Technology and Livelihood Education: 1St Generation Modules - Version 2.0

7/8
Technology and
Livelihood Education
2.0
Agricultural Crop Production
ON
SI
Quarter 1 - Module 3:
ER
Layout Garden Plots
-V
S
LE
DU
MO
I ON
R AT
NE
GE
T
1S
_______________________________________________________________________________________________________________________________________________________________
Subject to further validation for IP compliance, this material is for first quarter use only. Circulation shall be limited to public schools within the jurisdiction of the Division of Cebu Province. LR-PIPCV
Technology and Livelihood Education – Grade 7/8
Alternative Delivery Mode
Quarter 1 - Module 3: Layout Garden Plots
First Edition, 2020
Republic Act 8293 section 176 states that: No copyright shall subsist in any work of
the Government of the Republic of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such work
for profit. Such agency of office may, among other things. Impose as a condition the payment
2.0
of royalties.
ON
Borrowed materials (i.e., songs, stories, poems, photos, brand names, trademarks,
etc.) included in this book are owned by their respective copyright holders. Every effort has
SI
been exerted to locate and seek permission to use these materials from their respective
ER
copyright owners. The publisher and authors do not represent nor claim ownership over them.
-V
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
S
LE
DEVELOPMENT TEAM OF THE MODULE
DU
Writer : Rona G. Lim

MO
Editor : Jose Garry R. Napoles

Reviewers : Analorgie D. Destacamento
ON
Chito R. Villacampa
Illustrator : Maribell J. Fuentes
I
Layout Artist : Maribell J. Fuentes

AT
Management Team:
R
Schools Division Superintendent : Marilyn A. Andales

NE
Assistant Schools Div. Superintendents : Ester A. Futalan

: Cartesa Perico
GE
: Leah Apao
Chief Education Supervisor, CID : Mary Ann C. Flores
T
Education Program Supervisor, LRMDS : Isaiash T.Wagas

1S
Education Program Supervisor, TLE : Gary R. Napoles
Department of Education – Regional Office 7

DepED-Division of Cebu Province
Office Address : IPHO Bldg. Sudlon Lahug, Cebu City
Telefax : (032) 256-6405: (032) 255-4401
E-mail Address : depedcebuprovince@deped.gov.ph
ii
_______________________________________________________________________________________________________________________________________________________________
7/8
2.0
Technology and
ON
Livelihood Education
SI
ER
Agricultural Crop Production
-V
S
Quarter 1 - Module 3:
LE
DU
Layout Garden Plots

MO
I ON
R AT
NE
GE
T
1S
iii
_______________________________________________________________________________________________________________________________________________________________
Points to Ponder!
Key Message
For Educators
Learning is a constant process. Amidst inevitable circumstances, Department of Education
extends their resources and looks for varied ways to cater your needs and to adapt to the new
system of Education as a fortress of Learning Continuity Plan. One of the probable solutions is the
use of Teacher-made Educational Modules in teaching.
2.0
You are reading the Technology and Livelihood Education- Grade 7/8: First Quarter
Alternative Delivery Mode (ADM) Module on “Layout garden plots, (TLE_AFA C9-12ID- 0f-g-6
ON
),” as written and found in the K-12 Most Essential Learning Competencies.
SI
The creation of this module is a combined effort of competent educators from different
ER
levels and various schools of Department of Education-Cebu Province. In addition, this module is
meticulously planned, organized, checked and verified by knowledgeable educators to assist you
-V
in imparting the lessons to the learners while considering the physical, social and economical
restraints in teaching process. S
LE
The use of Teacher-made Educational Module aims to surpass the challenges of teaching
DU
in a new normal education set-up. Through this module, the students are given independent
learning activities, which embodies in the Most Essential Learning Competencies based from the
MO
K-12 Curriculum Competencies, to work on in accordance to their capability, efficiency and time.
Thus, helping the learners acquire the prerequisite 21 st Century skills needed with emphasis on
ON
utmost effort in considering the whole well being of the learners.

I
AT
In addition to the material in the main text, you will also see this box in the body of the
module:
R
NE
Notes to the Teacher!

GE
This part of the module gives you helpful tips,

suggestions or strategies that will make the learning
T
process easy and efficient to the learners.

