LESSON School JACOBO Z.

GONZALES MEMORIAL NATIONAL Grade Level Grade 7

HIGH SCHOOL
EXEMPLAR Teacher ALYSSA NIKKA M. SEMBRANO Learning Area TLE – AFA
Teaching Date October 21-25, 2024 Quarter SECOND
Teaching Time 7:00 AM – 3:15 PM (Week 4) No. of Days 5

TLE /QUARTER 2/ GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standards The learners demonstrate an understanding of the concepts and skills in agri-crops.
B. Performance The learners perform agricultural practices in crop production based on industry standards.
Standards
Learning Competencies
• Discuss care and maintenance of crops;
C. Learning • Discuss harvesting and post-harvesting practices; and
Competencies and • Perform agricultural practices in crop production.
Objectives Learning Objectives
1. Determine the different practices in caring and maintaining the various crops; and
2. Determine the various harvest and post-harvesting practices.
D. Content • Crop Care and Maintenance
• Harvesting and Post-Harvesting Practices
E. Integratio006E SDG 1: No Poverty, SDG 2: Zero Hunger, SDG 3: Good Health and Well-being, SDG 11: Sustainable Cities
and Communities, SDG 12: Responsible Consumption and Production, SDG 13: Climate Action
II. LEARNING RESOURCES
Bituin, A., et al. (nd) Learning Modules in Agri-fishery Arts.Batangas State University-Balayan Campus.
Encyclopædia Britannica, inc. (2023). Care of crops during growth. Encyclopædia Britannica. https://www.britannica.com/topic/vegetable-
farming/Care-of-crops-during-growth
GeeksforGeeks. (2022). Basic practices of crop production - soil preparation, irrigation. GeeksforGeeks.
https://www.geeksforgeeks.org/basic-
practices-of-crop-production/
GeeksforGeeks. (2023). Types of crops and factors affecting crop production. GeeksforGeeks. https://www.geeksforgeeks.org/types-of-crops/
Walia, M. K. (2021). Basics of crop management - University of Nevada, Reno. https://naes.agnt.unr.edu/PMS/Pubs/2021-4103.pdf
III. TEACHING AND LEARNING PROCEDURE
A. Activating Prior Short Review
Knowledge Diagnostic Test: Students will take the 10-item diagnostic test about various
practices on crop care and maintenance.
1. Which of the followings factors helps the plants to produce their own food
through photosynthesis?
a. Water c. Seed/Seedlings
b. Sunlight d. temperature
2. This factor influence the growth of the plant by irrigation to maintaining the
moisture in the soil.
a. Water c. Seed/Seedlings
b. Sunlight d. temperature
3. Providing the primary needs of the plants such as cultivation, fertilizer,
irrigation, application of pesticides, weed control, provision of support is generally
referred to
a. Harvesting c. Crop care and maintenance
b. Post harvesting d. Pre-production
4. Providing trellis to the crawling and climbing plants is a way of _____________.
a. Provision of support c. Application of pesticides
b. Application of fertilizer d. Weed control
5. This crop care and maintenance helps loosens the hardened soil around the
plant. Large acres of farms use mechanical aids in plowing and harrowing.
a. Weed control c. Pests and Diseases Control
b. Cultivation d. Irrigation
6. This practice is being carried out if the soil is deprived of nutrients.
a. Storage c. Fertilizer Application
b. Harvesting d. Pests and Diseases Control
7. _______________ is done when crops reach maturity and it influences the quality
of produce.
a. Post harvesting c. Storage
b. Harvesting d. temperature
8. This postharvest practice classifies the produce according to their size, shape,
color and ripeness.
a. Selling c. Packaging
b. Harvesting d. Grading
9. When produce are sold through retail or whole sale, this postharvest practice is
called ___________.
a. Selling c. Packaging
b. Harvesting d. Grading
10. To ensure proper moisture of the seeds sown, the depth should be __________.
a. 0.5- to 1-inch c. 2- to 2.5-inch
b. 1- to 1.5-inch d. 1.5- to 2-inch

Guided Inquiry: Students are asked with the following questions.

