6
Learner’s Material First Edition, 2013 ISBN: ___________ Republic Act 8293, Section 176 states that: No copyright shall subsist in any work of the Government 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 or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Secretary: Bro. Armin A. Luistro, Luistro , FSC Undersecretary: Yolanda S. Quijano, Quijano , PhD Assistant Secretary: Secretary: Elena R. Ruiz, Ruiz , PhD Development Team of the Learner’s Material Consultant: Andres Z. Taguiam, Taguiam, Phd. Student Teacher Supervisor, Technological University of the Authors: OfeliaF. Bernardo, Bernardo, Jones Rural School, Jones, Isabela May Martinez-Leano, Martinez-Leano, Bukig National Agricultural & Technical School, Bukig, Aparri, Cagayan Mario S. Donio, Donio, Educational Program Specialist I, Division of Saraggani William V. Engay, Engay, Head Teacher III, Itwais National Agricultural High School, Basco, Bataan Levi P. Siazar Head Siazar Head Teacher VI, F.F. Halili National Agricultural School, Sta.Maria, Bulacan Validators/Reviewers: Pedrito S. Nitural, PhD Central Luzon State University Science City of Munoz, Nueva Ecija Rey G. Aleman Language Editor: Naida U. Rivera, Rivera, PhD Department of English, UP Diliman Campus, Quezon City Illustrator : Illustrator : Erich David Garcia Principal I, National High School, Macabebe, Pampanga Subject Specialists and Management: Emmanuel S. Valdez, Valdez, Vocational School Administrator Albert B. Erni, Education Erni, Education Program Specialist II Layout Artists/Encoders: Jocelyn M. Gamo,Teacher Gamo,Teacher I, F.F. Halili NAtiona Agricultural School Joel G. Castillo, Castillo, Teacher I, F.F. Halili NAtional Agricultural School Printed in the Philippines by ____________ Department of Education-Instructional Materials Council Secretariat(DepEd-IMCS) Office Address:
nd
2 Floor Dorm G, Philsports Complex, Meralco Avenue, Pasig City, Philippines 1600
Telefax:
(02) 634-1054, 634-1072
E-mail Address:
[email protected]
7
Learner’s Material First Edition, 2013 ISBN: ___________ Republic Act 8293, Section 176 states that: No copyright shall subsist in any work of the Government 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 or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Secretary: Bro. Armin A. Luistro, Luistro , FSC Undersecretary: Yolanda S. Quijano, Quijano , PhD Assistant Secretary: Secretary: Elena R. Ruiz, Ruiz , PhD Development Team of the Learner’s Material Consultant: Andres Z. Taguiam, Taguiam, Phd. Student Teacher Supervisor, Technological University of the Authors: OfeliaF. Bernardo, Bernardo, Jones Rural School, Jones, Isabela May Martinez-Leano, Martinez-Leano, Bukig National Agricultural & Technical School, Bukig, Aparri, Cagayan Mario S. Donio, Donio, Educational Program Specialist I, Division of Saraggani William V. Engay, Engay, Head Teacher III, Itwais National Agricultural High School, Basco, Bataan Levi P. Siazar Head Siazar Head Teacher VI, F.F. Halili National Agricultural School, Sta.Maria, Bulacan Validators/Reviewers: Pedrito S. Nitural, PhD Central Luzon State University Science City of Munoz, Nueva Ecija Rey G. Aleman Language Editor: Naida U. Rivera, Rivera, PhD Department of English, UP Diliman Campus, Quezon City Illustrator : Illustrator : Erich David Garcia Principal I, National High School, Macabebe, Pampanga Subject Specialists and Management: Emmanuel S. Valdez, Valdez, Vocational School Administrator Albert B. Erni, Education Erni, Education Program Specialist II Layout Artists/Encoders: Jocelyn M. Gamo,Teacher Gamo,Teacher I, F.F. Halili NAtiona Agricultural School Joel G. Castillo, Castillo, Teacher I, F.F. Halili NAtional Agricultural School Printed in the Philippines by ____________ Department of Education-Instructional Materials Council Secretariat(DepEd-IMCS) Office Address:
nd
2 Floor Dorm G, Philsports Complex, Meralco Avenue, Pasig City, Philippines 1600
Telefax:
(02) 634-1054, 634-1072
E-mail Address:
[email protected]
7
MATRIX OF CONTENTS Quarter 1 Personal Entrepreneurial Competencies (PEC’S) Across Environment and Market Lesson 1: Entrepreneurship And Personal Entrepreneurial Competencies (PEC’S) Introduction Learning Competencies/Objectives Pre-Diagnostic Assessment Reading Resources And Instructional Activities What to know? What started businesses? Need-Based Business Opportunities Supply Of Raw Materials Is Abundant In The Locality What Makes Up A Successful Entrepreneur? Characteristics Of Successful Entrepreneurs Lifestyle Of Successful Entrepreneurs The Personal Entrepreneurial Competencies (PEC’S) Of Successful Entrepreneurs What to process? What to reflect and understand? What to transfer? Summative Assessment Summary/Synthesis/Feedback References Personal Entrepreneurial Competencies (Pec’s) Across Market And Environment Lesson 2: Understanding The Market And EnvironmentOf Businesses Introduction Learning Competencies/Objectives Pre-Diagnostic Assessment Reading Resources and Instructional Activities What to know? 8
Common Characteristics of a Business Market The Legal Forms of Business The Different Industries in the Country Today Checking the Needs, Wants, and Demands of the Market Through Environment Scanning Process Determining the 4M’S of Production The Importance of Acquiring a Start-up Capital Factors in Selecting the Best Business Location Hiring and Training Personnel Registration of a New Business Practicing Simple Record Keeping What to process? What to reflect and understand? Supplementary Reading: The SWOT What to reflect and understand? What to transfer? Supplementary Reading: The Business Plan Summative Assessment Summary/Synthesis/Feedback References Quarter 2 Conducting Pre - agricultural Farm Operations Lesson 3: Preparing Farm Tools, Implements, and SimpleEquipment for Agricultural Farm Operations Introduction Learning Competencies/Objectives Pre-Diagnostic Assessment Reading Resources and Instructional Activities What to know? Hand Tools Farm Implements Farm Equipment Other Materials, Tools, and Equipment 9
Conduct beginnning inventory of tools, implements, and simple equipment Pre-operative Check-up of Farm Tools, Implements, andEquipment What to process? What to reflect and understand? What to transfer Summative Assessment Summary/Synthesis/Feedback References Quarter 3 Conducting Pre-Agricultural Farm Operations Lesson 4: Preparing and Maintaining Farm Tools, Implements, Simple Equipment, and Facilities Introduction Learning Competencies/Objectives Pre-Diagnostic Assessment Reading Resources and Instructional Activities What to know? Safety Precautions in Handling Farm Facilities Types of Hazard Risk Management Principles of HACCP Types of Maintenance 5M’s in Maintenance Maintenance Schedules and Checklists Safety Rules in Maintaining Tools Practice 5S What to process? What to reflect and understand? What to transfer? Summative Assessment Summary/Synthesis/Feedback References
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Quarter 4 Conducting Pre-Agricultural Farm Operations Lesson 5: Securing Farm Tools, Implements, Simple Equipment, and Facilities Introduction Learning Competencies/Objectives Pre-Diagnostic Assessment What to know? Reading Resources and Instructional Activities Maintaining Farm Facility How to Clean Your Tools Simple Repair and Modification of Tools and Implements Installation of Preventive Structure Prepare Farm Facilities and Equipment for Storage Storage of Hazardous Products What to process? What to reflect and understand? What to transfer? Summative Assessment Summary/Synthesis/Feedback References
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AFA – AGRICULTURALCROP PRODUCTION GRADE 9 TEACHER’S GUIDE K-12 BASIC EDUCATION CURRICULUM TRAINING REGULATION-BASED TECHNOLOGY AND LIVELIHOOD EDUCATION AGRI-CROP PRODUCTION (SPECIALIZATION) _____________FIRST QUARTER _____________ DEVELOPING PERSONAL ENTREPRENEURIAL COMPETENCIES (PEC’s) ACROSS MARKET AND ENVIRONMENT
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Grade Level Standard This is a specialization course which leads to HORTICULTURAL-CROP PRODUCTION (Training Regulation-based). It covers the Grade 9 Technology and Livelihood Education (TLE) studentsought to possess namely: 1. develop Personal Entrepreneurial Competencies (PEC’s) across market and environment,2. prepare farm tools, implements and simple equipment for horticultural farm operations, 3.perform simple repair and modification of tools, implement, and equipment, 4. observe safety precautions in horticultural farm operations, 5. maintain farm facilities, HORTICULTURE leading to NC II Qualification consisting of the core competencies in which students must achieve in conducting pre-horticultural farm operations.
LESSON 1. Entrepreneurship and Personal Entrepreneurial Competencies (PEC’S) CONTENT STANDARD
LEARNING COMPETENCIES/OBJECTIVES
The learner demonstrates understanding of one’s Personal Competencies (PEC’s) across horticultural products and services
1. Identify the different factors to be considered in setting up a business
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2. Assess one’s PEC’s, in terms of, characteristics, lifestyle features , and skills 3. Assess practitioner’s entrepreneurial competencies, in terms of, characteristics, attributes, lifestyle, skills, and traits
PERFORMANCE STANDARD The learner recognizes his/her Personal Competencies (PEC’s) across horticultural products and services and prepares an activity plan that aligns with that of a practitioner/entrepreneur in Horticulture
Introduction Everybody loves to earn money and accumulate wealth and in the present times, we have many ways to achieve it. The most common way is to offer good quality agricultural products and services to your friends and to other people in the community and even in the online arena that can cover a global market. All the business activities undertaken in selling products and services to people is known as entrepreneurship and the one who manage these business activities is an entrepreneur. Students are encouraged to develop skills required in entrepreneurial activities. Many wealthy people in the country had started in small and community-based entrepreneurial activities.
Pre-/Diagnostic Assessment: This Pre-Diagnostic Assessment must be conducted after the brief introduction of the lesson and before the discussion of the talking points. Direction: Choose the letter of the correct answer. Do not write your answer on this manual. The highlighted choice is the key answer. 1. Which of the following is a common activity of an entrepreneur? A. Advocate against global warming B. Deliver goods and services to the market C. Volunteer in a community clean-up activity D. Preach in different churches or group of churchgoers 2. The saying “Necessity is the mother of all inventions” means A. Necessity is invented by mothers B. Our mother told us what we really need C. Basic commodities are made for mothers D. Basic commodities are made to satisfy our needs 3. What really makes up a successful entrepreneur? A. Ability to study a market B. Ability to act like a customer C. Knowledge, skills, and money D. Knowledge, skills, and attitude 13
4. People who always feel positive in every effort in order to achieve something are known to have A. Courage C. Self-confidence B. Optimism D. Self-control 5. A set of skills that entrepreneurs must possess to take control of the challenges in business is known as A. Personal business capacities B. Personally preferred competencies C. Professional enterprise competencies D. Personal entrepreneurial competencies 6. Information seeking and goal setting belongs to what PEC’s cluster? A. Achievement cluster C. Planning cluster B. Empower cluster D. Power cluster 7. Which of the following best describes a risk-taker? A. Accomplish targets on time as agreed with customers B. Paying keen attention to the needs and demands of people C. Anticipating a loss and countering it with feasible alternatives D. Acting as the prime mover of resources in the achievement of objectives 8. Systematic planning and monitoring includes the following except one A. Set calculated goals and objectives B. Make a well organized plan with clearly defined methods C. Be logically flexible for the emergent constraints, challenges, and needs D. Periodic gap-proof monitoring and response activities must be scheduled to determine emergent constraints, challenges, and needs 9. When entrepreneurs face a significant obstacle with a well planned action, they have Personal Entrepreneurial Competency known as A. Initiative C. Persuasion B. Persistence D. Risk-taking 10. Luis is good in convincing his customers that his product is not only of best quality but also safe to use. Many of his customers bought and even return to buy more of the product because they want to share it to their friends. What personal entrepreneurial competency does Luis has? A. Persuasion B. Goal setting C. Self-confidence D. Demand for efficiency and quality
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Activity #1: KNOWLEDGE This activity must be conducted by the students because this is a prerequisite of the succeeding activities.