1S
As the main source of learning, it is your top priority to explain clearly on how to use this
module to the learners. While using this module, learner’s progress and development should be
recorded verbatim to assess their strengths and weaknesses while doing the activities presented
independently in safety of their homes. Moreover, you are anticipated to persuade learners to
comply and to finish the modules on or before the scheduled time.
iv
_______________________________________________________________________________________________________________________________________________________________
For the Learners:
As a significant stakeholder of learning, Department of Education researched and explored

on innovative ways to address your needs with high consideration on social, economic, physical
and emotional aspects of your well being. To continue the learning process, DepEd comes up with
an Alternative Delivery mode of teaching using Teacher-Made Educational Modules.
You are reading the Technology and Livelihood Education- Grade 7/8: First Quarter
Alternative Delivery Mode (ADM) Module on “Layout garden plots, (TLE_AFA C9-12ID- 0f-g-6
2.0
)” as written and found in the K-12 Most Essential Learning Competencies.
This module is especially crafted for you to grasp the opportunity to continue learning even
ON
at home. Using guided and independent learning activities, rest assured that you will be able to
SI
take pleasure as well as to deeply understand the contents of the lesson presented; recognizing
ER
your own capacity and capability in acquiring knowledge.
This module has the following parts and corresponding icons:
-V
S
The first part of the module will keep you on
LE
tract on the Competencies, Objectives and
WHAT I NEED TO KNOW
Skills expected for you to be developed and
DU
mastered.
MO
This part aims to check your prior knowledge

ON
WHAT I KNOW on the lesson to take.

I
AT
This part helps you link the previous lesson

R
WHAT’S IN to the current one through a short

NE
exercise/drill.
GE
The lesson to be partaken is introduced in

T
this part of the module creatively. It may be

WHAT’S NEW
1S
through a story, a song, a poem, a problem

opener, an activity, a situation or the like.
A brief discussion of the lesson can be read

in this part. It guides and helps you unlock
WHAT IS IT
the lesson presented.
v
_______________________________________________________________________________________________________________________________________________________________
A comprehensive activitiy/es for independent
practice is in this part to solidify your
WHAT’S MORE knowledge and skills of the given topic.
This part of the module is used to process

your learning and understanding on the given
WHAT I HAVE LEARNED topic.
2.0
A transfer of newly acquired knowledge and
skills to a real life situation is present in this
WHAT I CAN DO
ON
part of the module.
SI
ER
This activity assesses your level of mastery
ASSESSMENT towards the topic.
-V
S
In this section, enhancement activities will be
LE
ADDITIONAL ACTIVITIES given for you to further grasp the lessons.
DU
This contains answers to all activities in the

MO
ANSWER KEYS module.

I ON
AT
At the end of this module you will also find:

R
References Printed in this part is a list of all reliable and valid resources
NE
used in crafting and designing this module.

GE
In using this module, keep note of the fundamental reminders below.

T
1. The module is government owned. Handle it with care. Unnecessary marks are
1S
prohibited. Use a separate sheet of paper in answering all the given exercises.
2. This module is organized according to the level of understanding. Skipping one part of
this module may lead you to confusion and misinterpretation.
3. The instructions are carefully laden for you to understand the given lessons. Read each
items cautiously.
4. This is a Home-Based class, your reliability and honour in doing the tasks and checking
your answers are a must.
vi
_______________________________________________________________________________________________________________________________________________________________
5. This module helps you attain and learn lessons at home. Make sure to clearly
comprehend the first activity before proceeding to the next one.
6. This module should be returned in good condition to your teacher/facilitator once you
completed it.
7. Answers should be written on a separate sheet of paper or notebook especially
prepared for TLE subject.
If you wish to talk to your teacher/educator, do not hesitate to keep in touch with him/her
2.0
for further discussion. Know that even if this is a home-based class, your teacher is only a call
away. Good communication between the teacher and the student is our priority to flourish your
ON
understanding on the given lessons.
SI
We do hope that in using this material, you will gain ample knowledge and skills for you to
be fully equipped and ready to answer the demands of the globally competitive world. We are
ER
confident in you! Keep soaring high!
-V
S
LE
DU
MO
I ON
R AT
NE
GE
T
1S
vii
_______________________________________________________________________________________________________________________________________________________________
WHAT I NEED TO KNOW
Good day dear learner!
This module is solely prepared for you to access and to acquire lessons befitted in your
grade level. The exercises, drills and assessments are carefully made to suit your level of
understanding. Indeed, this learning resource is for you to fully comprehend on how to layout
garden plots Layout garden plots, (TLE_AFA C9-12ID- 0f-g-6 ). Independently, you are going
to go through this module following its proper sequence. Although you are going to do it alone, this
2.0
is a guided lesson and instructions/directions on how to do every activity is plotted for your
convenience.
ON
Using this learning resource, you will learn to Layout Garden Plots Layout garden plots,
SI
(TLE_AFA C9-12ID- 0f-g-6 ) as inculcated in the K-12 Most Essential Learning Competencies.
ER
Lesson 3: Layout Garden Plots
-V
At the end of this module, you are expected to achieve the following objectives
:
a. enumerate the essential features of a plan; S
LE
b. identify different systems of planting arrangement and types of irrigation
system;
DU
c. describe the characteristics and requirements of a farm layout ;

