1 Module 3 - HOME ECONOMICS

Lesson 1-Agriculture Arts

0
2 Module 3 - HOME ECONOMICS
Lesson 1-Agriculture Arts

PROGRAM OUTCOMES

In pursuance of the above-stated mission, the objectives of the Bachelor of Elementary

Education are as follows:
1. acquire higher level literacy, communication, numeracy, critical thinking, learning
and ICT skills needed for lifelong learning;
2. demonstrate deep and principled understanding of how educational processes relate
to larger historical, social, cultural, and political processes.
3. manifest a meaningful and comprehensive knowledge of the subject matter they will teach;
4. apply a wide range of teaching of teaching processes skills including curriculum
development, lesson planning, materials development, educational assessment, and
teaching approaches;
5. cultivate direct experience in the field/ classroom (e.g. classroom observations,
teaching assistance practice teaching);
6. demonstrate and practice the professional and ethical requirements of the teaching
profession;
7. reflect on the relationship among the teaching process skills, the learning processing
in the student, the nature of the content/ subject matter, and the broader social forces
encumbering the school and educational processes in order to constantly improve
their teaching knowledge, skills, and process; and
8. possess willingness and capability to continue learning in order to better fulfill their
missions as teachers.

In pursuance of the above-stated mission, the objectives of the Bachelor of Elementary

Education are as follows:
1. acquire basic level literacy, communication, numeracy, critical thinking,
learning and ICT skills needed for lifelong learning;
2. demonstrate deep and principled understanding of the learning processes and the
role of the teacher in facilitating these processes in their students;
3. manifest a meaningful and comprehensive knowledge of the subject matter they will teach;
4. cultivate direct experience in the field/ classroom (e.g. classroom observations,
teaching assistance practice teaching);
5. demonstrate and practice the professional and ethical requirements of the teaching
profession;
6. facilitate learning of different types of learners, in diverse types of environment,
using a wide range of teaching knowledge and skills; and
7. show creativity and innovative thinking of alternative teaching approaches
and evaluate the effectiveness of such approaches in improving student
learning.
3 Module 3 - HOME ECONOMICS
Lesson 1-Agriculture Arts

COURSE TITLE Edukasyong Pantahanan at Pangkabuhayan with Entrep

COURSE DESCRIPTION

This course intends to introduce the pre- service students the pedagogical content, knowledge and
skills in technology and livelihood education necessary in teaching and learning in the elementary level. It

course content is geared towards the development of desirable work attitudes and values of basic work skills
and habits related to the areas of Home Economics, Agricultural Arts, Industrial Arts, and Entrepreneurship.
Selected topics in agricultural arts, fisheries and aquaculture, industrial arts and livelihood education and
entrepreneurship shall form a major part of the course. Such areas aim to inculcate responsible and worthy
family and home membership and orientation into socially useful and productive work. Experiential learning
approach shall be the focus of the course.

COURSE OUTCOMES

At the end of the semester, the students should be able to:

1. Demonstrate in-depth understanding of pedagogical content knowledge and skills in technology and
livelihood education.
2. Demonstrate knowledge and skills in teaching and learning TLE in the elementary levels.
3. Design a business plan.
4. Demonstrate skills in proposing a business plan.
5. Apply the strategies in teaching Agriculture, Industrial and Entrepreneurship in their demonstration.
6. Appreciate the value of teachers’ competency, skills matched with performed knowledge in teaching
livelihood education and entrepreneurship in the elementary grades.

INTRODUCTION

The Agri-Fishery strand was designed for hands-on learning and application of
skills that are related to agriculture and aquaculture. You will be taking various subjects that
are connected to other jobs such as food processing, rubber production, animal production,
or landscape installation. This module focuses on specialized field in Agri-Fishery Arts such
as Animal Crop production, Aquaculture, Fish Capture and Organic Agriculture will provide
the future educator the knowledge and information about the scope of Agri-Fishery and
guide them in teaching this strand in the elementary grades following the K to 12 curriculum.
4 Module 3 - HOME ECONOMICS
Lesson 1-Agriculture Arts

The module is divided into two lessons, namely:

 Lesson 1- Agriculture Arts

 Lesson 2 – Fishery Arts

MODULE LEARNING OUTCOMES

In this module, you should be able to:

1. Identify the scope of Agri-Fishery Arts;
2. Develop an awareness in students of the relevance of the subject for the individual and society as
a whole; family, and the society as a whole;
3. Demonstrate the skills in designing activities appropriate in teaching Agri-Fishery in Elementary
grades; and,
4. Develop objectives in teaching Agri-Fishery Arts.

