2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II

General Standard:

The learner demonstrates understanding of his/her Personal Entrepreneurial Competencies (PECs), the environment and market, processes/production of nursery and orchard products.

Quarter 1 & 2 (PECS) STAGE 1: RESULTS/OUTCOMES Standard Essential Content Performance Understanding Question Learner The learner Successful How does one demonstrates prepares, entrepreneurs, ensure understanding of based on like those success in a Personal PECS, a plan engaged in the chosen Entrepreneurial of action that business of entrepreneurial Competencies addresses plant career, like (PECS): his / her propagation plant areas of business propagation? Characteristics development continuously and areas of develop and Attributes strength. improve their Lifestyles PECS. Skills Traits Analysis and interpretation of PECS by cluster Achievement Planning Power

Product/ Performance Plan of action, based on PECS, addressing ones areas of development and areas of strength.

STAGE 2: ASSESSMENT At the level of Understanding Performance Explanation: Assessment of the plan Describe your of action based on the PECS focusing on following criteria: strengths and Comprehensiveness development Appropriateness of areas strategies in terms of Criteria: addressing personal Clear areas of Comprehensive development and improving ones Concise areas of strength. Interpretation: Doability Compare your PECS with those of successful practitioners. Criteria: Clear Comprehensive Concise Application: Apply ones PECS in pursuing a chosen entrepreneurial activity. Criteria: Appropriate

STAGE 3: LEARNING PLAN Suggested Instructional Activities Resources or Materials

Teaching/Learning sequence: Entrepreneurship exists because of PECs attributed to certain individuals. These are characteristics, attributes, lifestyles, skills, or traits that make one different from others. When one possesses these attributes, he/she may become ready to face the challenges of starting a business. Make an assessment of ones characteristics, attributes, lifestyles, skills and traits through mirroring, concept mapping and other appropriate teaching/learning strategies. Share the result of assessment to the other members of group Demonstrate awareness of the following important elements of the learning plan in the Personal and Entrepreneurial Competencies (PECS): Content standard Performance standard Essential understanding Product or performance task Analyze criteria used in each tool to evaluate product or performance task Check understanding of the learning RESOURCES (Textbooks, KAB Modules, Websites, Software, Graphic organizers, etc.).

Materials/Equipment Needed: 1. Questionnaire/Checklists /Interview Guide/Survey Form 2. Charts/Pictures/Video/ Multi-media materials/ Internet-based materials.

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2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II

Effective Practical

plan by asking misconception questions Conduct interview with successful practitioner. Reflect on the PECS of the practitioner to determine similarities and differences in PECS. Do supplementary reading, simple library work, and peer group discussion to firm up similarities and differences. Analyze result of evaluation of the interview and reflection of the similarities and differences. Check understanding to align learners PECS with that of the successful practitioner.

Prepare plan of action that addresses areas of development and areas of strength based on PECS. Assess knowledge of other livelihood activities related to his / her PECS.

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2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II

STAGE 1: RESULTS/OUTCOMES Standard Content Performance Essential Understanding Question Product/ Performance

STAGE 2: ASSESSMENT At the level of Understanding Perspective: Express your thoughts from the viewpoint of a seasoned entrepreneur the importance of PECS. Criteria: Valid Relevant Plausible Sensitive Empathy: Express your feelings if you are an entrepreneur who finds difficulty in coping with the PECS of a chosen career. Criteria: Open Objective Sensitive Self-Knowledge: Assess, based on the results of your PECS, your level of confidence as a prospective entrepreneur in the production of nursery and orchard products. Criteria: Reflective Insightful Objective Performance time management attitude in the workplace Tools: Rubrics/checklist for assessment of process and practices of establishing nursery and orchard. Assessment for marketing nursery and orchard products using the following criteria: marketability records keeping product pricing product packaging Tools: Rubrics/checklist for assessment marketing of nursery and orchard products.

STAGE 3: LEARNING PLAN Suggested Resources or Instructional Materials Activities

As of January 29, 2010, 11:40 a.m.

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II

General Standard:

The learner demonstrates understanding of his/her Personal Entrepreneurial Competencies (PECs), the environment and market, processes/production of nursery and orchard products

Quarter 1 & 2 (Environment and Market) STAGE 1: RESULTS/OUTCOMES Standard Essential Content Performance Understanding Question
The learner demonstrates understanding of the environment and market for plant propagation as entrepreneurial career. Key Ideas - Consumers needs and wants - Existing industry related to plant propagation. - Product/servi ce that satisfies the needs and wants of target consumers Key Processes - SWOT analysis - Formulation of business The learner formulates a business idea based on the analysis of the immediate environment and market. The needs and wants of the target market and industry help determine the product to be produced and/or service to be offered. Ones choice of an entrepreneuria l activity is influenced by the needs and wants of the consumers. Seeking and responding effectively to a business opportunity are the bases for starting and maintaining successful business venture. How does one determine the needs and wants of the target market and industry in an immediate community?