MO
d. create miniature irrigation canal.

ON
This module emphasizes that agriculture is interdisciplinary in the field of education for it
requires learners to grapple the different principles of farming and domestication of animals.
I
AT
Students must pay particular attention to the scientific foundation of agricultural farming by studying
crop production. Crop production is a branch of agriculture that deals with growing of crops to
R
NE
use as food and fiber.

GE
T
1S
1
_______________________________________________________________________________________________________________________________________________________________
WHAT I KNOW
Each lesson provides different learning techniques for student’s readiness, interests, and
learning profile. It also showcases a variety of ways to explore the content outcomes and
learners find different ways to connect. Enjoy your new learning experience!
Test I. Directions: Interpret the drawing below by following the guide questions given.
2.0
ON
SI
ER
-V
S
LE
DU
MO
Legend
ON
plant
I
1. What is your area?

AT
2. How many rows are there in the area?

R
3. How many plants are there in the row?

NE
4. How many plants are there in the area?

GE
5. What is the distance between plants per row?

6. What is the distance of plants per hill?
T
7. How many plants are there in a row A?

1S
8. What is the length of the area?

9. What is the with of the area?
10. How many rows are needed in rows A,B and C?
Disclaimer: The contents above are borrowed from CBLM 4 and in online sources. Department of Education – Cebu Province does not claim or own the presented
pictures. Links for the sources are found in the reference part of this module.
2
_______________________________________________________________________________________________________________________________________________________________
Test II. Directions: Complete the crossword by filling in a word that fits each clue.
2.0
ON
SI
ER
-V
S
LE
DU
MO
I ON
R AT
NE
GE
T
1S
3
_______________________________________________________________________________________________________________________________________________________________
Test III. Label the illustrations with the different systems of planting arrangement. Write your
answer in a clean sheet of paper.
2.0
ON
SI
ER
-V
S
LE
DU
MO
I ON
R AT
NE
GE
T
1S
4
_______________________________________________________________________________________________________________________________________________________________
WHAT’S IN
Test II. From the illustration try to identify the types of irrigation. Choose from the pool of
knowledge the corresponding name.
drip irrigation surface irrigation macro irrigation irrigation
2.0
sprinkler irrigation micro irrigation sub-surface irrigation
ON
SI
1. 2.
ER
-V
______________________ ______________________
S
LE
DU
3. 4.
MO
ON
______________________ ______________________
I
R AT
NE
5. 6.
GE
______________________ ______________________
T
1S
______________________
5
_______________________________________________________________________________________________________________________________________________________________
WHAT’S NEW
Directions: Look at the image carefully. Circle the different designs of irrigation system.
Write a simple description based on the illustration in your answer sheet.
2.0
ON
SI
ER
-V
S
LE
DU
MO
I ON
R AT
NE
GE
T
1S
6
_______________________________________________________________________________________________________________________________________________________________
WHAT IS IT
Directions: The hidden words can be positioned in all directions, written from left to
right from right to left, horizontally, vertically and diagonally, but is always on one straight
line.Just find and circle all of the direction words that are hidden in the grid. All the words and
phrases are found in the magical box.
2.0
ON
SI
ER
-V
S
LE
DU
MO
I ON
R AT
NE
GE
T
1S
7
_______________________________________________________________________________________________________________________________________________________________
WHAT’S MORE
Sketch Irrigation Plan
2.0
ON
SI
ER
Instructions:
-V
1. After knowing different irrigation designs, select one design applicable in your area.
2. Using the materials above sketch the irrigation design applicable in your locality.
S
LE
3. Explain why you considered this design on another sheet of bond paper.
DU
4. Submit your output to your teacher after 1 day

