low infiltration rates.
5. In border irrigation, water is applied slowly.
6. The root zone is applied with water gradually down the field.
7. At a time, the application flow is cut-off to reduce water loses.
8. Ideally, there is no runoff and deep percolation.
9. The problem is that the time to cut off the inflow is difficult to determine.
HORTICULTURE 101
Design Parameters of Border Irrigation System
a)Strip width: Cross slopes must be eliminated by leveling.
Since there are no furrows to restrict lateral movement, any cross slope will make
water move down one side leading to poor application efficiency and possibly
erosion.
-The stream size available should also be considered in choosing a strip width.
-The size should be enough to allow complete lateral spreading throughout the length
of the strip.
-The width of the strip for a given water supply is a function of the length
-The strip width should be at least bigger than the size of vehicle tract for
construction where applicable.
b) Strip Slope: Longitudinal slopes should be almost same as for the furrow
irrigation.
c) Construction of Levees: Levees should be big enough to withstand erosion,
and of sufficient height to contain the irrigation stream.
d) Selection of the Advance Stream: The maximum advance stream used should
be non-erosive and therefore depends on the protection afforded by the crop cover.
Clay soils are less susceptible to erosion but suffer surface panning at high water
velocities. Table 3.4 gives the maximum flows recommendable for bare soils.
e) The Length of the Strip: The ideal lengths can be obtained by field tests.
1.3 Basin Irrigation System

Characteristics:
1. In basin irrigation, water is flooded in wider areas. It is ideal for irrigating rice.
2. The area is normally flat.
3. In basin irrigation, a very high stream size is introduced into the basin so that rapid
movement of water is obtained.
4. Water does not infiltrate a lot initially.
5. At the end, close the water inlet to avoid water loss in the pond.
6. The opportunity time difference between the upward and the downward ends are
reduced.
The size of basin is related to stream size and soil type.

Suggested basin areas for different soil types and rates of water flow
Flow rate Soil Type
Sand Sandy loam Clay loam Clay
3
l/s m /hr .................Hectares................................
30 108 0.02 0.06 0.12 0.20
60 216 0.04 0.12 0.24 0.40
90 324 0.06 0.18 0.36 0.60
120 432 0.08 0.24 0.48 0.80
150 540 0.10 0.30 0.60 1.00
180 648 0.12 0.36 0.72 1.20
210 756 0.14 0.42 0.84 1.40
240 864 0.16 0.48 0.96 1.60
300 1080 0.20 0.60 1.20 2.00
...........................................................................................
Note: The size of basin for clays is 10 times that of sand as the infiltration rate for
clay is low leading to higher irrigation time. The size of basin also increases as the
flow rate increases. The table is only a guide and practical values from an area
should be relied upon. There is the need for field evaluation.
HORTICULTURE 102
2. SPRINKLER IRRIGATION
The sprinkler system is ideal in areas where water is scarce.

A Sprinkler system conveys water through pipes and applies it with a minimum
amount of losses.
-Water is applied in form of sprays sometimes simulating natural rainfall.
-The difference is that this rainfall can be controlled in duration and intensity.
-If well planned, designed and operated, it can be used in sloping land to reduce
erosion where other systems are not possible.
Components of a Sprinkler Irrigation System
Types of Conventional Sprinkler Systems

a) Fully portable system: The laterals, mains, sub-mains and the pumping plant
are all portable.
The system is designed to be moved from one field to another or other pumping
sites that are in the same field.
b) Semi-portable system: Water source and pumping plant are fixed in locations.
Other components can be moved.
The system cannot be moved from field to field or from farm to farm except when
more than one fixed pumping plant is used.
c) Fully permanent system: Permanent laterals, mains, sub-mains as well as fixed
pumping plant. Sometimes laterals and mainlines may be buried. The sprinkler may
be permanently located or moved along the lateral. It can be used on permanent
irrigation fields and for relatively high value crops e.g. Orchards and vineyards.
Labor savings throughout the life of the system may later offset high installation cost.
3. DRIP OR TRICKLE IRRIGATION
Advantages:
a. Water is applied directly to the crop ie. entire field is not wetted.
b. Water is conserved
c. Weeds are controlled because only the places getting water can grow weeds.
HORTICULTURE 103
d. There is a low pressure system.
e. There is a slow rate of water application somewhat matching the consumptive
use. Application rate can be as low as 1 – 12 l/hr.
f. There is reduced evaporation, only potential transpiration is considered.
g.There is no need for a drainage system.
Components of a Drip Irrigation System
HORTICULTURE 104
HowMuch
How MuchHave
HaveYou
You
Learned?
Self-CheckLearned?
2.2
Self-Check 2.2
Directions: Enumerate what is asked in the following statements:
(3) Types of Conventional Sprinkler Systems

1. _____________________________________
2. _____________________________________
3. ______________________________________
(7) Advantages of drip or trickle irrigation
1. _____________________________________
2. ______________________________________
3. ______________________________________
4. _____________________________________
5. ______________________________________
6. _____________________________________
7. ______________________________________
HORTICULTURE 105
HowDo
How DoYou
YouApply
ApplyWhat
WhatYou
YouHave
Have
Learned?
Learned?
Activity Sheet 2.1

Activity Sheet 2.1
SKETCH IRRIGATION PLAN
MATERIALS NEEDED:
1 pc Pencil
1 pc Ruler
INSTRUCTIONS:
1. After knowing different irrigation designs, select 1 design applicable in your area.
2. Using the materials above sketch the irrigation design applicable in your locality.
3. Explain, why did you considered this design on another sheet of bond paper
4. Submit your output to your teacher after 1 day
5. Your teacher will ask you to present your work in front of your classmates
6. Save your work for the next activity (activity 2.2)
Activity Sheet 2.2

Activity Sheet 2.2
CREATE MINIATURE IRRIGATION CANAL
MATERIALS NEEDED:
1 pc Illustration board
10 bar Activity clay
INSTRUCTIONS:
1. Your teacher will divide the class into groups (5 members in a group)
2. From your activity sheet 2.1. Select the best work among your group members.
3. Decide which work will serve as your model in creating your miniature irrigation
canal.
4. You will be given one hour to finish your group activity.
5. Submit your output when it is already completed.
HORTICULTURE 106
HowWell
How WellDid
DidYou
You
Perform?
Perform?
For Activity 2.1
Criteria Score
20 15 10 5
Content 50%
Applicability 20%
Presentation 20%
Neatness 10 %
For Activity 2.2
Criteria Score
20 15 10 5
Accuracy 50%
Design 20%
Presentation 20%
Neatness 10 %

while then move on to the next
lesson. Good luck!
HORTICULTURE 107
LO1
Horticulture CBLM
Asuncion, Jr. Ramon G.; Elementary Agriculture: Saint Mary’s

Publishing. 1983Asuncion, Jr. Ramon G.; Introduction to Tropical Crop
Production: First Edition: Saint Mary’s Publishing. 1976
Asuncion, Jr. Ramon G. et.al.; Technology and Home Economics 2:

Agricultural Arts: First Edition: Abiva Publishing House, Inc: Quezon City.
1992
Mendiola, N. B.; Principles of Crop Production: United Circulation, Inc.:

Malabon, Rizal: 1959
Technology and Home Economics 2 (SEDP Series)
(Abellanosa AL, HM Pava. 1987. An Introduction to Crop Science.