1. Can you name factors that influence the growth of the plants? What are
those?
2. What should be considered in crop production? Can you name pre-
 production,
production, and postharvest practices?
3. Which of these practices have you observed done by your parents or farmers
in
your community, or done in your own backyard garden or field?
4. Why should a farmer be knowledgeable on the various practices in crop
production?
2. Feedback (Optional)
B. Establishing Lesson 1. Lesson Purpose: Picture Talk
Purpose Direction: Show the following pictures to the students. Let them share their
insights on the proper care and maintenance of the agricultural crops.
2. Unlocking Content Vocabulary
The following terms are used in the entire lesson. Defining them will guide the
students to better understand the lesson.
• Crops- These are plants or plant-produce that can be raised, cultivated and
harvested for subsistence or profit. They may be classified as food crops,
cash crops, forage crops, oil crops, industrial crops, fiber crops, and
ornamental crops.
• Pesticides- These may be natural/organic or commercial products that
control the widespread of pests and diseases in the agricultural field.
• Irrigation- It is the process of maintaining the moisture and water content
of soil needed for the plant growth.
• Herbicides- These may be natural/organic or commercial products that
 control the widespread of weeds in the field.
• Cultivation- This is the process of loosening the hardened soil through
plowing or harrowing. It is believed to control weeds and pests in the farm.
• Fertilizer - These may be natural/organic or commercial products applied
to increase the nutrients into the soil.
• Trellis- These may be made from wood or metal that serves as support for
climbing and crawling crops.
C. Developing and SUB-TOPIC 1: Crop Care and Maintenance
Deepening 1. Explicitation
Understanding Farm Benchmarking: Students will watch video clips on the proper care and
maintenance of crops. After which, each student will find a learning buddy and will
answer the guide questions that follow.
Guide Questions:
1. What are the different practices in caring and maintaining of crops shown in the
video? Enumerate each from pre-production to harvesting if necessary.
2. Why is it significant for farmers to be knowledgeable in the proper care and
maintenance of crops?
2. Worked Example
Expert Farmer’s Group. This is a follow up activity from the previous one. From the
sharing of the learning buddies, students now shift to expert farmer’s group. They
will form their own group to discuss the various proper care and maintenance of
crops. The teacher will assign each group a particular crop care and maintenance
practice. (E.g. G1: Seedbed preparation, G2: Weed Control, etc.) Each member of
each group will be given time to share what s/he learned from the learning buddy
session.
Then, each group will select two experts. These two experts will summarize what
will transpire in the discussion. All experts will convene and discuss with other
experts their assigned task while the members prepare the materials for
presentation. Afterwards, the two experts from each group will stay on their own
station as they wait from other groups’ members to visit their station. As soon as
there are visitors, the experts will explain the crop care and maintenance. The
members will go around to the different stations.
Reading Resources
Types of Crops
There are six categories of crops: food crops, feed crops, fiber crops, oil, crops
ornamental crops, and industrial crops.