Lesson 1: Agriculture Arts

Specific Lesson Learning Outcomes

In this lesson, you should be able to:

1. appreciate the value of agriculture arts;

2. understand the aspect of teaching agriculture;
3. design teaching strategies in different branches of agriculture; and
4. explain the relevance of agriculture.

PRE-ASSESSMENT

Instructions: .

1. What is the science, art and practice of farming which includes the cultivation of the soil for the growing of
crops, fruit-bearing trees and livestock production?

a. Agronomy

b. Horticulture

c. Agriculture

d. Olericulture
5 Module 3 - HOME ECONOMICS
Lesson 1-Agriculture Arts

2. It is the science dealing with the cultivation of vegetable crops.

a. Horticulture

b. Agronomy

c. Olericulture

d. Agriculture

3. It is a plant that lives more than two years.

a. annual crops

b. biennial crops

c. perennial crops

d. millennial crops

4. It refers to the raising of birds either domestically or commercially, primarily for meat and eggs including
feathers.

a. swine raising

b. bird culture

c. poultry farming

d. zoology

5. _________ is the study of the allocation, distribution and utilization of the resources used along with the
commodities produced, by farming.

a. agricultural management

b. agricultural economics

c. agricultural administration

d. agricultural organization

6. _________is the area of engineering concerned with the design, construction and improvement of farming
equipment and machinery.

a. agricultural construction

b. agricultural design

c. agricultural system

d. agricultural engineering

7. _________is the cultivation of fruit crops.

a. Floriculture

b. Fruticulture

c. Pomology

d. horticulture
6 Module 3 - HOME ECONOMICS
Lesson 1-Agriculture Arts

8._________ is the science and art of growing and caring for plants, especially flowers, fruits, and
vegetables.

a. floriculture

b. olericulture

c. pomology

d. horticulture

9._________ is the husbandry of grazing animals viewed as an ideal way of making a living and the regular
movement of all or part of the society considered a normal and natural part of life.

a. nomadic pastoralism

b. Greek pastoralism

c. roman pastoralism

d. pastoralism

10.________ is the vital part of every economy.

a. Farming

b. Agro-industrial

c. Agriculture

d. Agribusiness

MODULE MAP

For the aspiring teachers to know how to teach agriculture, they should be aware and familiar with its
concept.
7 Module 3 - HOME ECONOMICS
Lesson 1-Agriculture Arts

And this map will guide them the essential knowledge they need to develop objectives and learning
activities appropriate in teaching agriculture subject.

CONTENT

ENGAGE Appreciating the Value of Agriculture Arts

Activity 1: Photo Analysis

Instruction: Analyze the photo and answer the following questions that are given below.

1.

As an aspiring teacher how important for you to learn the basic concept in agriculture?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

2. In your own personal view, is teaching agriculture necessary in learner’s life? Why or why not?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

EXPLORE Understanding the Aspect of Teaching Agriculture

Activity 2: Reading Activity

Instruction: Read and understand each concept and answer the given questions after reading.

What is Agriculture?
8 Module 3 - HOME ECONOMICS
Lesson 1-Agriculture Arts

Nominal Definition (explains what a name is)

 Agriculture comes from the Latin words

ager, agri

meaning field and cultura

meaning growing, cultivation. Therefore, it means “growing and cultivating of the field.”

Real Definition

(explains what a thing is) Agriculture is the science or practice of farming which includes the
cultivation of the soil for the growing of crops and fruit-bearing trees. It also considers the raising of animals
to provide food and other raw materials which can produce another product

Elements in the Definition of Agriculture

It is a science, because of systematically organized body of knowledge which not only based on
opinions, hypothesis and theories but on factual and absolute knowledge. Also, it is a practice because of the
actual applications of the ideas.