Central Mindanao University, Musuan, Bukidnon, Phils.: Publications
Office. p. 135-136). http://www.cropsreview.com/row-planting.html
http://www.cropsreview.com/planting-crops.html
LO2
http://www.google.com.ph/search?
q=IRRIGATION&hl=tl&rlz=1C1AVSX_enPH406PH406&prmd=imvnsb&tbm=i
sch&tbo=u&source=univ&sa=X&ei=NxxHT-
fsFeOSiAeR35CXDg&ved=0CGUQsAQ
HORTICULTURE 108
LESSON
4
Apply Safety Measures in Farm
Operations
LEARNING
OUTCOMES:
LO 1. apply appropriate safety measures
in farm operations; and
LO 2. safekeep/dispose materials and outfit.
HORTICULTURE 109
Definitionof
Definition of
Cleaning- the
Terms
Terms
act or process of removing dirt from tools, containers and farm facilities.
Disinfection chemicals- refers to the chemical used in cleaning which has the ability to kill
microorganisms especially pathogens.
Health-a sound state of the body and mind of the workers that enable him or her to perform
the job normally
Occupational safety- the practices related to production and work process
Safety-the physical or environmental conditions of work which comply with the prescribed
Occupational Health Safety (OHS) standards and which allow the workers to perform his or
her job without or within acceptable exposure to hazards
Sharpening- the process of thinning the edge of the tools like knife, pruning shears, hedge
shears, etc.
HORTICULTURE 110
LEARNING
OUTCOME 1
Apply appropriate safety measures while working in the farm
PERFORMANCE
STANDARDS
Safety measures are applied based on work requirement and farm procedures.
Tools and materials are utilized in accordance with specification and procedures.
Outfit is worn in accordance with farm requirements.
Shelf life and or expiration of materials are effectively checked against manufacturer’s
specifications.
Hazards in the workplace are identified and reported in line with farm guidelines
Emergency and accidents are responded to and prevented.
Materials
Materials
 PPE
 References
HORTICULTURE 111
WhatDo
What DoYou YouAlready
Already
Know?
Know?
Let us determine how much you already know about safety measures while

working in the farm. Take this test.

Pretest LO 1
Pretest
 LO 1

MULTIPLE CHOICE: Choose the best answer

1. It 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
a. .Chemicals
b. Exposure
c. Risk
d. Hazard
2. It is the likelihood that a hazard will cause injury or ill health to anyone at or near
a workplace.
a. Risk
b. Exposure
c. Hazard
d. .Chemicals
3. This occurs when a person comes into contact with a hazard.
a. Risk
b. Exposure
c.. Hazard
d. . Chemicals
4. This includes floors, stairs, work platforms, steps, ladders, fire, falling objects,
slippery surfaces, manual handling (lifting, pushing, pulling), excessively loud and
prolonged noise, vibration, heat and cold, radiation, poor lighting, ventilation, air
quality.
a. Chemicals
b. Mechanical and/or electrical
c. Psychosocial environment
d. Physical
5. It includes electricity, machinery, equipment, pressure vessels, dangerous goods,
fork lifts, cranes, hoists
a. Mechanical and/or electrical
b. Chemicals
c. Biological
d. Psychosocial environment
6. It includes chemical substances such as acids or poisons and those that could
lead to fire or explosion, like pesticides, herbicides, cleaning agents, dusts and
fumes from various processes such as welding
a. Chemicals
b. Psychosocial environment
c. Mechanical and/or electrical
d. Biological
7. It includes bacteria, viruses, mold, mildew, insects, vermin, animals
a. Biological
b. Chemicals
HORTICULTURE 112
c. Mechanical and/or electrical
d. Psychosocial environment
8. It includes workplace stressors arising from a variety of sources.
a. Psychosocial environment
b. Biological
c. .Chemicals
d. Mechanical and/or electrical
9. It is the physical or environmental conditions of work which comply with the
prescribed Occupational Health Safety (OHS) standards and which allow the
workers to perform his or her job without or within acceptable exposure to
hazards.
a. Safety
b. Biological
d. Chemicals
10. It is the practices related to production and work process
a. Occupational safety
b. Safety
d. Biological
WhatDo
What DoYou
YouNeed
NeedTo
To
Know?
Know?

APPLY APPROPRIATE SAFETY MEASURES WHILE WORKING IN

FARM
Many hazards are present in the farm. If the farmers are not aware of these hazards these
may cause injury to their body or may cause diseases and even death. Farmer should
always apply appropriate safety measures while working in the farm. In this lesson the
students with the guidance and supervision of their teacher should identify farm works that
involve the use of chemicals and hazardous tools and equipment; determine the uses of
Personal Protective Equipment (PPE) and determine farm emergency procedures regarding
safety working environment.
HAZARD, RISK AND EXPOSURE IN THE FARM
Agricultural crop production deals with a lot of activities to be done in the different
workplace. While performing these activities we expose ourselves to a lot of risk. Workplace
HORTICULTURE 113
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 job or work.
It is important to distinguish hazard, risk and exposure when undertaking risk

management.
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 into contact with a hazard.
Types of Hazard
Hazards are classified into five different types. They are:
1. Physical - includes floors, stairs, work platforms, steps, ladders, fire, falling objects,
slippery surfaces, manual handling (lifting, pushing, pulling), excessively loud and
prolonged noise, vibration, heat and cold, radiation, poor lighting, ventilation, air
quality
2. Mechanical and/or electrical - includes electricity, machinery, equipment, pressure
vessels, dangerous goods, fork lifts, cranes, hoists
3. Chemical - includes chemical substances such as acids or poisons and those that
could lead to fire or explosion, like pesticides, herbicides, cleaning agents, dusts and
fumes from various processes such as welding
4. Biological - includes bacteria, viruses, mold, mildew, insects, vermin, animals
5. Psychosocial environment - includes workplace stressors arising from a variety of
sources.
Farm emergency procedures regarding safety working environment
1. Identify the potential emergencies.