Directions: Before immersing ourselves into the exciting discussion about setting up and running a business in the most sustainable ways, we will first do inspiration-drawing activity through the conduct of casual interviews with entrepreneurs in the community. Look for a partner in doing this. Identify 3 retailers, 3 service providers, and 1 producer. Use the template below for the interview and in tracking the answers of the selected entrepreneur-respondents. Discuss the responses with your partner and present to your class a brief analysis/report of the interview.
Responses of Entrepreneurs Interview Guides Students’ guide questions to be used but not limited to the following:
Retailers For example, Fruit and Vegetables Vendors, Ornamental Plants Retailers
Service Providers For example, Plant Rental Services, Landscaping Services, Landscape Maintenance Services
Why did you choose this business? How did you start it? What are the challenges you met? How did you counter all those challenges? Did you experience losses? How did you respond to losses? Can you share some strategies in keeping 15
Producer (commercial scale) Producer of Vegetables, Fruits,Seedlings of Fruit Trees, Ornamental and Flowering Plants,
Comments Our reactions to entrepreneurs responses
customers? What personal qualities help this business flourish up to now? Are you afraid of your competitors? Why? Can you give us some pieces of entrep-based advice? NOTE: Tell your students to keep their output. They will ne d this in the next activities.
TEACHER’S TALKIN
POINTS:
You will discuss this to the class preferably with the use of a digita l technology or in its absence a class facilitati n using 4A’s will be used. In your ac tivity phase, please encourage students to utili ze reusable papers. Always put in your mind that a teacher starts a class with the end i n mind; inspire the students
WHAT STARTED BU INESSES? A popular adage t hat says, “Necessity is the Need-based business op ”ortunities mother of all invention simply means that we develop technologies to roduce something that will answer mankind’s diverse needs. In 1980’s the most popular way of long istance communication is through a snail mail, t legraph, or long distance telephone calls which is ot only expensive but also consume much of our time. Because there is a need for faster communication f lows as global economy has grown into scale, cellular phones came to the market to answer our communic tion-related needs. Today, global communication is already at the tip of our fingers.
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SUPPLY OF RAW MAT RIALS IS ABUNDANT IN THE LO ALITY Business investors re happy if the raw materials and othe resources are readily available in the community. Courtesy to www.powerscandy.com
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ourtesy to www.imagejuicy.com
Aside ide fro from sec secure ured volu volume of quantity, ty,this opportunity ity is ch aper as when the entrepreneur outsource pr duction inputs from other places.
WHAT MAKES UP A UCCESSFUL ENTREPRENEUR Knowledge alone d es no nott gu guar aran ante tee e succ succes ess s in a bu busi sine ne ss. Skills developed can greatly help in the pro uction uction proces process s but itit is not not an assura assuranc nc to the sustainability of the business business as well. well. I t takes right attitude combined with a equate knowledge, competitive skills, and u held passion to make significant re venues, profit, and sustainability of the chosen business.
Accomplished entre preneur ha have so much to to sh share to busi ess enthusiasts like us. us. Man Many y are are no nott bor born n wi wi th a sil silve verr spo spoon on me mean anin ing g mo most of th th m came from poor families families.. They They have have pass passio io to prod produc uce e and and sell sell to an ide identif ntifie ied d ma ket or even to serve target clients which contri uted to their success. Likewise, they accumulated wealth because they possess ent epreneu epreneurialc rialchara haracter cteristic istics, s, lifestyles, lifestyles, an
skills, suited to their
chosen businesses.
CHARACTERISTICS
F SUCCESSFUL ENTREPRENE RS
The set of character istics common common to entrepre entrepreneu neurs rs who exc l in their Courtesy to businesses are the f ollowing:
1
2
3
Optimis
Self-confide ce
Self-contr l
Be a someon someone e who who alway always s fe fe l positive in every effort in order to achieve someth ing.
Once the plan to do entrepre eurial activities is ready to be started, assure yo rself to overcome ris risks and ma man ny othe herr for for ms of business constraints.
In any situations that needs to be handled, never rea react imm imme ediat iately. ly. Ins Inste tea ad re resp nd to the situation in the most legal and beneficial ays.
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4
5
6
7
8
Courage
Be a risk-taker with alternative courses of action on hand. Business risks are always there however, one’s readiness to face, reduce or eliminate it depends on how brave you can be.
Commitment
Sustain every effort you have started. Profit may dwindle in the most unacceptable way but never hesitate to invoke your right to persist and regain a lost glory.
Creativity
Do not stay inside a box which means go out and flaunt your potential to be effectively different. Use your imagination to create marketable ideas and push it. If you thought of a potentially good ones, be the first to act upon it. Chances are, others’ have thought about it, too.
Well-defined values
Be precise in your principles or standards. Goals coated with well defined values provide guidance to what your business must achieve with reduced inconveniences.
High energy level
Competitive entrepreneurs are fueled to succeed. Passion in the endeavor is an energy enhancer. Success in business comes from being passionately energetic.
9
Leadership ability
10
Desire for responsibility
11
Decision-making skills
Guide, direct and influence people according to what benefits the business. People and the many ways you may lead them can spell success or failure of your business.
As a business leader, you are accountable to everyone and everything in the business including your strategies. Value everything and everyone as you value oneself One’s ability to choose good decision may be innate or experience-based. Learn the art and the systematic and methodical process of decisionmaking. Good decisions must be sensible and culture-sensitive 18
12
13
14
Pay close attention to what the market generally is saying to your products or services. The ultimate Desire for consumer of the product and services must be heard immediate feedback and become the bases of further product or services development Develop a competitive attitude. Right pricing and quality-based product development or service Strong desire to delivery will draw more business revenues. Work achieve with the goals in mind and take the best way to achieve them Bad experiences in business should never be taken as traumatic. Options that supposedly had prevented Ability to learn from those to happen must be noted and archived. past failures Benchmarked on past experiences to know which decision to take.
Elizabeth Bowen (1899 Bowen (1899 - 1973) an Irish novelist and short-story writer, wrote, “The best that an individual can do is to concentrate on what he or she can do, in the course of a burning effort to do it better”.
LIFESTYLE OF A SUCCESSFUL ENTREPRENEURS People
who
plan
to
live
in
the
world
of
entrepreneurship will live a life different from that of an ordinary citizen. They adapt to the new lifestyles gradually and professionalize every task embedded into it. They follow established standards and even customize some to fit to the tasks particular to a business type. As the business is sustained and entrepreneurs developed expertise in all tasks including constraints and problem solution, excellent Courtesy to
decision making is easier to achieve.
According to Valdez, et. al, the following are the common lifestyle features of an entrepreneur:
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A sense of freedom and control
It is one of the highest lifestyle considerations that entrepreneurs must adapt. Although inspired by their freedom to lead and control all elements of the business, they must exercise careful in choosing the right course of actions and decisions to take.
Flexibility of time
Choosing their own time for work is a privilege of entrepreneurs. This feature will allow them to choose thei most productive time.
Energy and stamina
Family support
Entrepreneurs are the greatest asset of their businesses, a check and balance between the actual accomplishment of tasks and physical and mental work capacity must be established. Rest and relaxation can help maintain good physicality and overall health. Proper stress management is also of primal importance. A family does not only serve as inspiration but also as a group of people to oversee the welfare of the entrepreneurs. Suggestions and recommendations of a family member must be carefully considered.
Remember that seeking advise from specialist is helpful in Professional support decision making process. There are people more informed than us in a particular area of expertise.
THE PERSONAL ENTREPRENEURIAL COMPETENCIES (PECS) OF SUCCESSFUL ENTREPRENEURS There are two major reasons why many people failed in their attempt to do entrepreneurial activities. First, people who are starting entrepreneurial activities may only have insufficient experiences to address the problems posed by the numerous external business constraints. Second, they lack sufficient skills to lead the people and make the products and services competitive in the market. Low profit of the business will create consequent problem and many more problems in the future. Thus, anyone who wants to succeed in a business arena must be equipped with the 20
different Personal Entrepreneurial Competencies or PEC’s, a set of skills that entrepreneurs must possess to take control of the challenges in business. PEC’s are the key abilities of entrepreneurs’ success in business. PEC’s are clustered into three clusters according to its area of application:
Achievement Cluster
Pay attention to the needs and demands of people Never procrastinate. Act immediately on marketable ideas The common business are well competed in the market while unique ones offer lower competition resulting to higher revenues and profit
•
Opportunity Seeking and Initiative
• •
Calculate risks by identifying the most beneficial alternative courses of action to minimize effect of risks in the net profit Be proactive. Anticipate a loss and counter it with feasible alternatives In business realities, seasoned entrepreneurs sometimes take riskier business to get higher profits
•
Risk Taking
•
•
Demand for Efficiency and Quality
Perform business tasks better, faster, cheaper, but do not put safety and quality aside Accomplish tasks by meeting or exceeding standards of excellence
•
•
Face a significant obstacle with a well plan of action Identifies a good alternative to every decision to meet challenge or overcome an obstacle Act as the prime mover of resources in the achievement of goals and objectives
• •
Persistence
•
Commitment to the Work Contract
Offer personal sacrifices or give extraordinary efforts in completing tasks Accomplish targets on time, as agreed, to keep customers satisfied
•
•
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Planning Cluster
Gather data and information or feedbacks from clients, suppliers, and competitors and use those for the improvement of products or services Study the market personally for innovation of new product development Talk with experts for technical advice
•
Information Seeking
•
•
Sets goals and objectives which are specific and must guarantee customer satisfaction Set calculated goals and objectives
•
Goal setting
•
Systematic Planning and Monitoring
Make a well organized plan with clearly defined methods Be logically flexible for the emergent constraints, challenges, and needs Periodic gap-proof monitoring and response activities must be scheduled to determine emergent constraints, challenges, and needs
• •
•
Power Cluster Persuasion and Networking
Independence and self- confidence
Always ready to give facts and benefits to convince customers to patronize products and services offered. To accomplish the business objectives, key people can be used as agents or channels to hasten product and services delivery to customers Develop self-trust in the attainment of goals and objectives Do not need external approval before acting on constraints and challenges. Being consultative does not purely mean dependence on others’ advice. An entrepreneur must be brave enough to use one’s ability to chose which alternative course of action is the appropriate decision.
•
•
• •
PROCESS/SKILLS Read the instructions to your students. Discuss the matrix prior to the start of the activity. Other instructions are embedded in the matrix. This activity must be conducted by the students because this is a prerequisite of the succeeding activities. Tell the students to prepare a presentation and feedbacking will be allowed.
22
Activity #2: This is a self examination activity. After knowing the different characteristics that an entrepreneur must possess, examine yourself if you have these characteristics too. Simply put check (/) if that particular characteristic is present in you or an x (X) if you do not possess it. Comment on your own status by giving possible options that can help you acquire it.
Do I have this? YE NO S (X) (/)
Characteristics of an entrepreneur
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Realizations (What are my options?)