Product/ Performance
Formulation of a business idea based on the analysis of the immediate environment and market.

STAGE 2: ASSESSMENT At the level of Understanding Performance

Learners should be able to demonstrate understanding through the six (6) facets of understanding. Explanation: Explain the importance of the immediate environment and market in identifying business opportunity Criteria: Clear Comprehensive Concise Coherent Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities. Assessment of the formulated business idea based on the following criteria: Profitable Feasible Practical Responsive to consumer needs Innovative

STAGE 3: LEARNING PLAN Suggested Instructional Activities Resources or Materials

Teaching/Learning sequence: Entrepreneurs who want business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, appropriate technology can help a new entrepreneur in seizing a business opportunity. Manifest prior knowledge on environment and market as an entrepreneurial lens in formulating a business idea through diagnostic test, K-W-L (What do we already KNOW about the topic; WHAT would we like to find out; what have we LEARNED about?) and other appropriate teaching / learning tools. Assess his/ her environment and market to determine the existing industry that relates with entrepreneurial activity by using appropriate tools like: Survey questionnaire Interview guide Checklist Demonstrate awareness of the RESOURCES (Textbooks, KAB Modules, Websites, Magazines, Journals, etc.) Materials/Equipment Needed: 1. Reading materials and other sources of information on demand and supply 2. Articles on existing industry Stories on business opportunity

How does one select an entrepreneurial activity to be pursued?

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2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II ideas - Opportunity seeking and seizing Criteria: Reliable Accurate Objective Relevant Valid Application: Generate business ideas from data analysis. Criteria: Appropriate Innovative Practical Perspective: Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas. Criteria: Valid Relevant Insightful Sensitive Empathy: Express your feelings when entrepreneurs offer the same type of business in a certain community. As of January 29, 2010, 11:40 a.m. following important elements of the learning plan for environment and market: Content and standard Performance standard Essential understanding Product or performance tasks Analyze criteria used in each tool to evaluate product or performance tasks. Check understanding of the learning plan Asking misconception questions. Write self-reflections Create concept map/model Analyze result of assessment on environment and market. Develop visual organizer to reveal needs and wants and the product or service that satisfies consumers needs and wants. Do supplementary reading, simple library work and peer group discussion to support what has been reflected, revisited and revised. Conduct SWOT analysis on consumers needs and wants, and products / services that satisfies consumers needs and wants. Self-assess his / her understanding of the result of the SWOT analysis through the six (6) facets of understanding. Formulate business ideas based on the result of the SWOT analysis and assessment of environment and

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II market. Make use of the business idea as lens / cue for opportunity seeking and seizing. Self-assess his / her knowledge and readiness to start an entrepreneurial activity. Self-assess knowledge and readiness in starting business.

Criteria: Objective Persuasive Sensitive Open-minded Self-Knowledge: Self-assess your level of confidence in formulating business ideas Criteria: Reflective Insightful Objective

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2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II

Quarter 1 and 2 - Plant Propagation STAGE 1: RESULTS/OUTCOMES Standard Essential Content Learner demonstrates understanding of knowledge and skills propagating sexually and asexually fruits,forest trees and ornamental plants based on perceived needs of the market Apply process of production of marketable products Follow the 4Ms of production Identify different types of business Different types of business are identified based on its existence in the locality Licenses and other pertinent documents that How important are the 4Ms of production in propagating sexually and asexually fruits, forest and ornamental plants? How do appropriate cultural practices affect the quality assurance of plant propagation business ventures? Performance Knowledge and skills in propagating sexually and asexually fruits,forest trees and ornamental plants is demonstrated based on the perceived needs of the market. Understanding Acquired knowledge and skills in propagating sexually and asexually fruits, forest trees and ornamental plants can be an indispensable factor when undertaking financially rewarding agribusiness venture Question Why is there a need to acquire knowledge and skills in propagating sexually and asexually fruits, forest trees and ornamental plants?