The emergencies that may occur on a crop production farm could include:
a. Fire
b. Flood
c. Typhoon
d. machinery entrapment
e. electrical shock
f. snake or spider bite
g. chemical exposure
h. injuries
i. illness and
j. accidents
2. Provide emergency facilities appropriate for the sorts of emergencies that might occur on
the farm (e.g. deluge showers, eye washes, firefighting equipment, first aid kits).
3. Make sure that the correct equipment is available to contain and handle any chemical or
other dangerous materials spills that might happen.
4. To help minimize the risk of personal injury or property damage in the event of an
emergency, people working on and visiting the farm need to know and understand the
emergency procedures and their responsibilities.
5. Instruct everyone working on the farm in the emergency response procedures
HORTICULTURE 114
6. Everyone should know the location of fire alarms, fire extinguishers and first aid kits; how
and where to contact emergency services; and where to safely assemble in the event of
an emergency.
The following factors may increase risk of injury or illness for farm workers:
1. Age – injury rates are highest among children age 15 and under and adults over
65.
2. Equipment and Machinery – most farm accidents and fatalities involve
machinery. Proper machine guarding and doing equipment maintenance
according to manufacturers’ recommendations can help prevent accidents.
HowMuch
How MuchHave
HaveYou
You
Learned?
Learned?
Self-Check 1.1
Self-Check 1.1
IDENTIFICATION
1. ___________________is the potential for harm, or adverse effect on an employee’s

health.
2. ___________________ 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.
3. ___________________occurs when a person comes into contact with a hazard.
4. ____________________includes floors, stairs, work platforms, steps, ladders, fire,
falling objects, slippery surfaces, manual handling (lifting, pushing, pulling), excessively
loud and prolonged noise, vibration, heat and cold, radiation, poor lighting, ventilation, air
quality
5. __________________ includes electricity, machinery, equipment, pressure vessels,
dangerous goods, fork lifts, cranes, hoists
6. __________________ includes chemical substances such as acids or poisons and
those that could lead to fire or explosion, like pesticides, herbicides, cleaning agents,
dusts and fumes from various processes such as welding
7. __________________ includes bacteria, viruses, mold, mildew, insects, vermin, animals
8. __________________ includes workplace stressors arising from a variety of sources.
9. ___________________the physical or environmental conditions of work which comply
with the prescribed Occupational Health Safety (OHS) standards and which allow the
workers to perform his or her job without or within acceptable exposure to hazards.
10. ____________________the practices related to production and work process
WhatDo
What DoYou
YouNeed
NeedTo
To
Know?
Know?
HORTICULTURE
doing the Self-check 1.2. 115
FARM WORKS THAT INVOLVE USING CHEMICALS AND

HAZARDOUS TOOLS AND EQUIPMENT
1. Spraying Chemicals
Many different chemicals are used on a farm including pesticides. These chemicals
are used to fertilize and control pests such as insects, weeds, mollusk, etc. Most of these
chemicals are applied by spraying
Examples of chemical hazards:
 Spraying in a strong wind and the spray drifting over a dam or the farm house.
 Washing spray equipment and the water running into open drains, collecting in
puddles, or running into stockyards or dams.
 Containers or chemicals left lying around. Empty containers lying in a heap.
Some ways you can reduce the risk of hazards from chemicals are:
 Use personal protective equipment such as respirators, waterproof clothes, rubber

gloves and waterproof footwear.
 Make sure chemicals are safely stored and cupboards locked.
 Never spray chemicals on days when there is a high wind.
 Know first aid procedures.
 Keep a list of all hazardous substances used on the farm.
Safe use of chemicals
 Consider if a chemical substance is really needed.

 Eliminate a hazardous substance, or if that is not possible, substitute it with less
hazardous one.
 Safe work practices or personal protective equipment should be used
 Keep records of farm chemicals.
2. Land Preparation Using Tractor
a. Victims fall off or are thrown from the tractor

b. Run over by either the tractor or an implement being towed, or both.
HORTICULTURE 116
c. Overturn
Safety Reminders
 Tractors are not passenger vehicles.

 Use seat belts when driving tractors.
 ROPS will protect the operator from serious injuries.
Causes of run over accidents
 Sudden stops
 Driving over holes, stumps and debris, or a sharp turn
How to prevent runover
 Never allow riders on tractors.

 Discuss with family members and farm workers the potential risks of riding tractor.
 It's also helpful to post 'no riders' decals on all tractors to remind others about the
policy.
 Use or provide other vehicles that allow passengers, such as trucks or cars, when
transportation is needed to fields or remote work sites.
Personal Protective Equipment (PPE)
Personal protective equipment (PPE) can reduce the number and severity of farm
work related injuries and illnesses. Personal protective equipment not only helps protect
people but also improves productivity and profits. Farmers and ranchers can share in these
benefits by using the appropriate protective equipment for themselves, family members and
employees when the job and its potential hazards call for it.
Protect your head with a hard hat when performing construction

work, trimming trees, repairing machinery, and doing other jobs
with head injury risks. Use a sun safety hat (one with a wide
brim and neck protection) to assist in the prevention of skin
cancer.
Protect your vision with appropriate safety eyewear (safety

glasses, goggles, face-shields) when applying pesticides,
fertilizers, working in the shop, or in heavy dust conditions.
HORTICULTURE 117
Protect your hearing with acoustic earmuffs or plugs when
operating noisy equipment such as grain dryers, feed grinders,
older tractors, chain saws, etc.
Protect your lungs with the correct respiratory equipment (dust

masks, cartridge respirators, gas masks, air pacts) when
working in dusty or moldy conditions, spray painting, applying
chemicals, working in bins, tanks, silos, and manure storage
places.
HowMuch
How MuchHave
HaveYou
You
Learned?
Learned?
Self-Check 1.2
Self-Check 1.2
Fill-in the blanks:
1. _______________ can reduce the number and severity of farm work related injuries and
illnesses.
2.4 Protect your head with a hard hat when performing 2.________,
3._________,4._________, with head injury risks.
Use a sun safety hat (one with a wide brim and neck protection) to assist in the prevention
of 5.__________.
6.8 Protect your vision with appropriate safety eyewear (6._________, 7___________,
8.___________) when applying pesticides, fertilizers, working in the shop, or in heavy dust
conditions
9-10 Protect your hearing with acoustic earmuffs or plugs when operating noisy equipment
such as 9.__________, 10.________, older tractors, chain saws, etc.
HORTICULTURE 118
HowDo
How DoYou YouApply
ApplyWhat WhatYou YouHave
Have
Learned?
Learned?
Activity Sheet 1.1