Optimism Self-confidence Self-control Courage Commitment Creativity Well-defined values High energy level Leadership ability Desire for responsibility Decision-making skills Desire for immediate feedback Strong desire to achieve Ability to learn from past failures
UNDERSTANDING Discuss the matrix with the class. This activity must be conducted by the students because this is a prerequisite of the succeeding activities.
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Tell the students to prepare a presentation and feedbacking will be allowed.
Activity #3: Consider the PEC’s of successful entrepreneurs. Compare these competencies with you. As a growing individual can you develop these in yourself?
Do I have
Realizations
this?
(If Yes how can I improve
Competencies of an entrepreneur
this?) YES
NO
(/)
(X)
(If NO what will I do acquire it)
Opportunity Seeking and Initiative Risk Taking Demand for Efficiency and Quality Persistence Commitment to the Work Contract Information Seeking Goal setting Systematic Planning and Monitoring Persuasion and Networking Independence and self-confidence
TRANSFER The general directions as well as the embedded ones must be carefully discussed. Tell the students to prepare a presentation and feedbacking will be allowed. Students are required to conduct an End-Of-The-Activities Report for archiving as well as future reference.
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Activity #4: Let us match the result of our Activity #1 with the standard characteristics, lifestyle, and skills of our interviewees. Do you think that their businesses will be sustained? Support your answer and present it to the class. Use the results gathered in Activity #2 and Activity #3 to help you analyze and forecast the sustainability of their businesses. Other instructions are embedded in the matrix.
Personal Entrepreneurial Competencies (PEC’s)
Responses of Entrepreneurs Producer Service Retailers (commercial Providers scale) REFER TO THE RESPONSES IN ACTIVITY #1. Check if the Respondents above possess the PEC’s enumerated in the first column. Put check (/) if observed and x(X) in not observed
Opportunity Seeking and Initiative Risk Taking Demand for Efficiency and Quality Persistence Commitment to the Work Contract Information Seeking Goal setting Systematic Planning and Monitoring Persuasion and Networking Independence and self-confidence GENERAL ANALYSIS Sustainability of business (Do you think the entrepreneur-respondent can sustain their businesses? Enumerate your justifications)
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Lifestyles of Entrepreneurs
Responses of Entrepreneurs Producer Service Retailers (commercial Providers scale) REFER TO THE RESPONSES IN ACTIVITY #1. Check if the Respondents above possess the lifestyle features enumerated in the first column. Put check (/) if observed and x(X) if not observed
A sense of freedom and control Flexibility of time Energy and stamina Family support Professional support GENERAL ANALYSIS Sustainability of business (Do you think the entrepreneurrespondent can sustain their businesses? Enumerate your justifications)
Finally, make a matrix of recommendations in order to sustain the respondents’ respective business:
EntrepreneurRespondent
Recommendations (Give recommendations, as options 1 and 2, for the sustainability of the respondents entrepreneurial activities) Option 1 Option 2
Retailer Service Providers Producer (Commercial Scale)
SUMMATIVE ASSESSMENT MUST BE CONDUCTED The diagnostic test material will be used for this purpose, however, teacher may customize questions to expand the number of items provided that questions asked must cover KNOWLEDGE, PROCESS/SKILLS, and UNDERSTANDING.
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SUMMARY/SYNTHESIS/FEEDBACK
We have studied the different elements necessary in setting up a business as well as acknowledged the different factorsinfluencing the different entrepreneurial activities. Of course, most of us perceive business as a complex activity. The market is so diverse and if we fail to consider one factor which directly affects our business, we will have to face lots of challenges as consequences. Albeit challenging, we must remember that wealth accumulation as a return of our legal investments will also give others opportunities through employment or avail from our products and services. The
different
characteristics,
lifestyle,
and
Personal
Entrepreneurial
Competencies or PEC’s of successful entrepreneurs we learned will surely inspire us to do our best to start our own business. Be optimistic and take the risks. Use the PEC’s we learned and progress into a life full of challenges that will hone us to become one of the most successful entrepreneurs, one of these days. Good luck guys! References: http://www.businessdictionary.com Microsoft® Encarta® 2009. © 1993-2008 Microsoft Corporation Albarico J.M., Celarta C.B, Fernando E., and Valdez E.S. 2011. Agriculture and Fishery Arts I. United Eferza Academic Publications, Co., BagongPook, Lipa City, Batangas 4217.
end of lesson 1 27
_______ ______FIRST QUARTER ___________ _ DEVELOPING PERS NAL ENTREPRENEURIAL COMPETENCIES (PEC’s) AC OSS MARKET AND ENVIRONMENT
AFA – HORTI C K-1 TRAINING REGULATIO HO
OP PRODUCTION GRADE 9 TEACHI G GUIDE BASIC EDUCATION CURRICULUM -BASED TECHNOLOGY AND LIVELIH OD EDUCATION TICULTURAL CROP PRODUCTION (SPECIALIZATION)
_______ __Lesson 2FIRSTQUARTER _______ __ DEVELOPING PERS NAL ENTREPRENEURIAL COMPETENCIES (PEC’s) AC OSS MARKET AND ENVIRONMENT
Grade Level Standard
This is a specialization course which leads to HORTICULTU AL CROP PRODUCITON (Training R egulation based). It covers the Grade 9
echnology and
Livelihood Education (TLE) studentsought to possess namely: 1. D velop Personal Entrepreneurial Competen ies (PEC’s) across Market and Environ ent,2. Prepare farm tools, implements and sim le equipment for Horticultural farm opera tions, 3.Perform simple repair and modificat ion of tools, implement, and equipment, . Observe safety precautions in Horticultural Farm Operations, 5. Maintain farm facilit ies, 6. HORTICULTURE leading t o NC II Qualification consisting of the cor e competencies in which students must achie e in conducting pre-horticultural farm op erations.
LESSON 2. Underst nding The Market And Environment Courtesy to
28
f Businesses
CONTENT STANDARD
LEARNING COMPETENCIES/OBJECTIVES 1. Determine the common characteristics of a business market 2. Identify the legal forms of business 3. Describe the different industries in the country today 4. Map and analyze the opportunities offered by the industries in the community 5. Check the needs, wants. and demands of the market through environmental scanning process 6. determine the 4M’s of production 7. Discuss the importance of acquiring a start-up capital 8. Make a business plan 9. Apply the standards in selecting the best business location 10. Assess the internal and external environment of the business through Strength, Weaknesses, Opportunities, and Threats method of business assessment 11. Practice simple record keeping
The learner demonstrates understanding of Market and Environment across Horticultural products and services PERFORMANCE STANDARD
The learner independently generates a business idea related to Horticulture based on the analysis of environment and market in Horticulture
Introduction Entrepreneurs with enough knowledge and background in the market and environment where their businesses operate will have better strategies and decisions and will find it easier to sustain business activities. The intended market of a particular product and service must be carefully studied before and during the actual operations of the business. Many entrepreneurs failed because of a very simple reason; there is no enough information gathered about the target market, consequently, they incurred so much losses leading to bankruptcy.
Pre-/Diagnostic Assessment: This Pre-Diagnostic Assessment must be conducted after the brief introduction of the 29
lesson and before the discussion of the talking points. Direction: Choose the letter of the correct answer. Do not write your answer on this manual. The highlighted choice is the key answer. 1. It is a group of people with economically important needs and demands which opens entrepreneurial opportunities to everyone. A. Environment C. Geography B. Ethnicity D. Market 2. This type of business is owned by only 1 person. A. Cooperative C. Partnership B. Corporation D. Sole Proprietorship 3. Which of the following is not considered an emerging industry in the Philippines? A. Agribusiness C. Creative Industries B. Power and utilities D. Renewable Energy 4. In the 4M’s of production, which M refers to the persons in the business known as the labor force? A. Machines C. Materials B. Manpower D. Money 5. The process of recording the money received and spent by the operations of the business is known as A. Bookkeeping C. Administering B. Booking D. Posting 6. Which combination is focused to the assessment internal of the business? A. Opportunities and threats C. Strengths and Threats B. Strengths and weaknesses D. Weaknesses and Threats 7. Which combination is focused to the assessment external of the business? A. Opportunities and threats C. Strengths and Threats B. Strengths and weaknesses D. Weaknesses and Threats 8. Place the indicators found inside the box at the right into the third column of the matrix at the left. Group the indicators correctly. Group A
Part Of Business Plan Production Plan Marketing Plan
B
_________ _________
A. Competitors analysis B. Product description C. Maintenance and repair D. Promotional strategies E. Sources of equipment F. Terms and conditions of purchase
Which of the following is the correct grouping of the six indicators in the box? A. C . Group
Part Of Business Plan
Group
Part Of Business Plan
A
Production Plan
A, B, D
A
Production Plan
C, D, A
B
Marketing Plan
C, E, F
B
Marketing Plan
B, E, F
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B. D. Group
Part Of Business Plann
Group
Part Of Business Plan
A
Production Plan
A, C, E
A
Production Plan
C, E, F
B
Marketing Plan
D, B, F
B
Marketing Plan
A, B, D
Which business principle is applicable in products and development and marketing? A. Pay attention to the needs and demands of the market. B. Your own needs and demands are the same with others. C. Follow the result of a national survey of needs and demands. D. Ask researchers in other communities about their needs and demands. 9. What is the reason why an aspiring entrepreneur must make a sound and impressive business plan? A. A sound and impressive business plan commands tax rebates. B. A sound and impressive business plan attracts more customers. C. A sound and impressive business plan is likely to be approved for a loan package. D. A sound and impressive business plan can improve a particular segment of amarket.
This is our first activity: KNOWLEDGE This activity must be conducted by the students because this is a pre-requisite of the succeeding activities. Tell your students to keep their output. Activity #1: Directions: Let us do simple community mapping activity to develop a barangay-based market profile. Use the template below in posting accurate and relevant data of our barangay. Dimension Market demographics Number of businesses
Data to be gathered Number of households Number of Retailers of various products Number of wholesalers of various products Number of producers (specify products) Number of service-based businesses
Data
TEACHER’S TALKING POINTS: You will discuss this to the class preferably with the use of a digital technology or in its 31
absence a class facilitation using 4A’s will be used. In your activity phase, please encourage students to utilize reusable papers. Always put in your mind that a teacher starts a class with the end in mind; inspire the students 1. COMMON CHARACTERISTICS OF A BUSINESS MARKET Market refers to a group of people with economically important needs and demands which
opens
entrepreneurial
or
business
opportunities to everyone. Market is a socially, politically, and economically organized people whose needs and demands are based on tradition, culture, and
technology.
Enumerable
business
opportunities are open in a market. Their needs and demands are enormous depending on the class of people being referred to. These classes of people are known as market segments. These may be high-end, middleend, and low-end market segments. Each segment will have varying needs of various Courtesy to
products and services. Entrepreneurs must be skillful enough to address needs and demands of the market. Many successful entrepreneurs’ secret of success is just paying attention to the markets’ needs and demands and later they accumulated so much wealth. A need or demand-based business will always have a share of market. 2. THE LEGAL FORMS OF BUSINESS There following are 3 legal forms of business and their characteristics, advantages and disadvantages: Forms Sole Proprietorship
Characteristics Owned by only 1 person who is responsible for the whole business The owner can assume the role of manager, finance officer, and worker
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2 persons have combined resources
Advantages Very easy to establish Decision comes from 1 person only
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Disadvantages Owner-manager is required to render full operation time No one else can share in the financial burden of the owner In case of financial instability, the firm can dissolve easily. Decision making is shared between the
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Comparatively easy to
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and skills Any of the 2 partner can act as financier or manager They can also share responsibilities and roles in the business operations 2 or more persons own the business Aside from f rom the owners, many people known as shareholders, are engaged in a corporation through their investment known as shares or stocks
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Partnership
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Corporation
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establish There is check and balance among partners only
two owners In times of partner conflict, the business is at risk Limited funding may constraint business operations
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Business risks are shared by many people If business is good, growth is maximized due to bigger capital Burdens in the operations are shared by various specialized individuals
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The complex organizational set-up impose a long line of more expensive ways of control Complex decision making process will delay operation
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3. THE DIFFERENT INDUSTRIES IN THE COUNTRY TODAY There are many established and emerging industries in the country. Having mapped all of those in the community will give a would-be entrepreneur a chance to examine what entrepreneurial opportunities it would bring to the community. Once these Courtesy to opportunities are identified, entrepreneurs will lay down their plan of actions and then start the business activities. Courtesy to
The following are the key industries distributed all over the country. Some or may be all of them are located in your locality: 1. 2. 3. 4. 5. 6.