MO
ON
Evaluation:
Your work will be evaluated by your teacher using the following criteria
I
AT
1 Accuracy 70 %
R
2 Presentation 20%
NE
3 Neatness 10%
GE
T
1S
8
_______________________________________________________________________________________________________________________________________________________________
WHAT I HAVE LEARNED
Test I. Directions: Complete the diagram.
2.0
ON
SI
ER
-V
S
LE
DU
MO
I ON
R AT
NE
GE
Test II. Directions: Enumerate what is asked in the following statements and write your answer
T
1S
in a one whole sheet of clean paper:

(3) Types of Conventional Sprinkler Systems
(7) Advantages of drip or trickle irrigation
(4) functions of farm irrigation systems
(6) essential features of a plan
9
_______________________________________________________________________________________________________________________________________________________________
WHAT I CAN DO
This performance task must be done at home together with your family. You will stand as
an architect but always observe OHS procedure.
Directions: Do what is asked and perform this at home for backyard gardening. Out of the seven
planting systems and styles choose only one to be conducted at home. Apply monocropping
method and document your output. Crop seeds will be given according to your preference and soil
condition.
2.0
ON
ASSESSMENT
SI
Test I. Directions: Identify the following systems of planting and write your answer in a clean
sheet of paper.
ER
-V
S
LE
1. 2. 3.
DU
____________________________ ____________________________ ____________________________

MO
ON
4. 5. 6.
I
R AT
____________________________ ____________________________ ____________________________

NE
Test II. Directions: Identify the different design of irrigation system.
1. 2. 3.
GE
T
1S
___________________ ___________________ ___________________

10
_______________________________________________________________________________________________________________________________________________________________
ADDITIONAL ACTIVITIES
Test II. Directions: Create a miniature irrigation canal at home together with your family.
Materials Needed:
Quantity Description
1 pc illustration board
2.0
10 activity clay
ON
SI
Instructions:
ER
1. From your assessment sheet select the best irrigation system design that best suits to your
-V
backyard.
S
LE
2. Decide which design will serve as your pattern in creating your miniature irrigation
DU
canal.
3. Document your output using your phone camera.

MO
Evaluation:
ON
Your work will be evaluated by your teacher using the following criteria:
I
AT
1. Accuracy 50%
R
2. Design 20%
NE
3. Presentation 20%
GE
4. Neatness 10 %
T
1S
11
_______________________________________________________________________________________________________________________________________________________________
ANSWER KEYS
2.0
ON
SI
ER
-V
S
LE
WHAT’S NEW
DU
6. sprinkler irrigation system 3. sprinkler irrigation system

MO
5. Surface irrigation system 2. drip irrigation system

4. sprinkler irrigation system 1. drip irrigation system
ON
Test I
WHAT’S IN
I
R AT
NE
GE
T
1S
WHAT I KNOW
12
_______________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________
13
WHAT IS IT
1S
T
GE
NE
AT R
ON I
MO
DU
WHAT’S MORE
LE
SIllustration / Answers vary
-V
WHAT I HAVE LEARNED
Test I
ER
Square System
SI
1. Most easy and popular one.
ON
2. In this row to row and plant to plant distance is kept similar.
3. Plants are exactly at right angle to each other.
2.0
4. Interculture operations can be done in both the directions.
Horizontal System
1. Lay out in rectangular shape.
2. More space between row to row.
3. Inter-cultural operations can be done in both the ways.
4. Plants get proper space and sunlight.
_______________________________________________________________________________________________________________________________________________________________
14
Hexagonal System
1. Accommodates 15 % more plants than the square system.
1S
2. Plants are planted at the corner of equilateral triangle.