Activity Sheet 1.1
CONDUCT HAZARD REPORT

MATERIALS NEEDED:
1 pc Pencil/Ballpen
INSTRUCTIONS:
1. Visit farm near your school or home

2. Observe the surroundings
3. List all the possible hazard observed
4. Classify these hazards
5. Identify persons who are at risk with this hazards
6. Suggest all possible solution to reduce or eliminate the risk
7. Report your findings to your teacher
Activity Sheet 1.2

Activity Sheet 1.2
WEAR APPROPRIATE PPE

MATERIALS NEEDED:
1 pc Hard hat
1 pc Facemask
1 pc Footwear
1 pc Goggles
1 pc Earmuffs
2 sheets Bond paper
1 pc 1 pencil or ballpen
INSTRUCTIONS:
HORTICULTURE 119
1. PPE will be prepared by your teacher ahead of this activity
2. The teacher will give specific farm activities, based on this farm
activities you will identify and wear the necessary
PPE
3. You will demonstrate the farm activities given by your teacher through
action or body language.
4. After the specific farm activities. Remove the PPE from your body and
write the reasons why you need to wear that particular PPE when
performing that task.
HowWell
How WellDid
DidYou
You
Perform?
Perform?
For Activity 1.1
Score
Criteria
20 15 10 5
Potential hazard are properly identified
Report is properly made
Suggestions are made to reduce the risk
Potential victims are properly identified
For Activity 1.2
Score
Criteria
20 15 10 5
Identification and selection of correct PPE
Reenactment of farm activities
Written report
HORTICULTURE 120
LEARNING
OUTCOME 2
Safekeep/dispose tools, materials and outfit
PERFORMANCE
STANDARDS
Used tools and outfit are cleaned stored in line with farm procedure.
Unused materials are labeled and stored according to manufacturers recommendation
and farm requirements.
Waste materials are disposed according to manufacturers, government and farm
requirements.
Materials/Reso
Materials/Reso
urces
urces
 Cleaning tools and supplies
 Ppe
 References
WhatDo
What DoYou
YouAlready
Already
Know?
Know?
Let
 us determine how much you already know about cleaning of tools, materials
and
 outfit. Take this test.

Pretest
Pretest
LO 2
LO 2
Enumerate the following:

(2) Tips in cleaning equipments, tools and garbage cans:
________________________________
________________________________
(2) Tips in cleaning areas for handling and storing fresh produce:
_________________________________
_________________________________
(2) Tips in cleaning hygienic facilities:
_________________________________
_________________________________
(4) Environmental laws

_________________________________
_________________________________
HORTICULTURE 121
_________________________________
_________________________________
WhatDo
What DoYou
YouNeed
NeedTo
To
Know?
Know?
doing the Self-check 2.1

Cleaning, Storing and Waste Management
Protect Tools from the Elements
Blades such as electric hedge trimmer blades, hoe, shovel, and other metal surfaces
can be sprayed with lubricant oil. Spray the blades then turn them on to make sure oil works
into all areas. All electrical and petrol gardening equipment need to be covered over with a
blanket or sheet if kept in the shed. This will prevent dust and dirt getting to them.
General Cleaning Procedures:
The farmer and/or farm workers responsible for cleaning must adhere as much as possible
to the following procedures:
 Be properly trained on the cleaning procedures
 Develop a cleaning program and schedule according to the recommended frequency
and the cleaning program should be monitored to ensure its effectiveness.
 Cleaning must not take place while fresh vegetables are being harvested, packed,
handled and stored.
 Water that is used for cleaning must be safe.
 The cleaning of equipment, tools and containers must take place in a designated
area away from field and the storage of agricultural inputs and fresh vegetables.
 When using cleaning and disinfection chemicals, the farmer and/or farm workers
must become familiar with the instruction use of these products.
 Strictly adhere to all precautionary statements and mixing instructions.
 Protect equipment, tools, containers and fresh vegetables when working with any
chemicals.
Cleaning re-usable containers:
The farmer and/or farm workers responsible for cleaning re-usable containers must adhere
as much as possible to the following procedures:
 Remove as much as possible plant debris, soil and residues of any kind, use a brush
HORTICULTURE 122
or appropriate tool when necessary.
 Inspect containers for physical damage which might injure, spoil and contaminate
fresh vegetables, if found, repair them.
 Inspect containers for any missed plant debris, soil and residues, if found, re-clean.
 If cleaning and/or disinfection chemicals are used, follow label instructions for mixing.
 Rinse containers with clean water.
 When possible, containers should be placed under the full sun for rapid drying.
 Store re-usable containers properly to avoid contamination.
Cleaning equipment, tools and garbage cans:
The farmer and/or farm workers responsible for cleaning the equipment (e.g. tables, racks,
plastic sheet, etc.), tools (e.g. secateurs, knifes, brushes, etc.) and garbage cans must
adhere as much as possible to the following procedures:
 Remove as much as possible plant debris, soil and residues of any kind, use a brush
or another appropriate tool when necessary.
 Inspect equipment for physical damage which might injure, spoil and contaminate
fresh vegetables, if found, repair them.
 Inspect equipment, tools and garbage cans for any missed plant debris, soil and
residues, if found, clean again.
 As required, apply cleaning materials such as detergent and/or disinfection
chemicals, and ensure that no spots are missed.
 Rinse with safe water, if there are parts of the equipment that cannot be rinsed with
water, use a clean wet towel and follow the same procedures for cleaning.
 Ensure that small equipment and tools do not touch the ground floor after the
cleaning procedures.
 When possible place in the full sun for rapid drying.
 Store equipment and tools properly to avoid contamination.
Cleaning areas for handling and storing fresh produce:
The farmer and/or farm workers responsible for cleaning these areas must adhere as much
as possible to the following procedures:
 Unplug any electrical equipment and if possible, cover with plastic electrical motors,
electrical boxes, connections, light fixtures, etc. do not use packaging materials for
this task.
 Remove trash and any accumulated plant debris from the floors.
 Using low pressure water to:
Rinse the entire ceiling infrastructure and light fixtures to remove any dust and
soil build up.
Rinse walls, windows and doors from the top downward
Rinse the entire floor surface to remove any soil build up. Be careful not to splash
water onto the equipment.
 If necessary, scrub areas with brush and cleaning materials such as detergent, and
ensure that no spots are missed.
 After scrubbing areas with cleaning materials, rinse surface areas as described
previously wash out drains; be careful of not splashing water onto equipments.
Cleaning hygienic facilities:
The farmer and/or farm workers responsible for cleaning hygienic facilities must adhere as
HORTICULTURE 123
much as possible to the following procedures:
 Pick up trash from the floors and put in trash can.
 By using the proper detergent, clean toilets, sinks and any other fixtures.
 Using low pressure water, rinse the entire floor surface to remove any soil build up.
 As required, apply cleaning materials or disinfection chemicals to entire floor surface
area, scrub areas with brush if needed, and ensure that no spots are missed.
 Rinse floor and drains.
 Remove excess water and allow drying out at room temperature.
 Ensure that hygienic facilities have enough toilet paper, soap and disposable towel.
Technique in storing chemicals
Chemicals are used on farms for a variety of purposes. The safe management of
chemicals requires access to information and responsible action. Manufacturers, suppliers
and users of farm chemicals all have an important role to play. Chemical substances present
different types of risks to people’s health, safety and the environment. For this reason there
are different laws controlling them. The purpose of these laws is to ensure that chemicals
are used safely and efficiently so that risks to human health, the environment and damage to
property are minimized.
Safe Management of chemicals involves:

 correct labeling and packaging;
 provision of material safety data sheets (MSDS);
 safe transport, storage, use and disposal of substances.
Labeling and Packaging of Chemicals
Chemicals must be supplied in packages that are correctly labeled and suitable for
the substance. Information provided on the label will depend on the type of substance and
the risks associated with it. Items to look for are:
1. Signal words such as ‘CAUTION’, ‘POISON’ or ‘DANGEROUS POISON’, used for
scheduled poisons – a signal word alerts users to the possibility of poisoning if the
substance is swallowed, inhaled or absorbed through the skin.
2. The Dangerous Goods (ADG) diamond if there is an immediate risk to health or
safety e.g. flammable liquids.
3. Risk phrases describing the type of health effects e.g. ‘irritating the skin’, and
safety phrases stating precautions for safe handling, storage, spills, disposal and fire
e.g. ‘keep away from combustible material’
Ensure that containers remain labeled
Farmers must ensure that the original labels remain on containers of substances. If a
substance is poured into a second container such as a spray tank then that container must
be labeled with the product name and appropriate risk and safety phrases. These can
generally be copied from the parent container. Labeling is not necessary if a substance is
used immediately and its container is thoroughly cleaned.
There are good reasons for ensuring that proper containers and appropriate labels are
used, including:
• Using food containers to store poisons can result in poisoning due to accidental
HORTICULTURE 124
swallowing.
• Insurance companies may question liability if something goes wrong and an
unlabeled container has been the cause of an incident.
• Produce cannot be exported if maximum residue limits are exceeded labels
provide advice on permitted use and withholding periods for agricultural and
veterinary chemicals.
Material Safety Data Sheets
Material safety data sheets (MSDS) must be produced by the manufacturer or

importer of hazardous substance.
The MSDS is not just a piece of paper. It provides important and useful advice about
what is in the product, its health effects, safe use and handling, storage, disposal, first aid
and emergency operation. Farmers must obtain the MSDS from their supplier and keep
them in a register where they are available to people who could be exposed to the
hazardous substance.
The register is a collection of the MSDS and other information which can be kept in a
folder, filing cabinet or other practical system.
The register can be kept in the house, workplace or the chemical store, so long as it
remains accessible to emergency service personnel and any employees who may be
exposed to hazardous substances.
Storage and Transport of Chemicals
Safe storage of farm chemicals is needed to protect them from the elements, restrict
access to them, prevent contamination of the environment, food or livestock and ensure
separation from other incompatible chemicals. Arrangements must be in place to contain any
spillage of the chemical.
After considering the potential risk to people’s health or to the environment, a farmer
might decide that a locked shed with a roof and concrete floor, which is bounded to contain
any spills, is the best way to provide safe storage.
Remember, you should never store oxidizing agents with fuels. That is – never store
substances labeled yellow diamond with a red diamond.
Safe transport of farm chemicals depends on what the substance is, how much there
is, where it is to be transported and what else is to be transported with it. In general, small
quantities (less than 250 liters) can be transported on vehicle provided that the container is
properly secured and safe from spillage.
Disposal of Farm Chemicals
Empty farm chemical containers and unwanted chemicals need to be disposed of

properly. Prior to disposal of empty containers, wash the container out three times and use
the rinse water to dilute further batches of the chemical to working strength.
To wash a container you do not need to fill it each time. If you only have six liters of
water, it is more efficient to use three washes of two liters each, than it is to rinse once with
the full six liters.
ENVIRONMENTAL LAWS
Presidential Decree (PD) 1152, “the Philippine Environmental Code,” which took
effect in 1977, provides a basis for an integrated waste management regulation starting from
HORTICULTURE 125
waste source to methods of disposal. PD 1152 has further mandated specific guidelines to
manage municipal wastes (solid and liquid), sanitary landfill and incineration, and disposal
sites in the Philippines. In 1990, the Philippine Congress enacted the Toxic Substances,
Hazardous and Nuclear Wastes Control Act, commonly known as Republic Act (RA) 6969, a
law designed to respond to increasing problems associated with toxic chemicals and
hazardous and nuclear wastes. RA 6969 mandates control and management of import,
manufacture, process, distribution, use, transport, treatment, and disposal of toxic
substances and hazardous and nuclear wastes in the country. The Act seeks to protect
public health and the environment from unreasonable risks posed by these substances in
the Philippines. Apart from the basic policy rules and regulations of RA 6969, hazardous
waste management must also comply with the requirements of other specific environmental
laws, such as PD 984 (Pollution Control Law), PD 1586 (Environmental Impact Assessment
System Law), RA 8749 (Clean Air Act) and RA 9003 (Ecological Solid Waste Management
Act) and their implementing rules and regulations.
HowMuch
How MuchHave
HaveYou
You
Learned?
Learned?
Self-Check 2.1
Self-Check 2.1
ENUMERATION: Enumerate following questions.
(2) Tips in cleaning equipments, tools and garbage cans:

(2) Tips in cleaning areas for handling and storing fresh produce:
(2) Tips in cleaning hygienic facilities:
(5) Environmental laws
HORTICULTURE 126
HowDo
How DoYou
YouApply
ApplyWhat
WhatYou
YouHave
Have
Learned?
Learned?
Activity Sheet 2.1

Activity Sheet 2.1
MAKE POSTER ON PROPER WASTE DISPOSAL
MATERIALS NEEDED:
1 pc White cartolina
1 pc Pencil
1 pc Ruler
1 set Crayon
INSTRUCTIONS:
1. Prepare the needed materials