Agribusiness Cyber services Health and Wellness Welln ess Hotel, Restaurant and Tourism Mining Construction
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7. Banking and Finance 8. Manufact ring 9. Owne Owners rshi hi Dwellings and Real state 10. Transport and Logistics 11. Wholesal and Retail Trade 12. Overseas Employment 13. Creative I dustries W e also have emer ing industries: 14. Creative I dustries 15. Diversifie /Strategic /Strategic Farming and Fishing 16.. Pow 16 Power an Utilities 17.. Ren 17 Renew ewab abll e Energy
4. C CH HECKING THE N EDS AND DEMANDS OF THE M ARKET THROUGH ENVIRONMENTAL SCANNING ROCESS The needs and d emands of the community can be
etermined through
environmental scanning. In th this proces cess, an aspir spirin ing g en entr tre epre eur must make a tho thorou rough exam examin inat atio ion n of of t he target market before a particular bu siness is set. Many eleme men nts of the tar target ma ket can change change from month month to month month o r year to year, thus, updated ted da data an and d in inform forma at ion of the following must be gath ga ther ered ed shal shalll bec beco ome t e bases of setting up the planned business. a. Demographic data such population size, growth rate. b. List of comp titors which is available in the Departm tme e nt of Trade and Industry. c. List of Sup liers which can also be sourced from Department of Trade and Industry. d. Result of a
eliable eliable Mini Mini Survey Survey using using conside considerabl rabl e samples of target
market.
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5. THE 4M’S OF PRODUCTION
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Raw materials, whether local or outsourced, are processed into goods to be sold to an identified market or segments of the market. This economic activity is referred to as production.
Success in production is strictly determined with four (4) factors popularly known as the 4M’s:
Manpower
Refers to all persons in the business who are also popularly called labor force. That means the word manpower includes the entrepreneur himself.
Money
It is known to be the life juice of the business and has to do with the economic status of the business. These can be in paper bills or coins, generally used to pay for goods and services, repayment of debts, and saving or restoring purchasing power of the business.
Materials
These can raw materials or finished products which shall undergo certain process or combined which shall end as the expected output of production.
Machines
Any semi or fully-automated devices that are used in converting raw materials into marketable products or outputs.
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6. THE IMPORTANCE OF ACQUIRING A START-UP CAPITAL Business capital, usually in the form of money, is an indispensable factor to start a new business. It is considered a working capital because it will keep the operations going. Entrepreneurs must secure enough capital to start and to sustain business operations.
Raising the needed capital is not a problem for the wealthy families. However, if Courtesy to you do not have the cash on hand yet, you need to consider favorable sources. Wouldbe entrepreneurs must carefully choose which capital source to take. Money lenders which offer high interest are always not a good choice. The following are the possible sources of the start-up capital for any types of businesses to be established:
SOURCES
Personal Savings
ADVANTAGES
No interest payment to be paid in case of bankruptcy, no one will run after the entrepreneur for legal actions
DISADVANTAGES
Usually it takes some time to save enough money to start a business
Entrepreneur has full control over future net profit generated.
Family Savings
Low or no interest at all will be charged to the would-be entrepreneurs Monthly amortization may not be charged depending on the agreements.
In rare cases, if problem exist between parties, capital may be taken in partial or at once by parents.
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External Sources, such as, banks and credit cooperatives
There are many well-reputed lending institutions, not loan sharks, in the community. 36
Monthly must be amidst
amortization paid even financial
Lending institutions can confidently lend adequate capital in exchange of a sound feasibility study.
difficulties enterprise.
of
an
Well-reputed lending institutions in the community can offer the following types of loans according to term of repayment:
Short-term loans
In this type of loan, monthly amortization which will include an low interest will be paid a one year or less. Advanced or on-time payment of monthly amortization increases trust Courtesyto and confidence Courtesy of a to bank on the entrepreneur. This good relationship will offer more opportunities to the entrepreneur.
Intermediate loans
Term of payment can range from one to tree years.
Long-term loans
Depending on the soundness of the feasibility or the established trust and confidence of the bank on the entrepreneur, terms of payment can stretch from four to ten years where lending policies of banks or credit cooperatives apply.
7. FACTORS IN SELECTING THE BEST BUSINESS LOCATION The following must be considered in choosing the right business location:
a. Nearness to target markets. b. Availability and quality of raw materials and supplies. Courtesy to
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c. Accessibility to consumers and transportation. d. Consider zoning and local ordinances. e. Availability of power and fuel sources. f. Taxation, such as municipal tax policies, other local fees and rates. Courtesy to
8. HIRING AND TRAINING PERSONNEL Before the actual operations of the business begin, hiring the right person for the right task must be considered. Your business plan will tell you how many workers you need for the start and how many will be hired again as the operations progress. Excess personnel will be an extra cost of the business and this condition must be avoided.
9. REGISTRATION OF A NEW BUSINESS New business must be registered in the name of legalities. Before you let your well-planned business rocks the market, the following official processes must be undertaken: Courtesy to
a. Register your official business name in the Department of Trade and Industry (DTI). b. Apply for a Mayor’s Permit to operate the business and the Municipal Business License of the business. c. Register your business at the Securities and Exchange Commission (SEC). The Articles of Incorporation and By-Laws are required for all corporations and for partnership. d. Register your business in the Bureau of Internal Revenue whereupon your business will be assigned a Tax Identification Number (TIN). e. Register your employees with the PhilHealth, PAG-IBIG, and Social Security System (SSS). Registration in other agencies which provide welfare and other 38
benefits must also be consulted and legally followed. Courtesy to
10. PRACTICING SIMPLE RECORD KEEPING
Entrepreneurs must be knowledgeable on the operations of the business. Although you are already the manager of the business, still you need to develop expertise in what all your workers are actually doing. This practice helps you monitor the to progress of your business and to carefully track the profit andCourtesy losses. Courtesy to
Record
keeping
coexists
with
bookkeeping. The latter is the process of recording the money received and spent by the operations of the business. The following are the most important activities in bookkeeping:
a. Keep and maintain records on a daily basis. b. Identify source of receipts. c. Record all incurred expenses. d. Keep complete records in all assets.
In order to maintain proper recording of business transactions keep supporting Courtesy to
documents namely; sales slips, paid bills, invoices, receipts, deposit slips, checks issued and cancelled. Payrolls must be kept too.
Generally, the benefits of recording system and the good records kept are the following: a. Easy monitoring of the success or failure of your business. b. Information needed to make decisions is provided and accessible. c. Information needed to take bank financing package is available. d. References for budgeting are at hand. 39
e. Easy preparation of income tax return. f. Easy computation of sales taxes. g. Profit distribution is facilitated by organized record keeping.
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PROCESS/SKILLS This activity must be conducted by the students because this is a prerequisite of the succeeding activities. Tell your students to keep their output. Read the instructions to your students. Discuss the matrix prior to the start of the activity. Other instructions are embedded in the matrix. Tell the students to prepare a presentation and feedbacking will be allowed.
Activity #2: Use the data in Activity #1 in this activity. Analyze and identify business opportunities as well as challenges these data can offer to aspiring entrepreneurs.
Dimension
Data to be gathered
Data
Number of Market households demographics Number of Retailers of various products
Number of wholesalers of various products Number of businesses Number of producers (specify products)
Number of servicebased businesses
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Business Challenges to Opportunities Aspiring Offered Entrepreneurs
UNDERSTANDING This activity must be conducted by the students because this is a prerequisite of the succeeding activities. Tell your students to keep their output. Discuss the SWOT matrix with the class. Tell the students to prepare a presentation and feedbacking will be allowed.
Activity #3: Choose one business opportunity identified in column 4. Carefully study the potential of that business idea. Use the SWOT guide below to accomplish this task. Present your SWOT Sheet to the class for critiquing and feedbacking. Be sure to record feedbacks given by the teacher and classmates.
Supplementary Reading: The SWOT Business ideas must be carefully analyzed prior to its actual operations. A popular way of doing this is to do business idea assessment through the use of the SWOT analysis. SWOT stands for Strengths, Weaknesses, Opportunities, and Threats. This technique will signal us either to continue the business idea because it is viable and profit is expected or to consider other options because the factors dominates the positive ones and this condition signals imminent losses for the proposed business. A SWOT sheet can look like this: Courtesy to
STRENGTHS Enumerate all business here
WEAKNESSES strengths
of
the
(These are internal positive qualities of the business idea that offers advantages and benefits to the aspiring entrepreneurs)
Enumerate all weaknesses of the business here (These are negative indications that deters the good future of the business idea probably contributory to business losses)
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OPPORTUNITIES
THREATS
Enumerate all opportunities of the business here
Enumerate all threats of the business here
(These are externat indications that offer chance for progress or advancement of the business)
(These are external indications of unfavorable situatons leading business to problems and other difficulties that will put profits into risks)
Bear in mind these simple rules for successful SWOT analysis. a. Be realistic about the strengths and weaknesses of your business when conducting SWOT analysis. b. SWOT analysis should distinguish between where your business is today, and where it could be in the future. c. SWOT should always be specific. Avoid any grey areas. d. Always apply SWOT in relation to your competition i.e. better than or worse than your competition. e. Keep your SWOT short and simple. Avoid complexity and over analysis f. SWOT is subjective. The second UNDERSTANDING-based activity This activity must be conducted by the students because this is a prerequisite of the succeeding activities. Tell your students to keep their output. Tell the students to prepare a presentation and feedbacking will be allowed. Activity # 4: Refer to your SWOT Sheet and make further analysis and this time the ultimate task is make decision whether to pursue the proposed business idea or consider other alternative businesses. There are two possible facets after the final decision will be made. First, pursue the business because the SWOT reveals more positive indications than negative ones or, second, disregard the business idea because there are more negative indications. Consequently, try another business idea and subject it into the same process of analysis. Make a presentation of your task and be proud to inspire others that you now have chosen a viable business idea chosen from the opportunities obtained from the data generated by the simply community mapping we did. 43
TRANSFER This is business planning. Make it simple and inspiring. Data to be assumed and used shall be based on the prevailing price in the community.
Tell the students to prepare a presentation and feedbacking will be allowed.
Collect a copy of the business plan for presentation, i.e. gallery walk, during the culmination activities. Invite community entrepreneurs to study the business plans
Activity #5: Since you have chosen 1 viable business idea already, it is just-in-time to develop an impressive Business Plan. Refer to the guide given below and read the sample business plan provided. Your own plan must not be limited to few pages only, as the example is presented. All data and information must be given in order to come up with a completely sound and impressive business plan.