Product/ Performance Marketable propagated sexually and asexually fruit,forest trees and ornamental plants (Products) Production and marketing of propagated fruits,forest trees and ornamental plants. (Performance)

STAGE 2: ASSESSMENT At the level of Understanding Explanation Discuss the steps involved in sexual and asexual plant propagation of fruits,forest tress and ornamental plants. Criteria: Comprehensive Accurate Thorough Complete Interpretation Evaluate the cost and return of producing forest and fruit tree seedlings under local condition Criteria: Meaningful Significant Conclusive Correct Application Perform plant propagation sexually and asexually Criteria: Productive Profitable Purposeful Logical Perspective Performance Assessment of forest and fruit tree seedlings and sexually and asexually propagated plants Quality Height Attractiveness Maturity Tools: Rubrics for assessment of forest and fruit tree seedlings and sexually and asexually propagated plants Assessment of the cultural practices of growing forest and fruit tree seedlings and sexually and asexually propagated plants Use of appropriate tools Quality of work Speed Completeness

Differentiate legal forms of business ownership

STAGE 3: LEARNING PLAN Suggested Resources or Instructional Materials Activities Video presentation Compact on the possibilities discs/DVDs and of engaging in plant other audio/video propagation. materials in plant propagation. Hands-on in the natural selection of Materials/tools and fruit and forest tree equipment for the seeds production and marketing of forest Preparation of seed and fruit tree beds and seed seedlings, sexually boxes and asexually propagated plants, Preparation and such as: sterilization of soil 1. garden hoes media 2. fruit tree seeds 3. forest tree Preparation of seeds potting materials 4. fertilizers 5. pesticides Sowing fruit and 6. insecticides forest tree seeds 7. grafting knives 8. budding tapes Maintaining the 9. moss plants growth of fruit and 10. potting forest tree materials seedlings in the 11. soil media nursery 12. sterilizing agents Collection of seeds 13. seed boxes from the field (forest 14. stocks

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2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II

Select seeds and seed pieces properly

correspond to the types of business ownership are secured and prepared Seeds are secured from accredited seed growers in the locality Varietal characteristics of plants are preserved and maintained in the nursery according to existing production manual Seeds are wellpreserved following the prescribed method of storing seeds Plastic containers and other potting materials are prepared based on the requirement Seedbeds for seedlings free from foreign materials are thoroughly prepared

Compare the profitability of sexually produced plants with asexually propagated ones Criteria: Informative Revealing Credible Precise Empathy Relate the feelings of a successful plant propagator. Criteria: Satisfying Self-actualized Generous Friendly Self-Knowledge Self-assess your strengths and weaknesses in plant propagation. Criteria: Reflective Insightful Open Self-adjusting

of all the tasks Tools: Rubrics/Scorecard for assessment of the cultural practices of growing forest and fruit tree seedlings and sexually and asexually propagated plants Assessment for marketing forest and fruit tree seedlings and sexually and asexually propagated plants Price Demand Promotion Packaging/ potting materials used Tools: Rubrics/Scorecard for marketing forest and fruit tree seedlings and sexually and asexually propagated plants

and fruit trees) Propagate fruit trees by means of cutting, budding, grafting and marcotting Store fruit and forest tree seeds following the conventional method

15. scion 16. planting board 17. stakes 18. strings 19. nursery sheds 20. watering materials 21. sprayers 22. bolos 23. fruit trays 24. hammer 25. fencing materials 26. power sprayers 27. organic fertilizers 28. chicken manure 29. cow manure 30. compost 31. trowel 32. crow bar 33. spade 34. rake 35. wheel borrow

Promote the products ( sexually and asexually propagated plants). Sell the products in the market Prepare financial statement Conduct skills contests before the end of the school

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2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II

Prepare soil media for seedling production

Soil media for seed boxes are properly disinfected based on approved dosage Seed boxes are constructed based on recommended specification Seedlings are raised in seedbed and seed boxes based on the approved rate of seeding Forest tree seedlings are mass produced following the recommended cultural practices specified in forest nursery management manual Fruit tree seedlings ready for propagation are mass produced based on existing fruit tree nursery management manual

year Maintain a compost peat/heap throughout the year.

Demonstrate methods of sexual propagation

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2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II

Demonstrate methods of asexual propagation

Cuttings are set in the field following the approved procedure Marcotted budded and grafted plants are produced following the standard procedure Plants are mass produced through cuttings based on approved practice Plants are taken cared of based on the requirement for successful growth and development Advertising scheme based on acceptable means is well-prepared Propagated plants are sold on the basis of cost of production with acceptable percentage of markup Financial statement is prepared based on the acceptable

Manifest knowledge and skills in marketing propagated plants

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2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II

format

Compute for the direct/ indirect cost production Apply the pricing policies of the product based on competition

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11