2. You learned on the information sheet 2.1, the proper way of disposing waste and the
government laws regarding this. Imagine you are a farmer and you need to dispose your
farm waste, what will you do?
3. Answer question in the previous number by drawing or illustration
4 .Submit your work after 1 day to your teacher for evaluation
Activity Sheet 2.2

Activity Sheet 2.2
SLOGAN MAKING CONTEST

MATERIALS NEEDED:
2 sheets Bond paper
1 pc Pentel pen/ Marker
INSTRUCTIONS:
HORTICULTURE 127
1Prepare the materials needed
2Think of a slogan on the proper use of tools and equipment.
3.The slogan may be express using local dialect
4You will be given 20 minutes to prepare your slogan
5.Submit your output when it is already complete
6.The teacher will select the best slogan and will receive additional points for this activity
HowWell
How WellDid
DidYou
You
Perform?
Perform?
For Activity 2.1
Score
Criteria
20 15 10 5
Content and Message 70%
Creativity 20%
Neatness 10 %
For Activity 2.1
Score
Criteria
20 15 10 5
Relevance 60%
Rhyme 20%
Presentation 10%
Neatness 10 %

great job!
HORTICULTURE 128
LO1
CBLM Horticulture
http://www.safework.sa.gov.au/contentPages/docs/empFarmChemicals.pdf
http://www.necasag.org/pdf/Personal_protective_equipment_updated.pdf
http://www.ashinstitute.org/PDFS/ASHI_BasicFirstAid_SG_Sample.pdf
http://firstaid.about.com/od/cpr/ss/abcs.htm
http://www.ci.miami.fl.us/Fire/DEM/pages/SafetyTips/BASIC%20FIRS
T%20AID%20PROCEDURES.pdf
http://www.extension.iastate.edu/publications/PM1563K.pdf
http://www.public-health.uiowa.edu/icash/resources/Basic-Farm-First-Aid-Kit-
List.pdf
http://hostedmedia.reimanpub.com/TFH/Step-By Step/display/FH00MAR_
SHARPT_06.JPG
http://www.thucphamantoanviet.vn/a-aproducers-and-traders/a-egetables-frui
ts-tea/a-quality-assurance-systems/1200_-_ffv_-_gap_-_sop_for_cleaning_equ
ipments_tools_containers_handling_and_storage_areas_for_fresh_vegetables_-
_version_3.0.pdf
LO2
http://hostedmedia.reimanpub.com/TFH/Step-By Step/display/FH00MAR_SH
ANSWERARPT_06.JPG
KEYS
http://www.thucphamantoanviet.vn/a-aproducers-and-traders/a-egetables-fru
its-tea/a-quality-assurance-systems/1200_-_ffv_-_gap_-_sop_for_cleaning_e
quipments_tools_containers_handling_and_storage_areas_for_fresh_vegetable
s_-_version_3.0.pdf
LESSON 1: USE FARM TOOLS AND EQUIPMENT
ANSWER KEY (PRE-TEST LO1) ANSWER KEY (SELF CHECK #1.1)
1.b 1. C
2.b 2 .D
3.d 3. I
4.d 4. J
HORTICULTURE 129
5.a 5. E
6.b 6. F
7.b 7. H
8.b 8. A
9.d 9.B
10.a 10. G
ANSWER KEY (PRE-TEST LO2) ANSWER KEY (SELF-CHECK 2.1)
1.These are machineries used in horticultural 1. These are machineries used in

operations especially in vegetable production. They horticultural operations especially in
are used in land preparation and in transporting farm vegetable production. They
inputs and products. These equipment need a highly are used in land preparation and in
skilled operator to use. transporting farm inputs and
2.A. Hand tractor is used to pull a plow and harrow products. These equipment
in preparing a large area of land. need a highly skilled operator to use.
B. Four wheel tractor is used to pull disc plow and 2. Answer:
disc harrow in preparing much bigger area of A. Hand tractor is used to pull
land. a plow and harrow in preparing a
C. Water pumps are used to draw irrigation water large area of
from a source. land.
B. Four wheel tractor is used
to pull disc plow and disc harrow in
preparing much
bigger area of land.
C. Water pumps are used to
draw irrigation water from a source.
ANSWER KEY (PRE-TEST LO3) ANSWER KEY (SELF CHECK 3.1)
1. False 1. TRUE
2. True 2. TRUE
3. True 3. TRUE
4. True 4. TRUE
5. True 5. TRUE
6. True 6. TRUE
7. True 7. TRUE
8. False 8. TRUE
9. True 9. TRUE
10. True 10 .TRUE
LESSON 2: PERFORM ESTIMATION AND BASIC CALCULATION
ANSWER KEY (PRE-TEST LO1) ANSWER KEY SELF-CHECK 1.1

1. Seeds 1. Seeds
2. Fertilizer 2. Fertilizer
3. Weeding 3. Insecticides or Pesticides
4. Plowing using animal 4. Clearing of the land
5. Plowing using tractor 5. Plowing
6. Harrowing using hand tractor 6. Harrowing
7. Pulling of seedlings 7. Mulching
8. Drying corn 8. Irrigation
9. Fertilizer application 9. Weeding
10. Transplanting 10. Harvesting
HORTICULTURE 130
ANSWER KEY (PRE-TEST LO2) ANSWER KEY SELF-CHECK 2.1
CONVERSION
1. 100 cm 1. 100 cm
2. 4m 2. 4m
3. 5000 m 3. 5000 m
4. 100,000cm 4. 100,000cm
5. 2 km 5. 2 km
AREA AREA
1. 36 ha 6.36 ha
2. 10 ha 7. 10 ha
3. 6 ha 8. 6 ha
4. 12 ha 9. 12 ha
5. 30 ha 10. 30 ha
PERCENTAGE PERCENTAGE
1. 6 plants 1. 6 plants
2. 4.2ha 2. 4.2ha
3. 72farmers 3. 72farmers
4. 100pesos 4. 100pesos
5. 5seeds 5. 5seeds
LESSON 3: INTERPRET PLANS AND DRAWINGS
1. 42 sq.m 1. Maximize light absorption

2. 6 rows 2. Spatial arrangement
3. 5 plants 3. Maincrop
4. 30 plants 4. Summer
5. 1 meter 5. Broadcast
6. 1 meter 6. Within the rows of the maincrop
7. 5 plants 7. Between the rows of the maincrop
8. 7 m 8. In replacement series
9. 6 m 9. Direct planting
15 plants Transplanting
HORTICULTURE 131
ANSWER KEY (PRE-TEST LO2) ANSWER KEY (2.1)
FUNCTIONS OF FARM IRRIGATION (4)FUNCTIONS OF FARM IRRIGATION