THE BUSINESS PLAN A business plan refers to the intention of aspiring or experienced entrepreneurs which precisely defines their business, identifies their goals and objectives, a current and pro forma balance sheet, an income statement, and a cash flow analysis. A business plan can help so much in the proper allocation of resources, initially handle and counter forecasted complications, and make the right decision for the business operations. A good business plan contributes to the approval or rejection of any loan package because it provides specific and organized information about your proposed business and how you will repay borrowed money. A business plan is equivalent to a business resume. A business plan has five major parts, namely, the executive
summary,
organization
and
marketing
plan,
production
plan,
management
plan, and financial plan. Courtesy to
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Below is a detailed guide in the development of a comprehensive business plan.
BUSINESS PLAN DEVELOPMENT GUIDES Focus Guide Questions
PART OF A BUSINESS PLAN BUSINESS NAME
Business address Telephone/Contact Number Contact Person
CONTENTS
The usual table of contents
BACKGROUND OF THE BUSINESS
Brief History Information of the business Form of ownership Organizational set-up Industry where it plays
BENEFITS TO Brief statement of business social THE COMMUNITY responsibility Economic, community, and human resources development What is the nature of the project? What are the entrepreneur’s competencies and qualifications? What are the project’s contributions to the local and national economy?
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Brief Description of the Project Brief Profile of the Entrepreneur Project’s Contributions to the Economy
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EXECUTIVE SUMMARY
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Description of the Product Comparison of the Product with Its Competitors Location Market Area Main Customers Total Demand Market Share Selling Price Sales Forecast
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MARKETING PLAN
What is the product? How does it compare in quality and price with its competitors? Where will be the business be located? What geographical areas will be covered by the project? Within the market area, to whom will the
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Promotional Measures Marketing Strategy Marketing Budget
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business sell its products? Is it possible to estimate how much of the product is currently being sold? What share or percent of this market can be captured by the business? What is the selling price of the product? How much of the product will be sold? What promotional measures will be used to sell the product? What marketing strategy is needed to ensure that sales forecasts are achieved? How much do you need to promote and distribute your product?
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Production Process Fixed Capital Life of Fixed Capital Maintenance and Repairs Sources of Equipment Planned Capacity Future Capacity Terms and Conditions of Purchase of Equipment Factory Location and Layout Raw Materials Cost of Raw Materials Raw Materials Availability Labor Cost of Labor Labor Availability Labor Productivity Factory Overhead Expenses Production Cost
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PRODUCTION PLAN
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What is the production process? What buildings and machinery (fixed assets) are needed and what will be their cost? What is the useful life of the building and machinery? How will maintenance be done and are spare parts available locally? When and where can the machinery be obtained? How much capacity will be used? What are the plans for using spare capacity? When and how will the
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machinery be paid for? Where will the factory be located and how will the factory be arranged? How much raw materials are required? How much will the raw materials cost? What are the sources of raw materials? Are they available throughout the year? How many direct and indirect labour are needed and what skills should they have? What will be the cost of labour? Are workers available throughout the year? If not, what effect will this have on production? How will the workers be motivated? What factory overhead expenses are involved? What is the production cost per unit?
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Form of Business Organizational Structure Business Experience and Qualifications of the Entrepreneur Pre-Operating Activities Pre-Operating Expenses Office Equipment Administrative Expenses
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ORGANIZATION AND MANAGEMENT PLAN
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How will the business be managed and operated? What is the business experience and qualifications of the entrepreneur? What pre-operating activities must be undertaken before the business can operate? What pre-operating expenses will be incurred?
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What fixed assets will be required for the office? What administrative cost will be incurred?
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Project Cost Financing Plan and Loan Requirement Security for Loan Profit and Loss Statement Cash Flow Statement Balance Sheet Loan Repayment Schedule Break-even Point (BEP) Return on Investment (ROI) Financial Analysis
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FINANCIAL PLAN
What is the total capital requirement? Is a loan needed? What will be the equity contribution of the entrepreneur? And how much? What security (collateral) can be given to the bank? What does the Profit and Loss Statement indicate? What does the Cash Flow Statement indicate? What does the Balance Sheet indicate? What is the loan repayment schedule? What is the breakeven point (BEP)? What is the return of investment (ROI)? Is the project feasible?
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The template is applicable to both production and marketing businesses. There are entrepreneurs who want to venture in marketing alone, thus, the resulting business plan is done sans the production part. However, in the marketing part, the source of products to be marketed must be clearly stated including the details of the product outsourcing process.
Below is a sample business plan of Ms. Karen Opinion. The 24-pages original plan was shortened to present only the major parts below:
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BUSINESS PLAN Jean’s Garden Contents (Note to the readers: The table of content is not presented here.)
Background of the Business
Jean’s Garden started as a backyard/home-based hobby which gradually grew into commercial propagation of landscaping plants both ornamental and flowering. Today it includes trading plants propagated by other gardeners.
It is a sole proprietorship business whereupon the owner assumes multiple tasks which include ordering, receiving, and arranging plants, cashiering, attending to walk-in customers, identifying and contacting possible repeat customers, and maintain plants in the store.
This business aptly belongs to the agribusiness industry in the southern part of the country.
Benefits to the community
A landscape area will add beauty to the surroundings. It will please everybody’s eyes and encourages them to appreciate, love, and care for the beauty of the plants growing in nature.
Quality of plants is always assured to the customers. Landscapers’ use of quality landscaping plants will increase the aesthetic effect of landscapers’ output. This will lead to the increase of people’s appreciation of the importance of landscaping and thereby creates more landscaping opportunities for both the landscapers and the traders of landscaping plants.
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Executive Summary
Brief Description of the Project:
Jean’s Garden is a landscaping plants trading business that offers variety of quality landscaping plants both ornamental and flowering types. It is located in a rented space at the heart of General Santos City. This business sells competitively-priced plants to cater the demand of small and large scale landscaping services of the city and the adjacent municipalities.
The owner-entrepreneur is a plant hobbyist who wishes to see all types of plants in her backyard. Her collection ranges from partial shade, outdoor and even plants in very dry semi-arid parts of the world. Her family is into the challenging yet successful breeding program of desert rose or Adenium sp. of single, double, and triple/multiple petals.
This trading business aims to provide commercial landscapers with quality, affordable, and well-hardened landscaping plants. The business also aims to create a trading network between commercial landscapers and other landscaping-related service providers in the General Santos City and other nearby cities and municipalities. Marketing Plan The target market will include the small and large-scale commercial landscapers of General Santos City and other nearby cities and municipalities.Walk-in customers like tourists, homeowners, and plant collectors who will buy few pieces only are likewise valued as important customers who can possibly create word of mouth about the business to other enthusiasts.
Production Plan
Production or propagation of plants happens in other gardens which are the potential suppliers of Jean’s Garden. Outsourcing of landscaping plants will be done regularly by contacting the owner about availability list. 50
Plants will be delivered by the producers/propagators to the store as soon as the ordering processes is completed and finalized.
Organization and Management Plan
This business is a sole proprietorship. The owner-proprietor is a plant hobbyist-collector for 20 years already. This trading business of landscaping plants requires suppliers where some of the plants will be outsourced. It also considers and values a network of customers which can be landscapers or walk-in tourists and local collectors.
Financial Plan
FINANCIAL REQUIREMENTS Jean’s Landscaping Plants Trading Total Project Cost Particulars Amount(PhP) Fixed Asset: Dipper Pale Watering hose Subtotal: Working Capital(1month) Direct Materials Direct Labor Overhead Expenses Operating Expenses Subtotal: Total Project Costs
20.00 60.00 120.00 200.00 23,000.00 3,000.00 1,800.00 200.00 28,000.00 28,200.00
Underlying Assumption: 1.) 360 pcs. of assorted ornamental and flowering plants are assumed to be sold per month. Katsura (100pcs), Pandakaki (100pcs), Bougainvillea (100pcs), Adenium( 60pcs) 2.) Purchased price for: Katsura (P20.00), Pandakaki (P25), Bougainvillea (P25), Adenium ( single P200), Adenium (double P250), Adenium ( triple P300)
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3.) Operating hours per day is 8-9 hours from Mondays to Sundays and 30 days a month(P100/day paid for sales personnel). 4.) Fixed asset are subject to depreciate in 3years. PROJECTED SALES AND INCOME Jean’s Landscaping Plants Trading (1 Month Operation) Particulars
Amount(PhP)
Sales : Bougainvillea (P50.00@100pcs) Katsura (P50.00@100pcs) Pandakaki (P50.00@100pcs) Adenium (single P250@20pcs) (double P300@20pcs) (triple P350@20pcs) Total Less Cost of Sales : Direct Materials(Garden Inputs) Bougainvillea (P25.00@100pcs) Katsura (P20.00@100pcs) Pandakaki (P25.00@100pcs) Adenium (single P200@20pcs) (double P250@20pcs) (triple P300@20pcs)
5,000.00 5,000.00 5,000.00 5,000.00 6,000.00 7,000.00 33,000.00 0 2,500.00 2,000.00 2,500.00 4,000.00 5,000.00 7,000.00 23,000.00
Direct Labor (P100.00/day x 30 days) Overhead Expenses Depreciation(FA/EUL) Total Gross Profit Less Operating Expense Net Income Before Tax Return on Investment(Ave. Net Income/TPC) Payback Period(TPC/Ave. Net Income+ Depreciation) Gross Profit Ratio(Gross Profit/Total Sales) Net Margin(Net Income/Total Sales)
3,000.00 1,800.00 66.67 27,866.67 5,133.33 200.00 4,933.33 18% 72 days or 2months and 12 days 15% 18%
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G.
Critical analysis
During rainy days rate of visit of walk-in customers is low consequently sales for this period is equivalently low. However the booming real estate business in General Santos City will commend higher demand in landscaping, thus, there will be more orders of landscaping plants.
SUMMATIVE ASSESSMENT MUST BE CONDUCTED The diagnostic test material will be used for this purpose, however, teacher may customize questions to expand the number of items provided that questions asked must cover KNOWLEDGE, PROCESS/SKILLS, and UNDERSTANDING.
SUMMARY/SYNTHESIS/FEEDBACK
Now we know that the market and environment are the two major factors that dictate any business activities. It is so diverse however this diversity offers numerous opportunities for businesses.
An aspiring entrepreneur must consider a lot of factors prior to setting up a business. Careful examination on the needs and demands must be made. Competition must be clearly addressed because it may either lead to accumulation of profit or, worse, incurring losses depending on how entrepreneurs manage their businesses.
Other important task of entrepreneurs is to determine how much capital is needed to start a business. Selection of the best business location is crucial too. Record keeping or bookkeeping is also a skill that entrepreneurs must possess so he can personally ascertain the financial status of the business.
Entrepreneurs play a very important role in the national growth and development. Aside from tax payment to the government, an entrepreneur is responsible of the human resources development. Employment, whether casual, probationary, and permanent, offers workplace trainings which help employees’ personal and professional growth. 53
Entrepreneurs must not only possess passion of the business but personally learn the works of their employee as well. The benefit of this best practice is that entrepreneurs will find it easier to track the operations of the business including its profitability.