Of farming, because is the act or process of working the ground, planting seeds, and growing edible
plants. It can also include raising animals for milk, meat and wool

VALUE OF AGRICULTURE

Agriculture has a vital role in the life and progress of an economy. It does provide food which is the
basic needs of mankind, not only to sustain food and raw material but also employment opportunities to a
vast number of the population of a country. It can be a source of livelihood which can contribute to micro and
macro community, supplying and sustaining food and fodder that are the basic necessities of human to live,
promoting the diplomatic friendship facilitated by trading system in local, national and international arena,
marketable surplus products, source of saving of the entire national budget and basis of the economic
development of a country. Without agriculture, the economy will be at high risk to food security that may
result into serious national problems. The effect may be adverse or even worse.
9 Module 3 - HOME ECONOMICS
Lesson 1-Agriculture Arts

 BRIEF HISTORY OF AGRICULTURE

Agriculture was developed at least 10,000 years ago, and it has undergone significant developments since
the time of the earliest cultivation.

Ancient Origins. The Fertile Crescent of the Middle East was the site of the earliest planned sowing
and harvesting of plants that had previously been gathered in the wild. Independent development of
agriculture occurred in northern and southern China, Africa's Sahel, New Guinea and several regions of the
Americas. Barley has been found in archeological sites in Levant, and East of the Zagros Mountains in Iran.
The eight so-called Neolithic founder crops of agriculture include emmer wheat einkorn wheat, hulled
barley, peas, lentils, bitter vetch, chick peas and flax. Bitter vetch and lentils along with almonds and
pistachios appear in Franchthi Cave Greece simultaneously, about 9,000 BC. Neither was native 11
LEARNING MODULE IN AGRIFISHERY ARTS to Greece, and they appear 2,000 years prior to
domesticated wheat in the same location. This suggests that the cultivation of legumes and nuts preceded
that of grain in some Neolithic cultures. By 7,000 BC, small scale agriculture reached Egypt. From at least
7,000 BC the Indian subcontinents saw farming of wheat and barley, as attested by archaeological
excavation at Mehrgarh in Balochistan.

By 6,000 BC, midscale farming was entrenched on the banks of the Nile. About this time, agriculture
was developed independently in the Far East, with rice, rather than wheat, as the primary crop. Chinese and
Indonesian farmers went on to domesticate taro and beans including mung, soy and azuki. To complement
these new sources of carbohydrates, highly organized net fishing of rivers, lakes and ocean shores in these
areas brought in great volumes of essential protein. Collectively, these new methods of farming and fishing
inaugurated human population boom dwarfing all previous expansions, and it continues today. By 5,000 BC,
the Sumerians had developed core agricultural techniques including large scale intensive cultivation of land,
monocropping, organized irrigation, and use of a specialized labor force, particularly along the waterway now
known as the Shatt al-Arab, from its Persian Gulf delta to the confluence of the Tigris and Euphrates.
Domestication of wild aurochs and mouflon into cattle and sheep, respectively, ushered in the large-scale
use of animals for food/fiber and as beasts of burden. The shepherd joined the farmer as an essential
provider for sedentary and semi-nomadic societies. Maize, manioc, and arrowroot were first domesticated in
the Americas as far back as 5,200 BC. The potato, tomato, pepper, squash, several varieties of bean,
tobacco, and several other plants were also developed in the New World, as was extensive terracing of steep
hillsides in much of Andean South America. The Greeks and Romans built on techniques pioneered by the
Sumerians but made few fundamentally new advances. Southern Greeks struggled with very poor 12
LEARNING MODULE IN AGRI-FISHERY ARTS soils, yet managed to become a dominant society for years.
The Romans were noted for an emphasis on the cultivation of crops for trade.

Middle Ages.
10 Module 3 - HOME ECONOMICS
Lesson 1-Agriculture Arts

During the Middle Ages, Muslim farmers in North Africa and the Near East developed and
disseminated agricultural technologies including irrigation systems based on hydraulic and hydrostatic
principles, the use of machines and the use of water raising machines, dams, and reservoirs. They also
wrote location-specific farming manuals, and were instrumental in the wider adoption of crops including sugar
cane, rice, citrus fruit, apricots, cotton, artichokes, aubergines, and saffron. Muslims also brought lemons,
oranges, cotton, almonds, figs and sub-tropical crops such as bananas to Spain. The invention of a three-
field system of crop rotation during the Middle Ages, and the importation of the Chinese-invented moldboard
plow, vastly improved agricultural efficiency. Another important development towards the end of this period
was the discovery and subsequent cultivation of fodder crops which allowed overwintering of livestock.