SYSTEMS SYSTEMS
1. Diverting water from the water source. 1. Diverting water from the water source.
2. Conveying it to individual fields within the 2. Conveying it to individual fields within
farm. the farm.
3. Distributing it within each field. 3. Distributing it within each field.
4. Providing a means for measuring and 4. Providing a means for measuring and
regulating flows. regulating flows.
ESSENTIAL FEATURES OF A PLAN (6)ESSENTIAL FEATURES OF A PLAN

1. Topographic Data 1. Topographic Data
2. Water Source Capacity 2. Water Source Capacity
3. Depending on the water source, a well log 3. Depending on the water source, a well
or water license must accompany the log or water license must accompany the
irrigation plan. irrigation plan.
4 Soil and Crop Characteristics 4 Soil and Crop Characteristics
5. Design Parameters 5. Design Parameters
6. Design Data 6. Design Data
TYPES OF CONVENTIONAL SPRINKLER (3) Types of Conventional Sprinkler

SYSTEMS Systems
1. Fully portable system 1. Fully portable system
2. Semi-portable system 2. Semi-portable system
3. Fully permanent system 3. Fully permanent system
Advantages of drip or trickle irrigation (7) Advantages of drip or trickle

1. Water is applied directly to the crop ie. irrigation
entire field is not wetted. 1. Water is applied directly to the crop ie.
2. Water is conserved entire field is not wetted.
3. Weeds are controlled because only the 2. Water is conserved
places getting water can grow weeds. 3. Weeds are controlled because only the
4. There is a low pressure system. places getting water can grow weeds.
5. There is a slow rate of water application 4. There is a low pressure system.
somewhat matching the consumptive use. 5. There is a slow rate of water application
Application rate can be as low as 1 - 12 l/hr. somewhat matching the consumptive use.
6. There is reduced evaporation, only Application rate can be as low as 1 - 12 l/hr.
potential transpiration is considered. 6. There is reduced evaporation, only
7. There is no need for a drainage system. potential transpiration is considered.
7. There is no need for a drainage system.
LESSON 4: APPLY SAFETY MEASURES IN FARM OPERATIONS

1. D 1. Personal protective equipment (PPE)
2. A 2. construction work
3. B 3. Trimming trees
4. D 4. Repairing machinery
5. A 5. Skin cancer
6. A 6. Safety glasses
7. A 7. Goggles
8. A 8. Face-shields
9. A 9. Grain dryers
10. A 10. Feed grinder
ANSWER KEY (PRE-TEST LO2) & (SELF- ANSWER KEY (PRE-TEST LO2) & (SELF-
HORTICULTURE 132
CHECK 2.1) CHECK 2.1)
Tips in cleaning equipments, tools and Tips in cleaning equipments, tools and
garbage cans: garbage cans:
 Remove as much as possible plant debris,  Remove as much as possible plant

soil and residues of any kind, use a brush or debris, soil and residues of any kind, use a
another appropriate tool when necessary. brush or another appropriate tool when
 Inspect equipments for physical damage necessary.
which might injure, spoil and contaminate  Inspect equipments for physical
fresh vegetables, if found, repair them. damage which might injure, spoil and
 Inspect equipments, tools and garbage contaminate fresh vegetables, if found,
cans for any missed plant debris, soil and repair them.
residues, if found, clean again.  Inspect equipments, tools and garbage
 If cleaning and/or disinfection chemicals cans for any missed plant debris, soil and
are used, follow label instructions for mixing. residues, if found, clean again.
 As required, apply cleaning materials such  If cleaning and/or disinfection chemicals
as detergent and/or disinfection chemicals, are used, follow label instructions for
and ensure that no spots are missed. mixing.
 Rinse with safe water, if there are parts of  As required, apply cleaning materials
the equipment that cannot be rinsed with such as detergent and/or disinfection
water, use a clean wet towel and follow the chemicals, and ensure that no spots are
same procedures for cleaning. missed.
 Ensure that small equipments and tools do  Rinse with safe water, if there are parts
not touch the ground floor after the cleaning of the equipment that cannot be rinsed with
procedures. water, use a clean wet towel and follow the
 When possible place in the full sun for same procedures for cleaning.
rapid drying.  Ensure that small equipments and tools
 Store equipment’s and tools properly to do not touch the ground floor after the
avoid contamination. cleaning procedures.
 When possible place in the full sun for
Tips in cleaning areas for handling and rapid drying.
storing fresh produce:  Store equipment’s and tools properly to
avoid contamination.
 Unplug any electrical equipment’s and if
possible, cover with plastic electrical motors, Tips in cleaning areas for handling and
electrical boxes, connections, light fixtures, storing fresh produce:
etc. do not use packaging materials for this  Unplug any electrical equipment’s and if
task. possible, cover with plastic electrical
 Remove trash and any accumulated plant motors, electrical boxes, connections, light
debris from the floors. fixtures, etc. do not use packaging
 Using low pressure water for, materials for this task.
Rinse the entire ceiling infrastructure and light  Remove trash and any accumulated
fixtures to remove any dust and soil plant debris from the floors.
build up.  Using low pressure water for,
Rinse walls, windows and doors from the top Rinse the entire ceiling infrastructure and
downward light fixtures to remove any dust
Rinse the entire floor surface to remove any and soil build up.
soil build up, be careful of not splashing Rinse walls, windows and doors from the
water onto equipment’s. top downward
 If necessary, scrub areas with brush and Rinse the entire floor surface to remove any
cleaning materials such as detergent, and soil build up, be careful of not splashing
ensure that no spots are missed. water onto equipment’s.
 After scrubbing areas with cleaning  If necessary, scrub areas with brush
materials, rinse surface areas as described and cleaning materials such as detergent,
HORTICULTURE 133
previously wash out drains; be careful of not and ensure that no spots are missed.
splashing water onto equipment’s.  After scrubbing areas with cleaning
 If cleaning and/or disinfection chemicals materials, rinse surface areas as described
are used, follow label instructions for mixing. previously wash out drains; be careful of
not splashing water onto equipment’s.
Tips in cleaning hygienic facilities:  If cleaning and/or disinfection chemicals
are used, follow label instructions for
 Pick up trash from the floors and remove mixing.
to trash can.
 By using the proper detergent, clean Tips in cleaning hygienic facilities:
toilets, sinks and any other fixtures.
 Using low pressure water, rinse the entire  Pick up trash from the floors and
floor surface to remove any soil build up. remove to trash can.
 If cleaning and/or disinfection chemicals  By using the proper detergent, clean
are used, follow label instructions for mixing. toilets, sinks and any other fixtures.
 As required, apply cleaning materials or  Using low pressure water, rinse the
disinfection chemicals to entire floor surface entire floor surface to remove any soil build
area, scrub areas with brush if needed, and up.
ensure that no spots are missed.  If cleaning and/or disinfection chemicals
 Rinse floor and drains. are used, follow label instructions for
 Remove excess water and allow drying mixing.
out at room temperature.  As required, apply cleaning materials or
 Ensure that hygienic facilities have enough disinfection chemicals to entire floor surface
toilet paper, soap and disposable towel. area, scrub areas with brush if needed, and
ensure that no spots are missed.
ENVIRONMENTAL LAWS  Rinse floor and drains.
 Remove excess water and allow drying
 Presidential Decree (PD) 1152, out at room temperature.
 “the Philippine Environmental Code,”  Ensure that hygienic facilities have
which took effect in 1977, provides a basis for enough toilet paper, soap and disposable
an integrated waste management regulation towel.
starting from waste source to methods of
disposal. ENVIRONMENTAL LAWS
 PD 1152 has further mandated specific  Presidential Decree (PD) 1152,
guidelines to manage municipal wastes (solid  “the Philippine Environmental Code,”
and liquid), sanitary landfill and which took effect in 1977, provides a basis
incineration, and disposal sites in the for an integrated waste management
Philippines. regulation starting from waste source to
 Republic Act (RA) 6969 methods of disposal.
 PD 984 (Pollution Control Law),  PD 1152 has further mandated specific
 PD 1586 (Environmental Impact guidelines to manage municipal wastes
Assessment System Law), (solid and liquid), sanitary landfill and
 RA 8749 (Clean Air Act) and incineration, and disposal sites in the
 RA 9003 (Ecological Solid Waste Philippines.
Management Act) and their implementing  Republic Act (RA) 6969
rules and regulations.  PD 984 (Pollution Control Law),
 PD 1586 (Environmental Impact
Assessment System Law),
 RA 8749 (Clean Air Act) and
 RA 9003 (Ecological Solid Waste
Management Act) and their implementing
rules and regulations.
Acknowledgement
HORTICULTURE 134
This Learning Module was developed for the Exploratory Courses in Technology and
Livelihood Education, Grades 7 of the K to 12 Curriculum with the assistance of the following
persons:
This Learning Module on Crop Production NCI was developed by the following
personnel:
MODULE WRITERS
PEDRO P. RAMOS VICTOR V. INTACTO III