T
3. Six trees are planted making a hexagon.

4. The seventh tree is planted in the centre and called septule.
GE
5. This requires fertile land.

NE
R
Contour System
1. This system is usually followed in the hilly areas with high slopes but it is very much
AT
I
similar to the square/rectangular system.

2. Under such circumstances, the trees may be well planted in lines following the contour
ON
of the soil with only a slight slope.

3. Irrigation and cultivation are then practiced only across the slope of the land as this
MO
practice reduces the chances of soil erosion.

DU
4. In this system layout is done as in square/rectangular system, first by establishing the

base line at the lowest level and then marking for the trees should be done from the base
LE
to the top.
S
5. Bench terraces are used where the slope is greater than 10 per cent.
-V
Test II
ER
Types of conventional sprinkler systems
SI
1. Fully portable system
ON
2. Semi-portable system
3. Fully permanent system
2.0
Advantages of drip or trickle irrigation
1. Water is conserved
2. Weeds are controlled because only the places getting water can grow weeds.
3. There is a low pressure system.
4. There is a slow rate of water application somewhat matching the consumptive use.
5. Application rate can be as low as 1 - 12 l/hr.
_______________________________________________________________________________________________________________________________________________________________
15
Horizontal System
1. Lay out in rectangular shape.
2. More space between row to row.
3. Inter-cultural operations can be done in both the ways.
4. Plants get proper space and sunlight.
Hexagonal System
1S
T
1. Accommodates 15 % more plants than the square system.

2. Plants are planted at the corner of equilateral triangle.
GE
3. Six trees are planted making a hexagon.

4. The seventh tree is planted in the centre and called septule.
NE
R
5. This requires fertile land.

AT
I
Contour System
1. This system is usually followed in the hilly areas with high slopes but it is very much
ON
similar to the square/rectangular system.

2. Under such circumstances, the trees may be well planted in lines following the
MO
contour of the soil with only a slight slope.

DU
3. Irrigation and cultivation are then practiced only across the slope of the land as this
practice reduces the chances of soil erosion.
LE
4. In this system layout is done as in square/rectangular system, first by establishing
S
the base line at the lowest level and then marking for the trees should be done from the
-V
base to the top.
5. Bench terraces are used where the slope is greater than 10 per cent.
ER
SI
Test III
ON
Types of conventional sprinkler systems
1. Fully portable system
2.0
2. Semi-portable system
3. Fully permanent system
Advantages of drip or trickle irrigation
1. Water is conserved
2. Weeds are controlled because only the places getting water can grow weeds.
3. There is a low pressure system.
_______________________________________________________________________________________________________________________________________________________________
16
5. There is a slow rate of water application somewhat matching the consumptive use.
6. There is reduced evaporation, only potential transpiration is considered.
7. There is no need for a drainage system.
Functions of farm irrigation systems
1S
T
1. Diverting water from the water source.

2. Conveying it to individual fields within the farm.
GE
3. Distributing it within each field.

4. Providing a means for measuring and regulating flows.
NE
R
Essential features of a plan

AT
I
1. Topographic Data
2. Water Source Capacity
ON
3. Depending on the water source, a well log or water license must accompany the
irrigation plan.
MO
4 Soil and Crop Characteristics