Modern Era.

After 1492, a global exchange of previously local crops and livestock breeds occurred. Key crops
involved in this exchange included the tomato, maize, potato, cocoa and tobacco going from the New World
to the Old, and several varieties of wheat, spices, coffee, and sugar cane going from the Old World to the
New. The most important animal exportations from the Old World to the New were those of the horse and
dog (dogs were already present in the pre-Columbian Americas but not in the numbers and breeds suited to
farm work). Although not usually food animals, the horse (including donkeys and ponies) and dog quickly
filled essential production roles on western hemisphere farms. By the early 1800s, agricultural techniques,
implements, seed stocks and cultivated plants selected and given a unique name because of its decorative
or 13 LEARNING MODULES IN AGRI-FISHERY ARTS useful characteristics had so improved that yield per
land unit was many times seen in the Middle Ages. With the rapid rise of mechanization in the late 19th and
20th centuries, particularly in the form of the tractor, farming tasks could be done with a speed and on a scale
previously impossible. These advances have led to efficiencies enabling certain modern farms in the United
States, Argentina, Israel, Germany, and a few other nations to output volumes of high-quality produce per
land unit at what may be the practical limit. The Haber-Bosch method for synthesizing ammonium nitrate
represented a major breakthrough and allowed crop yields to overcome previous constraints. In the past
century agriculture has been characterized by enhanced productivity, the substitution of labor for synthetic
fertilizers and pesticides, selective breeding, mechanization, water pollution, and farm subsidies. In recent
years there has been a backlash against the external environmental effects of conventional agriculture,
resulting in the organic movement. Agricultural exploration expeditions, since the late nineteenth century,
have been mounted to find new species and new agricultural practices in different areas of the world.

 BRANCHES OF AGRICULTURE BRANCHES OF AGRICULTURE

There are four main branches of agriculture, namely;
1. Livestock Production or Animal Husbandry
2. Crop Production or Agronomy
3. Agricultural Economics
4.AgriculturalEngineering
I. Livestock Production or Animal Husbandry -is the branch of agriculture concerned with animals that are
raised for meat, fiber, milk, eggs, or other products. The term "livestock" encompasses many species and
11 Module 3 - HOME ECONOMICS
Lesson 1-Agriculture Arts

numerous breeds within animal species which can produce food and other raw materials. Livestock
production or Animal Husbandry has 4 common classifications such as:

a) Nomadic Pastoralism -is the husbandry of grazing animals is viewed as an ideal way of making a living
and the regular movement of all or part of the society is considered a normal and natural part of life. Pastoral
nomadism is commonly practice where climatic conditions produce seasonal pastures but cannot support
sustained stationary agriculture because of the animals‟ food limitations.

b.) Poultry Farming -is the raising of birds domestically or commercially, primarily for meat and eggs as well
as for feathers. Chickens, turkeys, ducks, and geese are of primary importance, while guinea fowl and
squabs (young pigeons) are chiefly of local interest

c.) Swine Farming- is the raising and breeding of domestic pigs as livestock, and is a branch of animal
husbandry. Pigs are farmed principally for food (e.g. pork, bacon, gammon) or sometimes skinned.

d.) Apiculture -is the scientific method of rearing honeybees. The word „apiculture‟ comes from the Latin
word apis meaning bee and colere which means “to culture”. Bees are mainly reared for their honey. So,
apiculture or also known as beekeeping is the care and management of honey bees for the production of
honey and the wax. In this method of apiculture, bees are bred commercially in apiaries, an area where a lot
of beehives can be placed. Apiaries can be set up in areas where there are sufficient bee pastures – usually
areas that have flowering plants.