Master Teacher I Teacher I
Balagtas National Agricultural High School Balagtas National Agricultural High School
REVIEWERS
GIL P. CASUGA
Chief TESD Specialist
REYNALDO S. DANTES MARIA A. ROQUE

Senior TESD Specialist Senior TESD Specialist
BERNADETTE S. AUDIJE VICTORIO N. MEDRANO

Senior TESD Specialist Principal IV, SPRCNHS
PARALUMAN R. GIRON, Ed.D. BRENDA B. CORPUZ, Ph.D.

Chair, Sub-TWG on K to 10 TA for K to 12 Curriculum
OFELIA O. FLOJO BEATRIZ A. ADRIANO

Retired Assistant Chief, EED, Region IV-A Principal IV, ERVHS
AIDA T. GALURA DOMINGA CAROLINA F. CHAVEZ

VSA II, ACNTS Principal II, MBHS
DOCUMENTORS / SECRETARIAT
PRISCILLA E. ONG FREDERICK G. DEL ROSARIO

K to 12 Secretariat Head Teacher III, BNAHS
EMMANUEL V. DIONISIO LYMWEL P. LOPEZ

Head Teacher III, AFGBMTS Teacher I, AFGBMTS
DANTE D. VERMON JR. CHERLYN F. DE LUNA

Teacher I, AFGBMTS Teacher I, AFGBMTS
Dir. IMELDA B. TAGANAS

Executive Director, Qualifications Standards Office
K to 12 Learning Area Team Convenor, TLE/TVE
HORTICULTURE 135

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Republic of the Philippines

AGRICULTURAL CROP PRODUCTION

What Is This Module About ?................................................2

How Do You Use This Module? ............................................3

LESSON 1 – Use Farm Tools and Equipment...................4-35

LESSON 2 – Perform Estimation and Basic Calculation 36-81

LESSON 3 – Apply Safety Measures in Farm Operation82-107

LESSON 4 – Occupational Safety and Health............108-130

This Module is an exploratory course which leads you to Agricultural Crop

1) Use farm tools and equipment;

Lesson 1 –Use Farm Tools and Equipment

Lesson 2 – Perform Estimation and Basic calculation

Lesson 3 – Interpret Plans and Drawings

Lesson 4 – Apply Safety Measures in Farm Operations

Your success in this exploratory course on Agricultural Crop Production is shown

1. Begin by reading and understanding the Learning Outcome/s and Performance

If you have questions, ask your teacher for assistance.

1. Which of the following is an example of a digging tool?

Information Sheet 1.1

FARM TOOLS IN AGRICULTURAL CROP OPERATION

Bolo is used for cutting tall grasses and weeds

Crowbar is used for digging big holes and for

Pick-mattock is used for digging canals,

Grab-hoe is used for breaking hard topsoil and

Spade is used for removing trash or soil,

Rake is used for cleaning the ground and

Spading fork is used for loosening the soil,

Light hoe is used for loosening and leveling

Hand trowel is used for loosening the soil

Hand cultivator is used for cultivating the

Pruning shears is for cutting branches of

Axe is for cutting bigger size post.

Knife is for cutting planting materials and for

Sprinklers – for watering seedlings and young

Water pails – for hauling water, manure and

Wheel barrow is used for hauling trash,

Sickle is a hand-held agricultural tool with a

Native wooden harrow Disc harrow

DEFECTS OF FARM TOOLS AND REMEDIES

 revolving shafts, and

2. Crushing injuries most commonly occur to fingers. To prevent a crushing injury,

o be aware of crush points and avoid potentially dangerous situations;

FARM TOOL SAFETY

Safety = Good Working Tools + Able and Aware Worker

 Adjust tool to fit working conditions.

 Take breaks from work, as necessary.

______1. Sprinkler A. used for spraying insecticides, foliar

Activity Sheet 1.1

DEMONSTRATING THE USE OF FARM TOOLS

 Land preparation tools

The trainee will do the following instructions.

1. Make a list of farm tools used in:

After submission trainee will perform the following instructions:

Operation Sheet 1.1

USING THE RAKE

PPE and Tools needed:

1. Determine the destination area where the leaves will go after

6. Alternately, use a grass catcher

For Activity 1.1