Finally, getting all these business prerequisites into the heart and mind of entrepreneurs and together with adequate knowledge, skills and work values, their businesses will be sustained.
end of _____________FIRST QUARTER _____________ DEVELOPING PERSONAL ENTREPRENEURIAL COMPETENCIES (PEC’s) ACROSS MARKET AND ENVIRONMENT
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AFA – HORTI CROP PRODUCTION GRADE 9 TEACHING GUIDE K-12 BASIC EDUCATION CURRICULUM TRAINING REGULATION-BASED TECHNOLOGY AND LIVELIHOOD EDUCATION HORTI-CROP PRODUCTION (SPECIALIZATION)
AFA – AGRICULTURAL CROP PRODUCTION GRADE 9 TEACHING GUIDE K-12 BASIC EDUCATION CURRICULUM TRAINING REGULATION-BASED TECHNOLOGY AND LIVELIHOOD EDUCATION AGRICULTURAL CROP PRODUCTION (SPECIALIZATION)
_____________SECOND QUARTER _____________ CONDUCTING PRE-AGRICULTURAL FARM OPERATIONS
Grade Level Standard This is a specialization course which leads to AGRI -CROP PRODUCITON (Training Regulation based). It covers the Grade 9 Technology and Livelihood Education (TLE) studentsought to possess namely: 1. Develop Personal Entrepreneurial Competencies (PEC’s) across Market and Environment,2. Preparing farm tools, implements and simple equipment for Agricultural farm operations, 3. Preparing and maintaining farm tools, implement, equipment, and facilities. 4. Securing farm tools, implements, simple equipment and facilities.
LESSON 3. Preparing Farm Tools, Implements, and Simple Equipment for Agricultural Crop Production Operations
CONTENT STANDARD
LEARNING COMPETENCIES 1. Identify and classify tools, implements and
The learner demonstrates understanding in preparing farm tools, implements, and simple equipment in Agricultural Crop Production operations.
simple equipment according to use 2. Perform basic operative check p of farm tools, implements, and simple equipment in
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accordance with the manufacturer’s manual. •
PERFORMANCE STANDARD
Conduct beginning inventory of tools, implements, and simple equipment
The learner independently prepares farm tools, implements, and simple equipment in Agricultural Crop Production operations in accordance with the Manufacturer’s Manual.
•
Basic pre-operative check up of tools, implements, and simple equipment
3. Segregate and treat tools with wear and corrosions according to maintenance plan and procedures.
Introduction The lesson deals with the identification and classification of tools, implements and simple equipment according to use. It also includes pre-operative check up of farm tools, implements, and simple equipment for agricultural farm operations. Pre-Diagnostic Assessment: This Pre-Diagnostic Assessment must be conducted after the brief introduction of the lesson and before the discussion of the talking points . A. Directions:Choose the best answer by writing only the LETTER in your quiz notebook. The highlighted choice is the key answer. 1. Farm tools, implements and equipment are very important in agricultural crop production because: A. They make work faster B. They make work easier C. They save time and effort D. All reasons above are correct 2. Use the appropriate tool for a specific task to attain quality performance. Which of the following tools is least used for digging garden plots? A. Bolo B. Grub-hoe C. Pick-mattock D. Light hoe 3. Which of the following harvesting tools is seldom used in harvesting cucurbits and solanaceous crops? 56
A. Harvesting knife B. Harvesting scissors C. Pruning shears D. Scythe 4. It is a tool with one end flattened and the other pointed at a right angle toward its handle. A. Bolo B. Crowbar C. Pick mattock D. Spade 5. Small seeded vegetable crops are usually pre-germinated to attain quality seedlings. Which among the following methods of seedling production is NOT applicable for planting in a wide production area? A. Seed box B. Seedling tray C. Seedbed D. Individual plastic bags 6. Which among the following are not classified as digging tools? A. Shovel, spade B. Bolo, knife C. Pick mattock, grub-hoe D. Crowbar, post hole digger 7. Farm equipment are used to facilitate initial tillage operation in a wide tract of land. Which among the following equipment is used to perform the task stated above? A. Tractor with disc plow B. Tractor with disc harrow C. Tractor with rotavator D. Tractor with seed driller 8. It is a tool with tines used to loosen the soil, dig out root crops, and turn over materials in a compost heap. A. Hand fork B. Spading fork C. Pick mattock D. Tooth harrow 9. The inventory of tools, implements and simple equipment is conducted for the following reasons except: 57
A. To find out lost items B. To segregate and repair damaged tools C. To check the items that are present D. To determine available tools, implements, and equipment for use 10. Which among the following is not a cultivating tool? A. Hand fork B. Spading fork C. Hand trowel D. Hand cultivator
KNOWLEDGE Activity 1 Let’s find out how much you know about farm tools, implements, and simple equipment. Some of you may be sons and daughters of farmers who have some experience in farming. In this activity you will do simple recall or will give ideas on the topics you will discuss with your Learning Barkada. Divide the class into four groups with equal members to form four Learning Barkadas. Select your leader and the rapporteur who will take down notes on discussions/decisions your group will make. The following topics will be picked by your leader for you to discuss. 1. How to differentiate farm tools, implements, and simple equipment from each other? 2. How are tools classified? Give at least 3 examples under each classification that you know. 3. What is an inventory? Prepare an inventory form for tools, implements, and simple equipment for your school. 4. Why is a pre-operative check up of tools, implements, and simple equipment necessary? The availability of farm tools, implements, and simple equipment is one of the important factors needed to make farm work easier, better, and faster. These make tools, implements, and equipment play a very important role in successful agricultural crop production operations. However, their availability alone does not guarantee success in production if the farmer/owner does not know how to use them. For the 58
farmer/owner to perform a gricultural operations successfully, he/s e must have a good working knowledge of tool s, implements, and equipment prior to us e.
NOTE: Tell your stude ts to keep their output. They will need this in their succeeding activities. TEACHER’S TALKING P INTS: You will discuss this to the class preferably with the use of a digita l technology or in its absence a class facilitati n using 4A’s will be used. In your ac tivity phase, please encourage students to utili ze reusable papers. Always put in your mind that a teacher starts a class with the end i n mind; inspire the students
Classifications of tools According to Asunci on, et al. (1983), the following are the farm tools lassified according to use:
Digging tools
1.
Crowbar (bareta)is used for digging big holes and for diggin out big stones tree and stumps.
2. Pick-mattock (mat ock)is used for digging canals, bre king hard topsoil (flattened blade), an d digging up stones and tree stu ps (pointed portion).
3. Grub-hoe(asarol)is sed for breaking hard topsoil and pul erizing soil
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4. Spade is used for r moving trash or soil, digging canals or ditches, and mixing soil media.
5. Shovel (pala)is used in removing trash, digging loose soil, moving oil from one place to another, and for miixing soil media.
6.
Spading fork(tinidor)iis used for loosening the soil, dig ging out root crops, and turning ov r the materials in a compost heap.
Cutting Tools
1. Bolo (itak)is used f r cutting weeds, bamboo poles and egs use for construction and tre llis.
2. Pruning shears are used for cutting branches of planting materials and unne cessary or unproductive branc hes of plants.
3.
Axe is used for cutting trunks or branches of trees an bigger posts.
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4. Knives are used for c tting planting materials, harves ing, and used in performing other operat ions in crop production.
Cultivating tools
1. Light hoeis used for l oosening, leveling, and digging ou furrows for planting.
2.
Hand trowel is used for loosening or cultivating the soil round the growing plants and putting mall a amount of manure and compos in the soil.
3.Hand fork are used for c ultivating the soil in between rows of plants.
4.
Hand cultivator(pa gbakulkul) is used for cultivating the garden plot by loosening the soil a d removing weeds growing around the lant.
5.
Rake(kalaykay) is u ed for cleaning the ground and leveling the topsoil.
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Harvesting tools
1.
Harvesting knive /scissors/pruning shears are use for harvesting vegetables crops.
2. Scythe is used for harv sting rice and for cutting grasses for animal fe eds.
3.
Bolo (itak) is us d for harvesting bananas, sugarcane, and other crops.
Carpentry tools
1. Hammer is used to raw and remove nails and to drive n ails into wood .
3. Cross cut saw is used to cut wood when doing s me repair of tools,constructing c mpost piles and fixing vicinity fe nce.
4. Pliers are used in rep airs of tools and other carpentry orks.
5. Screw drivers are used tighten and loosen knots a d bolts.
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6. Chiselis used smoothe wooden handle of garden tool s and implements.
Measuring tools 1. Weighing balanceis used for weighing Harvests and fertilizers.
2. Meter stickis used for m asuring garden plots and heights of plants.
3. Steel tape is used for m asuring distance of planting in la outing an area.
4. Foot rule is used for me suring 5. the height of seedlings.
Other materials
1. Knapsack sprayer is used for applying insecticides, herbici es, and foliar fertilizers.
2. Trigger sprayer is sed in applying insecticide /fungicides in seedboxes/seedtray s/seedbeds.
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3. Sprinklers are used for watering Seedlings and other plants, such as vegetables and orna mentals.
4. Wheel barrow is used for hauling and transporting growing media, fertilizers, and farm supplies.
5. Crates are used for carrying harvests (fruits, vegetables, a nd cut flowers) from the point of pro duction to the market.
6. Seed trays are containers used for raising or growing s edlings.
7. Seed boxes are co tainers used in growing vegetable s eedlings.
Farm Implements
Farm implements are accessories pulled by draft anim als or mounted to machineries that are usual ly used land preparation. They are usual ly made of an iron or other metals. 64
Examples: 1.
Plows. They refer to farm implements used in land preparation for agricultural crop production. They are either pulled by a working animal or a tractor. The plow is specifically used for tilling wide areas, making furrows, and inter- row cultivation. Plows pulled by draft animals are made of either pure metal or wood and their combination of metal or wood or pure metal.
Native Plow 2.
Disc Plow
Harrow. The native wooden harrow is made of wood withmetal teeth and pulled by a draft animal while disc harrow is made of metal mounted to a tractor. Harrows are used for pulverizing the soil.
Disc Harrow
Native Wooden Harrow
3.
Rotavator. The rotavator is an implement mounted to a tractor also used for pulverizing the soil.
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Rotavator
Farm Equipment
Farm equipment are machineries used in land preparation and transporting farm inputs and products. To use this machineries a highly skilled operator is needed to perform the task. 1. Hand tractor is used to pull a plow and harrow in preparing the field for planting. 2. Four - wheel tractor is usedtopull a disc plow and a disc harrow in preparing amuch wider area of land. 3. Water pumpis used to draw water from a source for use in irrigating the field.
Hand Tractor
Four-Wheel Tractor
Water Pump
PRE-OPERATIVE CHECK UP OF FARM TOOLS, IMPLEMENTS, AND EQUIPMENT An inventory is initially prepared to check the items that are present, available for use, operational, and adequate for the training activities.
An inventory should be done at the beginning of the school year to provide a list of the existing tools, implements, and equipment. It is important because you will find out how many are serviceable and need repair. As a result, accidents can be prevented because 66
damagedtools will be brought to the farm shop for repair. Students must be aware of their responsibilities as borrowers. They should replace lost tools and repair damaged tools. Likewise, a yearend inventory is essential, to ensure that the tools, implements, and equipment are still complete and in good condition ready for use in the next school year. Below is a sample of an inventory record form. Table 1. Sample Inventory Record
Date
Unit
Qty
Item
Remarks In
Good
Needs Repair
condition 6/2/2014
pcs
25
Bolo
unit
2
Hand
20 tractor
with
5
2
complete accessories set
3
Soil-testing kit (STK)
3
Imagine that the long, hot summer vacation has finally come to an end. It is the beginning of the school year and you are ready to start working in your vegetable gardens. But before you start, check the tools, implements, and equipment you plan to use.
Dressed in your working clothes and armed with your personal protective equipment (PPE), proceed to the shop to retrieve your tools so that you can start clearing away the last remnants of the summer and begin breaking the soil for a new year. Imagine your frustration when you see that the tools are covered with rust and dirt from the last vacation. It seems that on this nice day, you will be spending more time cleaning and repairing tools than actually using them.