Type of Crops
Food Crops This is primarily raised, cultured, and harvested for human
consumption. It may be classified as field crops or root crops.
Field crops are grown on a large scale for commercial purposes. This includes
fruits and vegetables, wheat, rice, corn, sugarcane.
Root crops are underground plant parts for human consumption.
E.g. carrot, sugar beet, turnip, potato, peanut, radish, etc. Cash Crops This type of
crops is sold for profit. It can be exported to other countries as well.
E.g. coffee, cocoa, sugarcane, and other exportable crops
Feed/Forage Crops - This type of plant is usually raised, cultured, and harvested
for livestock consumption.
E.g. corn, pasture grasses
Fiber Crops This type of plant is usually raised, cultured, and harvested for its
fibers to be used as a raw material.
E.g. cotton, abaca, banana/pineapple fiber
Oil Crops This type of plant is usually raised, cultured, and harvested for
production of oil.
E.g. sugarcane, palm tree, coconut, etc.
Ornamental Crops This type of plant is usually raised, cultured, and harvested
for decorations in the garden and landscape projects.
E.g. orchids, rubber tree, bougainvillea, rose
Industrial Crops This type of plant is usually raised, cultured, harvested, and
processed by industries for the production of non- edible materials. E.g. tobacco
Crops are also classified according to growth habits: This includes herb, vine,
liana, shrub, tree, evergreen, and deciduous. In addition, these crops may be
considered as annual, biennial, or perennial crops.
There are many variables that influence crop production. These include water,
soil, wind, temperature, sunlight, seed selection, knowledge, and crop care and
maintenance. It is deemed important to consider these factors as they affect the
growth of the plant and as well as the produce/harvest.
Crop production is a process because it involves several steps wherein farmers
should take precautionary measures at each step. The farmers should also
consider the external conditions and factors to achieve bountiful harvest. Thus,
farmers should have sufficient knowledge in crop care and maintenance.
The practices of crop care and maintenance are as follows:
1. Cultivation. This is the first stage of crop production. Cultivation refers to
the stirring the soil through plowing or harrowing. Cultivating the soil is one of
the most effective way to control weeds and pests. Cultivating the soil loosens
the soil around the plant which provides air for the root of the plants. This
technique is called conventional tillage. Reduced or no-tillage can lead to
accumulation of soil carbon, consequently benefitting soil health and improving
crop yields.
2. Seed sowing/Planting seedlings. Good quality and healthy seeds and
seedlings should be considered prior to sowing, and planting, respectively.
Correct depth of soil of 1.5 to 2 inches deep is important for sowing seeds to
ensure proper moisture. In sowing the seeds or planting the seedlings, farmers
should consider the proper spacing to allow plants on its optimal growth.
3. Irrigation. Crops require water because water prevents crops from drying out
especially during drought. However, the amount of water differs from each
variety of crops. There are various ways in which farmers irrigate the crops:
manual, drip, and sprinkler irrigation. Manual irrigation is labor-intensive and
time-consuming method which uses laborers to irrigate water using water cans.
Drip irrigation is the most effective way to supply water and nutrients to crops.
It provides water and nutrients directly to the zone of plants in proper amount
and proper time. Sprinkler irrigation uses pipes and spray to irrigate the whole
field. Pipelines may be used when water is scarce to eliminate water losses.
Finally, soil and plant factors determine the irrigation requirements of the crops.
4. Fertilizer Application. If the soil is deprived of nutrients, it requires
management of nutrient such as application of fertilizers, manures, and compost
to enrich the soil content. There are methods of fertilizer application: scattering
and mixing with the soil before planting.
5. Weed Control. Weeds lead to the reduction of crop yield, increased
production costs, and increased incidence of pests and diseases. To control
weeds, methods employed including: hand weeding, mechanical cultivation,
application of pesticides. Manual weeding/hand weeding is time-consuming
and labor-intensive method. Laborers uses their hands and or sickle/scythe to
remove weeds. Mechanical weeding uses machineries to remove weeds such
as cono-weeder, power tiller, basket hoe. Chemical weeding uses herbicides to
remove seeds. They may be considered selective or non-selective herbicides.

Selective herbicides aim the weeds only with effect to the crops while non-
selective herbicides harm both main crops and the weeds. Thus, skill is needed

to applying this kind of herbicide.

6. Pests and Diseases Control. To drive away pests, farmers apply pesticides.
There are different varieties of pesticides and each of them has a particular
function. This includes herbicides, insecticides, fungicides, molluscicides, and
rodenticides. However, farmers are encouraged to employ eco-safe and eco-
friendly ways to control pests and diseases. This may include production of organic
pesticides and encouragement on the presence of organisms that kills
pests.
7. Support for Climbing plants. There is a need to provide support for climbing and
crawling plants such as bitter gourd, squash, string beans. Trellis may be made or
wood or metal.
3. Lesson Activity
Making a Garden: Students will create their own garden. Subject to the
availability of space, students may opt to use recycled containers such as old
pails, basins, and other available containers at home to create a containerized
garden. Students may also wish to explore hydroponics if the teacher or the
parents have sufficient knowledge on this type of crop production. If the school
garden is available, it is better to utilize it as a laboratory room for this lesson.
Students will document the various practices they will employ on the proper care
and maintenance of crops. At the end of this long term activity, the students will
submit a portfolio of their own garden that narrates what they have done. The
portfolio contains the following:
a. Narrative Report (Introduction, Body, and Conclusion), and
b. Photo documentations and captions