II Crop Production or Agronomy -It is the science dealing with the cultivation of crops and vegetables on a
field scales either under rain fed or irrigation conditions. These crops are mainly annuals cultivated food. The
requirements of each crop are studied in terms of soil and climate, as well as planting time and techniques,
different cultivars, fertilization, weed, disease, and insect control, as well as the effect of stress factors. Crop
Production or Agronomy includes:

Horticulture= is the science and art of growing and caring for plants, especially flowers, fruits, and
vegetables. The word is derived from the Latin hortus which means “garden” and colere which means “to
culture”. As a general term, it covers all forms of garden management, but in ordinary use it refers to
intensive commercial production. Horticulture has 3 branches namely, pomology, olericulture and floriculture.
1) Pomology- is the branch of botany that studies all fruits, specifically the science of growing fruits
and nuts. The word is derived from the Latin pomum which means “fruit” and logia
which means “field of study”. As a branch of horticulture, it focuses to the cultivation
of fruits, nuts, fruit bearing and nut bearing trees/plants for human use and
consumption.
2) Olericulture - is the science and art of vegetable growing, dealing with the culture of non-woody
(herbaceous) plants for food. The word is derived from the Latin oleris which means
“pot herb” and colere which means “to culture”. As language develops over long
period of time, it is simply defined as the science and art of growing vegetables
12 Module 3 - HOME ECONOMICS
Lesson 1-Agriculture Arts

crops. It deals with the production, storage processing and marketing of vegetables.
It encompasses crop establishment, including cultivar selection, seedbed
preparation and establishment of vegetable crops by seed and transplants. It also
includes maintenance and care of vegetable crop production.
3) Floriculture refers to farming, plant care, propagation, and cultivation with one goal in mind, the
maximum production of flowering and ornamental plants for gardens and floristry,
comprising the floral industry. The word is derived from the Latin floris which means
“flower” and colere which means “to culture”. Therefore, it is the cultivation of flower.
To elaborate, floriculture is an entire gardening spectrum that is geared towards
understanding and improving all aspects of bud and flower creation, including indoor
lighting, grow room requirements, greenhouse needs, plant nutrition, irrigation, pest
management, and breeding new cultivars/strains.

III Agricultural Economics is study of the allocation, distribution and utilization of the resources used, along
with the commodities produced, by farming. It concerns itself with the study of the production and
consumption of food in both developed and developing countries along with analysis of the policies that
shape the world’s largest country.

IV Agricultural Engineering is the area of engineering concerned with the design, construction and
improvement of farming equipment and machinery. Agricultural engineers integrate technology with farming.
For example, they design new and improved farming equipment that may work more efficiently, or perform
new tasks. They design and build agricultural infrastructure such as dams, water reservoirs, warehouses,
and other structures. They may also help engineer solutions for pollution control at large farms. Some
agricultural engineers are developing new forms of biofuels from non-food resources like algae and
agricultural waste. Such fuels could economically and sustainably replace gasoline without jeopardizing the
food supply.

 TYPES OF AGRICULTURAL CROPS AND ITS CLASSIFICATIONS

Agricultural crops are plants that are grown or intentionally managed by man for certain purposes. They are
classified in various terms used worldwide. Types of Crops are divided into six falls into categories and
they’re as follow:
1. Food Crops
2. Feed Crops
3. Fiber Crops
4. Oil Crops
5. Ornamental Crops
6. Industrial Crops

Descriptions of Crops According to their Categories:

13 Module 3 - HOME ECONOMICS
Lesson 1-Agriculture Arts

I Food Crops – A plant that is primarily raise, culture and harvest for the human consumption. It has
two sub categories, the field crops and root crops purposes. Examples are wheat,
rice, corn,
sugarcane and other forage crops. These crops typically consist of a large majority of
agricultural acreage and crop revenues.
Root Crops – are underground plant parts edible for human consumption
II Feed Crops – A plant that is primarily raise, culture and harvest for the livestock consumption.
III. Fiber Crops – A plant that is primarily raise, culture and harvest for its fibers which are used as raw
material.
IV. Oil Crops – A plant that is primarily raise, culture and harvest as base for biodiesel production.
V. Ornamental Crops – A plant that is primarily raise and culture for decorative purposes especially in
gardens and landscape design projects.
VI. Industrial Crops – A plant that is cultured for their biological materials which are used in industrial
processes into nonedible products. (Example: Tobacco)

Classification of Crops According to their Reproduction:

1. Sexual - plants that develop from a seed or a spore after undergoing union of male and female
gametes
2. Asexual – plants which reproduce by any vegetative means without the union of the sexual gametes

Classification of Crops According to Mode of Pollination:

I. Naturally Self-Pollinated Crops – predominant mode of pollination in this plant is self-pollination.
II. Naturally Cross-Pollinated Crops – pollen transfer in these plants is from another of one flower in
a
separate plant.
III. Both Self and Cross Pollination Crops – these plants are largely self-pollinated but in varying
amounts.
Classifications of Crops According to Growth Habits:
I. Herb – succulent plants with self-supporting stems.
II. Vines – herbaceous climbing or twining plants without self-supporting stem.
III. Lianas – woody climbing or twining plants which depend on other plants for vertical support to
climb up to the tree
IV. Shrubs – a small tree or tree like plants generally less than 5 meters in height but other
authorities restricted to small, erect woody plants.
V. Trees – plants having erect and continuous growth with a large develop of woody tissue, with
a
single distinct stem or trunk.
VI. Evergreen – plants that maintain their leaves throughout the year.
VII. Deciduous – plants which naturally shed off or lose leaves annually for extended periods.

Descriptions of Crops According to their Life Span:

14 Module 3 - HOME ECONOMICS
Lesson 1-Agriculture Arts

I. Annual crop is a plant that completes its life cycle, from germination to production of seed,
within one growing season, and then dies. Annual crops examples are rice, corn
and others.
II. Biennial crop is a plant that takes two years to complete its biological lifecycle. Its examples
are cabbage, parsley and others.
III. Perennial crop is a plant that lives more than two years. The term is often used to
differentiate
a plant from shorter-lived annuals and biennials. The term is also widely used
to distinguish
plants with little or no woody growth from trees and shrubs, which are also
technically perennials.

 TYPES OF COMMERCIAL FOOD CROPS IN THE PHILIPPINES

I. Food Crop- A crop primarily raised and culture for human consumption. There are 5 major categories
of common commercial crops in the Philippines they are the following: cereal crops, root and tuber crops,
sugar crops, vegetable crops, fruit crops.
a) Cereal Crops – are one of the members of grass family with their seed to eat.
b) Root and Tuber Crops – a crop that is root vegetables and thick underground part of the
stem which is edible to consume by human.
c) Sugar Crops – several species of tall perennial grass that are grown for extraction of sugar
product.
d) Vegetable Crops – are edible part/s of the plant.
e) Fruit Crops – are groups of different types of fruits that are edible to consume by human.

 PLANT PARTS AND ITS FUNCTION

A plant has different parts. The main parts are the roots, stem and the leaves. Each part has a vital
role in the life of a plant. The root absorbs water and different nutrients in the ground. The roots also
establish the plant as foundation. The stem carries the water and different nutrients from the ground to the
leaves. It also supports the foundation.

1. Roots-The main functions of the root system are absorption of water and minerals from the soil, providing
a proper anchorage to the plant parts, storing reserve food material and synthesis of plant growth regulators

2. The stem of a plan-t is one of two structural parts of a vascular plant (a plant that has tissues for moving
water and nutrients), the other being the root. The stem is the part above ground which provides support for
leaves and buds. It's like the major highway of a plant, and it's vital for plant life.

3. Leaf -is a flattened structure of a higher plant, typically green and bladelike, that is attached to a stem
directly or via a stalk. Leaves are the main organs of photosynthesis and transpiration.
15 Module 3 - HOME ECONOMICS
Lesson 1-Agriculture Arts

4. The flower -is the reproductive unit in the angiosperms. It is meant for sexual reproduction. Androecium
and gynoecium are reproductive organs. When a flower has both androecium and gynoecium, it is bisexual.
A flower having either only stamens or only carpels is unisexual. Aestivation: The mode of arrangement of
sepals or petals in floral bud with respect to the other members of the same whorl is known as aestivation.

5. The fruit- is a characteristic feature of the flowering plants. It is a mature or ripened ovary, developed after
fertilization. If a fruit is formed without fertilization of the ovary, it is called a parthenocarpy fruit. The ovules
after fertilization, develop into seeds.