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PROCESS/SKILLS Activity 2 In Activity 1, a group was assigned to give the classification of tools. After discussing this topic, the group was requested to post their output in front of the students for the class to assess. Find out how many correct ideas they have. Now, after learning the different classifications of tools, all Learning Barkadas will classify the tools in your tool room. List down all the tools under each classification. Present your output to the class in 3 minutes. The Learning Barkada that will get the most number of correct answers will be rated 5, 4, for the second highest, etc.
UNDERSTANDING Activity 3 You have just learned the importance of having an inventory of tools. You have alsoseen an example of an inventory record form. You already know the classifications of tools. This time, each Learning Barkada will prepare an inventory of tools according to their classification. Present your output in a short bond paper after encoding it .
TRANSFER Activity 4 Farmer – Student Encounter Interview a farmer about the farm tools, implements, and simple equipment he has. Construct interview questions and show them to your teacher for correction and approval. To facilitate your task, prepare a table where you will indicate the tools, implements, and equipment the farmer possess. Tools should be listed under each classification. Compare your output with that of your Learning Barkada. Present your output to the class.
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SUMMATIVE ASSESSMENT MUST BE CONDUCTED The diagnostic test material will be used for this purpose; however, teacher may customize questions to expand the number of items provided that questions asked must cover KNOWLEDGE, PROCESS/SKILLS, and UNDERSTANDING.
SUMMARY/SYNTHESIS/FEEDBACK
Tools, implements, and simple equipment facilitate work. As the user, bear in mind that knowing safety precaution on the proper use of these tools lead to a safe and successful endeavor. Before using any of the tools, implements and equipment, always check whether or not they are still usable or serviceable. It is also good practice to always check with or refer to the manual of operations as prescribed by the manufacturer. When necessary, seek the assistance of a skilled operator. Keep a record of tools, implements, and simple equipment so you know what tools are stored in the tool room. Tools that are defective should be segregated and fixed immediately to prevent accidents.
end of Second Quarter PREPARING FARM TOOLS, IMPLEMENTS, AND SIMPLE EQUIPMENT FOR AGRICULTURAL FARM OPERATIONS _____________SECOND QUARTER _____________ CONDUCTING PRE-AGRICULTURAL FARM OPERATIONS
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AFA – AGRI CROP PRODUCTION GRADE 9 TEACHING GUIDE K-12 BASIC EDUCATION CURRICULUM TRAINING REGULATION-BASED TECHNOLOGY AND LIVELIHOOD EDUCATION AGRICULTURAL CROP PRODUCTION (SPECIALIZATION)
_____________THIRD QUARTER _____________ CONDUCTING PRE-AGRICULTURAL FARM OPERATIONS
Grade Level Standard This is a specialization course which leads toAGRICULTURAL CROP PRODUCTION NC II. It covers the Grade 9 Technology and Livelihood Education (TLE) studentsought to possess namely: 1. Develop Personal Entrepreneurial Competencies (PEC’s) across Market and Environment, 2. Preparing farm tools, implements and simple equipment for Agricultural farm operations, 3. Preparing and maintaining farm tools, implement, equipment, and facilities. 4. Securing farm tools, implements, simple equipment and facilities.
LESSON 4. Preparing and Maintaining Farm Tools, Implements, Simple Equipment, and Facilities
LEARNING COMPETENCIES CONTENT STANDARD
1. Control workplace hazards and The learner demonstrates understanding in preparing
and
maintaining
farm
tools,
implements, simple equipment, and facilities.
environmental implications associated with maintenance procedures 2. Perform maintenance activities to maximize efficiency and effectiveness of facilities 3. Identify relevant information with
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regards to the maintenance PERFORMANCE STANDARD
The
learner
independently
prepares
activities
and
maintains farm tools, implements, simple equipment, and facilities following standard procedures.
Introduction This lesson deals with the maintenance of farm tools, implements, simple equipment, and facilities. It also includes workplace hazards and environmental implications associated with maintenance procedures.
Pre-Diagnostic Assessment: A. Multiple Choice Directions: Choose the LETTER of the correct answer and write it in your quiz notebook. 1. Maintenance is work done regularly to keep our tools in good condition. Which of the following is the first and foremost task in maintenance? A. Inspect tools before using them B. Clean tools every after use C. Keep workplace clean and orderly D. Use tools, implements, and equipment properly 2. The following are important reasons why we maintain our tools, implements, and equipment except: A. To properly dispose hazardous waste B. To extend the life of tools, implements, and equipment C. To attain aesthetic beauty of the workplace D. To assure the operational readiness of the tools, implements, and equipment and maximum return on investments 3. Which of the following is not a benefit from maintaining the facilities? A. Ensure safe environment B. Prolonged life of facilities C. Reduced operational cost and production D. Prompt delivery of services/products 4. The 5S with several philosophies are pre-requisites for any improvement program. 71
Which of the following is not a philosophy of 5S? A. Simplifies work environment B. Effective workplace organization C. Waste of time and effort D. Reduces waste while improving quality and safety 5. A maintenance performed to prevent or find defects before they develop into a breakdown refers to: A. Corrective maintenance B. Preventive maintenance C. Emergency maintenance D. Time-based maintenance
B. Sequencing Directions: Arrange in order the four-step processes of risk management by assigning number in every step.
2 - Assess the risk 3 - Review the process 1 - Identify the hazard 4 - Control the risk
C. Identification Directions: Identify the different examples of hazards by placing a
check mark ( ) under the
types of hazard in the table below.
Examples of
Safety
Biological
Physical
Ergonomic
Chemical
Work
Hazards
Hazard
Hazard
Hazard
Hazard
Hazard
Organization Hazard
1. Lack of respect
2. Pesticides
3.Sexual Harassment
4.Insect bites 5.Spills
on
floors 72
6.Poor posture
7.Improperly aligned chairs
8.Flammable materials
9.Radiation
10.Confined spaces
KNOWLEDGE Activity 1 In the past lesson, you were able to identify defective tools, implements, and simple equipment. We agreed not to use defective tools to avoid accidents. We need to restore these tools in order that we will have enough tools to use in the laboratory. Have you ever met an accident before? Or have you seen someone involved in an accident? In our next lesson, we will be discussing hazards, risks or accidents in our workplaces in relation to the maintenance of tools, implements, and simple equipment. Again, go to your Learning Barkada and pick one topic for you to discuss. 1. What are hazards, risks, and accidents? What are the types of hazards that you know? 2. What is Republic Act 9003? As students, what are your roles to attain the objectives of the RA 9003? 3. What maintenance activities should you undertake to prolong the life and effectiveness of your tools? 4. Enumerate materials needed in maintaining your tools, implements, and simple equipment.
TEACHER’S TALKING POINTS: You will discuss this to the class preferably with the use of a digital technology or in its absence a class facilitation using 4A’s will be used. In your activity phase, please encourage students to utilize reusable papers. Always put in your mind that a teacher starts a class with the end in mind; inspire the students
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Safety Precautions in Handling Farm Facilities Safety Precautions in Handling Farm Facilities
Horticultural farm operations involve a lot of activities in the different workplaces. While performing these activities, workers exposethemselves to a lot of risks. Workplace hazard is a major cause of accident, injury, or harm to a worker who performs such task. These hazards should be the major concern of all
who are
involved in a certain task or activity. When undertaking risk management, it is important to distinguish hazard from risk and exposure. o
Hazard is the potential for harm, or adverse effect on an employee’s health. Anything which may cause injury or ill health to anyone at or near a workplace is a hazard.
o
Risk is the likelihood that a hazard will cause injury or ill health to anyone at or near a workplace. The level of risk increases with the severity of the hazard and the duration and frequency of exposure.
o
Exposure occurs when a person comes in contact with a hazard.
What is a hazard? Hazard is anything in the workplace that has the potential to harm people. Hazards in the workplace should be identified and the risk of the hazard causing an injury should be assessed.
Types of Hazards 1.
Safety hazards These are the most common hazards in a workplace occuring at one
time or
another. They include unsafe conditions that can result in injury, illness or death. Examples: •
Spills on floors
•
Working from heights, including ladders, scaffolds, roofs, or any raised area
•
Unguarded machinery and moving machinery parts
•
Electrical hazards like frayed cords, missing ground pins and improper wiring
•
Confined spaces 74
2.
Biological hazards These are associated with working with animals, people, or infectious plant materials. Examples: •
Insect bites
Fungi/mold
•
•
Bacteria and virus
Plants
•
3.
•
Animal and bird droppings
•
Blood and other body fluids
Physical hazards These are factors within the environment that can harm the body without necessarily touching it. Examples: •
Extreme temperature – hot and cold
•
Constant loud noise
•
High exposure to sunlight/ultraviolet rays
Radiation
•
including
ionizing
and
non-ionizing
(microwaves
and
radiowaves) 4.
Ergonomic hazards. Theseoccur when the type of work, body positions and working conditions put a strain on your body. These are the hardest to spot since you don’t always immediately notice the strain on your body or the harm that these hazards pose. Short term exposure may result in “sore muscles” and long-term exposure can result in serious illness. Examples: •
Improperly adjusted workstations and chairs
•
Frequent lifting
•
Poor posture
•
Awkward movements, especially if they are repetitive
•
Repeating the same movements over and over
Vibration
•
•
Having to use too much force, especially if done frequently
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5.
Chemical hazards. Theseare present when a worker is exposed to any chemical preparation in the workplace in any form (solid, liquid, gas). Chemicals can cause illness, skin irritation or breathing problems. Beware of: Pesticides
•
6.
•
Cleaning products, paints, acids, and solvents
•
Flammable materials, like gasoline and explosive chemicals
•
Vapors, like fumes that come from welding
•
Gases, like acetylene, propane, carbon monoxide and helium
Work organization hazards Hazards or stressors that cause stress (short-term effects) and strain (long-term effects). These are hazards associated with clean workplace issues such as, workload, lack of control and/or respect. Examples: •
Workplace violence
•
Workload demands
•
Lack of respect
Flexibility
•
•
Social support/relations
•
Control or say about things
•
Sexual harassment
Risk management Risk management is a four-step process. 1. Identify the hazard Hazard identification is the first step in reducing the possibility of an accident. It means identifying all situations or events that could cause injury or illness. Eliminating or minimizing workplace hazards needs a systematic approach. It is essential to try and anticipate all possible hazards at the workplace known as the ‘what if?’ approach. Methods that are useful in identifying hazards. These include: o
Reviewing your workers’ compensation data and checking the incidence, mechanism and agency of injury, and the cost to the organization. 76
o
Staying informed on trends and developments in workplace health and safety, via the internet or OHS publications.
o
Reviewing the potential impact of new work practices or equipment introduced into the workplace in line with legislative requirements.
o
Doing walk-through surveys, inspections or safety audits in the workplace to evaluate the organization’s health and safety system.
o
Considering OHS implications when analyzing work processes.
o
Investigating workplace incidents since in some cases there may be more than one hazard contributing to an incident.
o
Getting feedback from employees/workers who can often provide valuable information about hazards, based on their experience in their work area.