SUB-TOPIC 2: Harvesting and Post-harvesting Practices

1. Explicitation
Farm Benchmarking 2: Students will watch video clips about some practices on
harvesting and post-harvesting crops.
Guide Questions
1. Based on the video watched, what are the criteria that indicates plants are
ready to harvest?
2. What are the some of the practices in harvesting crops?
3. What are some of the practices in post-harvesting crops?
4. Why do we need to process the crops after harvest?
2. Worked Example
Based on the previous activity, students will present their outputs. The teacher
will ask follow-up questions if necessary.
Reading resources
Harvesting and Preservation. Farmers harvest when crops reach maturity.
Farmers have various ways to gather and harvest crops such as traditional
technique and modern ways. This stage of the development of vegetables when
harvested influences the quality of produce. There are factors that determine the
harvest date of the crops such as genetic composition of the vegetable variety,
planting date, and environmental conditions.
Manual harvesting is employed through the use of mechanical tools such as
sickle/scythe for broccoli, cabbage, cauliflower. Some vegetables are
mechanically harvested.
Changes in the post-harvest are influenced by various factors such as kind of
crop, temperature, oxygen and carbon dioxide content, relative humidity, and
disease-incitant organisms. Storing the produce contributes price stabilization.
It also contributes to the preservation of the produce.
Vegetable storage should consider the following parameters: free from
mechanical, insect, and disease injury, and matured crops.
There are changes that occur on the produce such as water loss, conversion of
starch and sugar, flavor changes, color changes, toughening/ softening, vitamin
gain/loss, sprouting, rooting, and decay. These deteriorates the quality of
produce. So, proper storage is needed.
Common (unrefrigerated storage) and cold (refrigerated storage) are
methods to store vegetables. There is a lack of precise control of temperature
and humidity in common storage. This uses insulated storage houses, outdoor
cellars, or mounds. Cold storage, on the other hand, allows precise regulation of
temperature and humidity, and maintenance of constant conditions with the
use of refrigeration.
Premarketing operations and selling. This stage involves washing, trimming,
waxing, precooling, grading, prepackaging, and packaging.
• Precooling involves rapid removal of heat from freshly harvested vegetables,
slows natural deterioration of the produce, slows the growth of decay, and
retards water loss. This includes: hydrocooling, contact icing, vacuum
cooling, cooling, and air cooling. Hydrocooling is done by cooling the produce
by direct contact with cold water flowing through the packed containers.
Contact icing uses crushed ice placed in the package or spread over a stack
of packages to precool the contents. Vacuum cooling produces rapid
evaporation of small quantity of water that lowers the temperature of the
crops. Air cooling is done through exposure of vegetables to cold air.
• Grading ensures that the crops are classified according to their size, shape,
color, and ripeness. This establishes a good trade.
• Packaging. The products are placed in bags, trays, cartons, crates, and
hampers of various kinds and sizes. This furnishes a convenient means for
transport, loading, and stacking with security and economy space.
• Selling. Farmers sell their produce through retail or wholesale. Retail sales
are done when consumers buy produce often though roadside stands.
Wholesale marketing is made when produce is sold to retailers, commercial,
institutional or other large-scale owners.
Other additional practices to increase crop productivity and farm profitability
include:
1. Increase crop diversity
2. Enhance beneficial pollinators population
3. Employ more eco-friendly weed control measures
4. Improve soil quality
5. Manage labor and input costs
 6. Keep track of all the records including expenses and profit
7. Involve in creative marketing
3. Lesson Activity
Learning from the Expert Farmers: The students will interview at least three
farmers about harvesting and post-harvesting methods employed. After which,
the students will create a 5-6-minute video that summarizes the farmers’
practices on harvesting and post-harvesting.
(To apply what the students learned during the lesson, an additional
activity will be given. See worksheet # 1 for the activity which students
will accomplish.)

D. Making
Generalizations

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

 A. Evaluating
Learning

Note observations on any of Effective Practices Problems Encountered The teacher may take note of
the following areas: some observations related to the
strategies explored effective practices and problems
encountered after utilizing the
materials used
B. Teacher’s different strategies, materials
Remarks learner engagement/ used, learner engagement and
interaction other related stuff.
others Teachers may also suggest ways
to improve the different activities
explored/ lesson exemplar.
Reflection guide or prompt can be on: Teacher’s reflection in every
▪ principles behind the teaching lesson conducted/ facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
C. Teacher’s ▪ students consider this as an input for the
Reflection What roles did my students play in my lesson? LAC/Collab sessions.
What did my students learn? How did they learn?
▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

Prepared By: Checked By: Noted By:

ALYSSA NIKKA M. SEMBRANO DINNA A. PLATON OLIVER P. CALIWAG

Teacher I Head Teacher IV Principal III