B. LABOR, FARM, TOOLS, AND EQUIPMENTS SELECT AND USING FARM TOOLS
FARM TOOLS IN AGRICULTURAL CROP PRODUCTION
Farm tools, implements, and equipment play very important role in agricultural crop production. 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. Examples:
Axe -is for cutting bigger size post. 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.
Grab-hoe - is used for breaking hard topsoil and pulverizing soil. Hand Cultivator -is used for
cultivating the garden plot by loosening the soil and removing weeds around the plant.
Hand Fork -is used for inter row cultivation. Hand Trowel -is used for loosening the soil around the
growing plants and putting small amount of manure fertilizer in the soil.
Knife - is for cutting planting materials and for performing other operations in horticulture.
Light Hoe -is used for loosening and leveling soil and digging out furrows for planting.
Pick-mattock -is used for digging canals, breaking hard topsoil and for digging up stones and tree
Pruning Shears- is for cutting branches of planting materials and unnecessary branches of plants.
Rake -is used for cleaning the ground and leveling the topsoil. Shovel -is used in removing
trash, digging loose soil, moving soil from one place to another and for mixing soil
media.
Sickle - is a hand-held agricultural tool with a variously curved blade typically used for cutting
weeds
Spade -is used for removing trash or soil, digging canals or ditches and mixing soil media.
Spading Fork- is used for loosening the soil, digging out root crops and turning over the materials in
a compost heaps
Sprayers -are for spraying insecticides, foliar fertilizers, fungicides and herbicides.
Sprinkler -is for watering seedlings and young plants. Wheel barrow -is used for hauling trash,
manures, fertilizers, planting materials and other equipment.
Water Pail -is for hauling water, manure and fertilizers Farm Implements These are accessories
16 Module 3 - HOME ECONOMICS
Lesson 1-Agriculture Arts

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
Plows - are farm implements 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.
Harrows -are used for tilling and pulverizing the soil. The native wooden harrow is made of wood
with metal teeth and pulled by a carabao while the disc harrow is made of metal
mounted to a tractor
Rotavator- is an implement mounted to a tractor used for tilling and pulverizing the soil.

 SELECT FARM EQUIPMENT

COMMON FARM EQUIPMENT

These are machineries used in crop production. They are used in land preparation and in transporting
farm inputs and products. These equipments 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 Pump -is used to draw irrigation water from a source. Thresher- is a piece of farm
equipment that threshers grain, that is, it removes the seeds from the stalks.
Corn Dehusker - machine is used to peel the skin of corn and make maize removed from the
cob
Rice Harvester -makes the harvesting process easier by combining six operations such as
gathering, transporting, reaping, threshing, cleaning and bagging into one
machine.
Grass Cutter -a device used to cut the grass, as a lawn mower. Rice Seeder -is for sowing
germinated paddy seed directly in wetland field.
Miller - is to remove the husk and the bran layers, and produce an edible white rice

 FARM INPUTS AND LABOR

FARM INPUTS
They are defined as products permitted for use in organic farming. These include feedstuffs, fertilizers
and permitted plant protection products. The resources that are used in farm production. The following are
examples: Seed- is a material which is used for planting or regeneration purpose. However scientifically, it is
a fertilized matured ovule together covered with seed coat and it is a propagating material. Thus, seed is the
most vital and crucial input for crop production.
17 Module 3 - HOME ECONOMICS
Lesson 1-Agriculture Arts

Fertilizer- is a chemical or natural substance added to soil or land to increase its fertility. There are
two types of fertilizer; organic and inorganic.
Pesticide- is a substance used for destroying insects or other organisms harmful to cultivated plants
or animals.

FARM LABOR
Farm labor- is the manpower to perform agricultural works such as land preparation, planting, sowing, plant
caring, maintenance, harvesting, and storing. It is the comprehensive efforts by an individual or group of men
to successfully fulfill the needs of the demand of farm operations.