DU
5. Design Parameters
6. Design Data
LE
S
-V
WHAT I CAN DO ASSESSMENT
Test II
ER
documented output vary
1. Contour
SI
2. Square
ON
3. Triangular
ADDITIONAL ACTIVITIES 1. Hedge row
2.0
documented output vary and 2. Quincunx
will depends upon the rubric 3. Rectangular
given
1. furrow irrigation system
2. furrow irrigation system
3. border irrigation system
4. border irrigation system
REFERENCES:
A. Printed Materials
Previous modules in Agricultural Crop Production and Horticulture
B. On Line Sources
2.0
http://www.google.com.ph/search?q=IRRIGATION&hl=tl&rlz=1C1AVSX_en
PH406PH406&prmd=imvnsb&tbm=isch&tbo=u&source=univ&sa=X&ei=Nxx
ON
https://engineeringdiscoveries.com/2019/06/22/different-types-of-irrigation-system-advantages-
and-disadvantages/
SI
ER
http://ecoursesonline.iasri.res.in/mod/page/view.php?id=148132
-V
https://www.indiamart.com/proddetail/sprinkler-irrigation-system-8748495097.html
https://www.netafim.com/en/drip-irrigation/
S
LE
https://www.google.com/search?q=drip+irrigation&tbm=isch&ved=2ahUKEwi1yYP91_jqAhXPBa
DU
YKHfvoCUoQ2-cCegQIABAA&oq=drip+irrigation&gs_lcp=CgNpbWcQA1Cm-
MO
QlYnP8JYI6CCmgAcAB4AIABAIgBAJIBAJgBAKABAaoBC2d3cy13aXotaW1nwAEB&sclient=img
&ei=Ba8kX_WyK8-LmAX70afQBA&bih=667&biw=1408#imgrc=9X9dk_j6JdN0xM
I ON
R AT
NE
GE
T
1S
17
_______________________________________________________________________________________________________________________________________________________________
2.0
ON
SI
ER
-V
S
LE
DU
MO
I ON
R AT
NE
GE
T
1S
For inquiries or feedback write or call:

Department of Education – Regional Office 7
DepEd-Division of Cebu Province
Office Address: Sudlon, Lahug, Cebu City

Telefax: (032) 256-6405: (032) 255-4401
E-mail Address: depedcebu@deped.ph
_______________________________________________________________________________________________________________________________________________________________

Technology and Livelihood Education: 1St Generation Modules - Version 2.0

Uploaded by

Copyright:

Available Formats

You might also like

Technology and Livelihood Education: 1St Generation Modules - Version 2.0

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Technology and Livelihood Education: 1St Generation Modules - Version 2.0

Uploaded by

Copyright:

Available Formats

7/8

Writer : Rona G. Lim

Editor : Jose Garry R. Napoles

Layout Artist : Maribell J. Fuentes

Schools Division Superintendent : Marilyn A. Andales

Assistant Schools Div. Superintendents : Ester A. Futalan

Education Program Supervisor, LRMDS : Isaiash T.Wagas

Education Program Supervisor, TLE : Gary R. Napoles

Department of Education – Regional Office 7

Layout Garden Plots

utmost effort in considering the whole well being of the learners.

Notes to the Teacher!

This part of the module gives you helpful tips,

process easy and efficient to the learners.

As a significant stakeholder of learning, Department of Education researched and explored

This module has the following parts and corresponding icons:

This part aims to check your prior knowledge

WHAT I KNOW on the lesson to take.

This part helps you link the previous lesson

WHAT’S IN to the current one through a short

The lesson to be partaken is introduced in

this part of the module creatively. It may be

through a story, a song, a poem, a problem

A brief discussion of the lesson can be read

This part of the module is used to process

This contains answers to all activities in the

ANSWER KEYS module.

At the end of this module you will also find:

used in crafting and designing this module.

In using this module, keep note of the fundamental reminders below.

Good day dear learner!

c. describe the characteristics and requirements of a farm layout ;

d. create miniature irrigation canal.

use as food and fiber.

1. What is your area?

2. How many rows are there in the area?

3. How many plants are there in the row?

4. How many plants are there in the area?

5. What is the distance between plants per row?

7. How many plants are there in a row A?

8. What is the length of the area?

drip irrigation surface irrigation macro irrigation irrigation

Sketch Irrigation Plan

4. Submit your output to your teacher after 1 day

Test I. Directions: Complete the diagram.

in a one whole sheet of clean paper:

____________________________ ____________________________ ____________________________

____________________________ ____________________________ ____________________________

Test II. Directions: Identify the different design of irrigation system.

___________________ ___________________ ___________________

3. Document your output using your phone camera.

6. sprinkler irrigation system 3. sprinkler irrigation system

5. Surface irrigation system 2. drip irrigation system

2. Plants are planted at the corner of equilateral triangle.

3. Six trees are planted making a hexagon.

5. This requires fertile land.

similar to the square/rectangular system.

of the soil with only a slight slope.

_________ _ ___________