LABOR REQUIREMENT FOR LAND PREPARATION

Plowing using animal
Plowing using tractor
Clearing of the land using hoe
Harrowing using hand tractor
LABOR REQUIREMENT IN PLANTING OF SEEDLINGS
Transplanting of seedlings
LABOR REQUIREMENT FOR PLANT CARE
Fertilizer Application
Pest Control
Irrigation
Weeding
Harvesting
Threshing
Rice Drying
Rice Threshing
Corn Drying
Corn Storing

EXPLAIN

Deepening My Understanding

Activity 3: Enrichment Activity (synchronous)

Instructions: Based in your own understanding of the lesson answer the following questions below.

1. What is the purpose of teaching agriculture?

18 Module 3 - HOME ECONOMICS
Lesson 1-Agriculture Arts

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

2. Why is agricultural teaching important to students?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

3. What is agriculture as an art?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

EXTEND Designing Teaching Strategies in Different Branches of Agriculture

Activity 4: writing activity

Instructions: Create a teaching strategy for a particular-branches in Agriculture. Please be guided by the
curriculum in Elementary Grades from Dep Ed.

Following Branches:

 Livestock Production

 Crop Production

 Agricultural Economics

 Agricultural Engineering

Criteria Excellent Satisfactory Good Poor

10-8 7-5 4-1 0

Accessibility
19 Module 3 - HOME ECONOMICS
Lesson 1-Agriculture Arts

Activity allows the

student to focus on
areas relevant to
understanding the
topic

Accuracy

Content is designed
with enough details
to ensure
understanding

Engagement

Activity is designed to
interest and motivate
students to learn
more.

EVALUATE Explaining the Relevance on Agriculture

Activity: writing activity

Instructions: Read the statements carefully and answer the given questions below.

1. What are the four (4) branches of agriculture? Give its importance.

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

2. What are the four (4) branches of livestock production? Describe each.

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

3. Enumerate the different kinds of agronomy crops. Explain each kind.

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
20 Module 3 - HOME ECONOMICS
Lesson 1-Agriculture Arts

4. What are the three (3) branches of horticulture? Describe each.

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

5. If you were given a capital to build or establish your own agricultural business, in what branch of crop
production do you prefer? Explain.

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

Scoring System Per Item

Content------------------------------30
Organization-----------------------10
Mechanics--------------------------10
Total: 50

TOPIC SUMMARY

In this lesson, you learned that,

Agriculture – it is the science, art and practice of cultivating the soil, producing crops and
raising livestock and in varying degrees the preparation and marketing and resulting of products
 Farm Equipment - These are machineries used in crop production. They are used in land
preparation and in transporting farm inputs and products. These equipments need a highly
skilled operator to use
 Farm Implements - accessories pulled by animals or mounted to machineries to make the
work easier

POST-ASSESSMENT

Modified True or False

Instructions: Write true if the statement is correct and false if it’s not. Then replace the underlined word on the
blank space provided before the number.

__________ 1.) Food crops are plants that primarily raise, culture and harvest for the human consumption.
21 Module 3 - HOME ECONOMICS
Lesson 1-Agriculture Arts

_________ 2.) Cereal Crops are plants that cultured for their biological materials which are used in
industrial processes into inedible products.

__________ 3.) Hybrid Pollinated Crops are pollen transfer in these plants is from another of one flower in a
separate plant.

__________ 4.) Silk Crops are plants that primarily raise, culture and harvest for its fibers which are used to
be a raw material.

__________ 5.) Sexual Crops is a classification of plants which reproduce by any vegetative means without
the union of the sexual gametes. False asexual crops

___________6.) Diesel Crops are plants that primarily raise, culture and harvest for the base of biodiesel
production.

___________7.) Feed Crops are plants that primarily raise, culture and harvest for the livestock
consumption.

___________8.) Deciduous are plants which naturally shed off or lose leaves annually for extended periods.

___________9.) Aerial plants are small woody climbing or twining plants which depend on other plants for
vertical support to climb up to the tree.

___________10.) Bienial is a plant which requires two growing seasons to complete its life cycle first for
vegetative growth and accumulation.

REFERENCES

Book:

 Delgado, D., (2020). Observatory of Educational Innovation of Tecnológico de

Monterrey. Retrieved at https://observatory.tec.mx/edu-news/home-economics-21st-
century. Retrieved on May 2024.

Internet Source: Objectives - Agriculture - Google Sites. retrieved from .https://sites.google.com ›

stmarks.edu.hk › objectives. retrieved on May 2024