2. Assess the risk associated with the hazard This step involves gathering information and making decisions. It is important to consider the causes and impact of hazards in a workplace. To avoid endangering the workers’ health, introduce some precautionary measures. 3. Control the risk The third step in effective risk management involves establishing and maintaining systems which give an opportunity for regular evaluation and review procedures. Evaluation entails examining control measures to ensure that risks are eliminated or reduced. There are three categories of control measures you might take. You can eliminate the hazard, minimize the risk, and introduce ‘back-up’ controls when all other options in the previous categories have been exhausted. 4. Review the process. The review system applies to the overall risk management process. It checks if the process is working effectively
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Basic Principles of Hazard Analytical and Critical Control Point (HACCP)
1. Conduct a hazard analysis. Identify hazards and assess the risks associated with them at each step in the commodity system. Describe possible control measures. 2. Determine the Critical Control Points (CCPs). A critical control point is a step at which control can be applied and is essential to prevent or eliminate safety hazard, or reduce it to an acceptable level. 3. Establish critical limits. Each control measure associated with a CCP must have an associated critical limit which separates the acceptable from the unacceptable control parameter. 4. Establish a monitoring system. Monitoring is the scheduled measurement or observation at a CCP to assess whether the step is under control. 5. Establish a procedure for corrective action, when monitoring at a CCP indicates a deviation from an established critical limit. 6. Establish procedures for verification to confirm the effectiveness of the HACCP plan. Such procedures include auditing of the HACCP plan to review deviations and product dispositions, and random sampling and checking to validate the whole plan. 7. Establish documentation concerning all procedures and records
appropriate to these principles and their application (www.fao.org/docrep/005/y1390e/y1390e09.htm retrieves April 10, 2014) 78
Maintaining Farm Tools, Equipment, and Facilities
According to Ladia et. al (2012), maintenance is work that is done regularly to keep tools, equipment, and facilities in good condition and working order. We need to learn the different kinds of maintenance in order to identify the activities and proper procedures in the management of facilities as well as of the time, money and materials involved. The proper use of training tools, equipment, and facilities is the first and foremost task in maintenance. If used in accordance with the manufacturer’s manual, as this would evidently extend the life of the tools, equipment, and facilities. The manual would indicate the part and the way to maintain it. We must always refer to it for reference.
Types of Maintenance 1. Preventive maintenance – maintenance performed to prevent or find defects before they develop into a breakdown. 2. Corrective maintenance – maintenance tasks initiated as a result of the observed condition of an asset or system, before or after functional failure to correct a problem. It is performed to repair, restore, replace or correct a failure. 3. Emergency maintenance – maintenance performed to put the item on hand immediately to avoid serious consequences, such as loss of production, disrupted schedule, extensive damage to assets, idle worker or forsafety reasons . This should be requested as soon as you become aware of a problem.
Why Maintain? •
To extend the useful life of tools, equipment and facilities
•
To assure the operational readiness of equipment and maximum possible return on investments
•
To properly discard hazardous waste
•
To ensure the safety of the user
What can we Gain from Maintaining our Facilities? •
Ensure a safe environment
•
Improved morale of human resources
•
Reduced operational cost
•
Increased production
•
Prolonged life of facilities
•
Prompt delivery of services/products 79
Factors to Consider when Maintaining Farm Tools, Equipment, and Facilities 1. Manpower 2. Money (financial resources) 3. Methods and system 4. Machines (facilities) 5. Materials and supplies
Maintenance Program – includes all maintenance activities to be undertaken, manpower needed, maintenance methods to be used, all the materials and supplies needed and cost involved in the maintenance.
Maintenance Schedule – is a list allocating specific maintenance of an area, including tools and equipment for a specified period. It is also just a part of the maintenance program.
Maintenance Checklist – is a list of maintenance tasks typically derived through some analysis of analysis, generated automatically as work orders at a predetermined frequency.
Tools Maintenance and Safety Rules According to Asuncion (1991), tools will last longer when properly kept and maintained. A good worker keeps and takes good care of his tools. The following are some pointers to follow in keeping tools in good condition: 1. Be sure to inspect tools before using them to check if they are in good working condition. This can be detected when they are used smoothly with ease and speed. The sharpness of bladed tools and tips of pointed ones should always be maintained, while non-bladed or non-pointed tools should always be kept clean to prevent them from rusting. 2. After using a tool, clean it thoroughly with a damp cloth before keeping it in the tool cabinet. To keep the tool from rusting, make sure that the tool is dry before storing it. 3. Oil the metal parts of a tool to prevent any form of damage that may be caused by air, water, or rust.
Safety Rules to Strictly Follow to Avoid Accidents 1. Avoid wearing loose clothing when working. Sleeves should be fitting and shirts tucked inas much as possible. Remove ties and jewelry. 2. Injuries or accidents that occur should be reported immediately to the teacher. 3. Never use your lips to fold small materials like fasteners or any small metal articles when working. 80
4. Never throw tools of any type around. Make sure the sharp edge of cutting tools is away from the edge of the work table or work bench. 5. Keep working areas clean and free from shavings of any kind. 6. Ensure the safety of your classmates when carrying long and heavy tools to avoid accidents. 7. Never use dull or damaged tools. 8. Keep fingers away from the edge of sharp cutting tools. 9. Know and observe safety measures specific of each tool or operation. 10. Convenience outlets and power tools used should be checked before and after each use. Switch off the power before leaving the shop. 11. Keep tools in their proper places.
Practice 5 S According to Ladia, et al. (2012), 5S is the name of a workplace organization methodology that uses a list of five (5) Japanese words which are seiri, seiton, seiso, seiketsu, and shitsuke.Translated into English, they all begin with the letter “S”. The list describes how items are stored and how the new order is maintained.
Seiri (Sort) - taking out and disposing of unnecessary items Seiton (Systematize) - arranging tools, equipment, and materials in order for the easiest and most efficient access Seiso (Sweep) - cleaning even if things are notdirty Seiketsu (Standardize) - maintaining the workplace in high standard Housekeeping Shitsuke (Self-discipline) - doing things spontaneously without being told
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Below are samples of maintenance schedule:
Table 2.Operational Procedure OPERATIONAL PROCEDURE Equipment Type
Hand Tractor
Equipment Code
HT100
Location
Shop Building
Operation Procedure:
Conduct pre-operative on the following: 1. Check engine oil. 2. Check loose bolts and missing parts. 3. Check fuel and water. 4. Check the accessories if they are properly mounted.
Table 3. Housekeeping schedule
HOUSEKEEPING SCHEDULE Qualification
Station/Bldg.
Agricultural Crop
GREENHOUSE
Production NC II Area/Section
PRACTICAL WORK AREA
In-charge ACTIVITIES
Responsible
Schedule for the Month of
Person
________
Daily
1. Clean and maintain
Trainee
X
greenhouse surroundings by sweeping/removing 82
Every
Weekly
Every
other
15th
day
Day
Monthly
Remarks
fallen leaves, branches, debris and clearing pathways of obstructions. 2. Empty trash and
Trainee
X
compost cans. 3. Sanitize and
Trainee
X
disinfect houses
Friday
between uses 4. Clean and check
Trainee
X
wash area: Walls/floors-
•
free from molds and stains Drainage
•
system is functional •
Water system is functional; no dripping faucets or leaking pipes
•
Every
Free from rags or other unnecessary
objects
Table 4.Equipment Maintenance Schedule 83
EQUIPMENT MAINTENANCE SCHEDULE Equipment Type
Hand Tractor
Equipment Code
HTI00
Location
Shop Building Schedule for the Month of
ACTIVITIES
Manpower
Daily
Every
Weekly
engine oil
Trainer
Day
Every Monday
2. Check loose bolts
Remarks
15
day
Trainee/
Monthly
th
other
1.Check
Every
Every
Trainee/Trainer
Monday
and missing parts
3. Check
Trainee/
Every
fuel and
Trainer
Monday
Trainee/Trainer
As the
water 4. Replace engine oil
need arise
5.Clean air
Trainee/
cleaner
Trainer
End of the Month
6.Engine
Engine
tune-up
Technician
End of the Month
Special Instructions: Trainer:
Table 5. Workshop Inspection Checklist 84
WORKSHOP INSPECTION CHECKLIST Qualification
HORTICULTURE NC II
Area/Section
GREENHOUSE
Yes
No
In-Charge INSPECTION ITEMS
Did you... X
1. clean the surroundings and remove obstructions?
X
2. properly segregate and dispose of waste materials, such as empty bottles of chemical?
Remarks: Inspected by:
Date:
Table 6. Equipment Maintenance Inspection Checklist EQUIPMENT MAINTENANCE INSPECTION CHECKLIST Equipment Type
: HAND TRACTOR
Property Code/Number
: HTI00
Location Yes
: PRACTICAL WORK AREA
No
INSPECTION ITEMS Did you...
X
1. check the engine oil?
X
2.
check if there are loose bolts and missing parts?
X
3.
check the fuel and water?
X
4. clean the air cleaner?
Remarks:
Inspected by:
Date:
Table 7. Waste Segregation Checklist 85
WASTE SEGREGATION CHECKLIST Qualification
AGRICULTURAL CROP PRODUCTION NC II
Area/Section
GREENHOUSE
In-Charge WASTE SEGREGATED METHOD GENERATED/ACCUMULATED WASTE
RECYCLE
COMPOSED
Cut grasses and weeds
Plant residues
Seedling trays
Plastic bags
DISPOSE
Empty bottles of chemicals
Empty seed cans or sachets
PROCESS/SKILLS Read the instructions to your students. Discuss the activity thoroughly.
Activity 2 There is a saying which runs thus, “Work and work without play, makes Juan a dull boy,” so this time, let us play. The tile of our game is “Act and Tell.” Actors will come from each Learning Barkada, round robin. Example: LB 1 will do an action about maintenance of tools and members from other LBs will guess the action. If the action not correctly identified, the score goes to the “Act” group. But if it was identified correctly; the merit goes to the “Tell” group. The Tell group which gave the correct answer will have the chance to act to be answered by the other LBs. The number of correct items they got will be their score.
86
UNDERSTANDING Activity 3 This time, you are not going to work by groups. This is an individual pursuit to assess how much you have learned from the lessons. Select one of the topics listed below and develop it into a composition with 100 words only. 1. 5S and Me 2. Hazards and Me 3. Why do I maintain my tools
Activity 4 Every Learning Barkada will prepare a poster of safety precautions to be displayed in the classroom.
TRANSFER Activity 5 Let’s get physical. Each one of you go to the tool room and get a tool that needs cleaning and/or simple repair. You may also bring your own tool for this activity. Apply what you have learned about maintaining tools, implements, and simple equipment. Before you start doing your task, assess your workplace. Identify the possible hazards and do something about them to ensure your safety. While doing your task, observe safety precautions to prevent untoward incidents from happening.
SUMMATIVE ASSESSMENT MUST BE CONDUCTED The diagnostic test material will be used for this purpose; however, teacher may customize questions to expand the number of items provided that questions asked must cover KNOWLEDGE, PROCESS/SKILLS, and UNDERSTANDING.
87
SUMMARY/SYNTHESIS/FEEDBACK
“An ounce of prevention is better than a pound of cure ”: An adage which always reminds us of our safety in everything we do. Any place we go, any work we undertake, we are exposed to risks or hazards. To avoid such, we must be extra careful of our actions and decisions. See to it that the workplace meets the OHS standards. Tools, implements, and equipment must be maintained and secured in their proper places to be safely used next time.
REFERENCES: Garcia, L.B., P.C. de Castro, R.G. Asuncion, Jr. A.J. Ganiron, E.B. Javier, E.D.
Serrano, A.
B. Resureccion, and S.A. Yano. 1991. Safety Precautions When Working. In: Technology and Home Economics II. First Edition. Instructional Materials Corporation (IMC), University of the Philippines, Diliman, Quezon City, Philippines, 390 pp.
Ladia, L.A., P.V. Lucas and R.M. Mirasol. 2012. Maintaining Training Facilities. In: CBLM on Trainers Methodology Level I. National TVET Trainers Academy, TESDA, Marikina City, Philippines. (www.fao.org/docrep/005/y1390e/y1390e09.htm retrieves April 10 , 2014)
http://www.sofweb.vic.edu.au/safe@work/workplace_hazards.asp\\ Retrieved April 11, 2014 https://www.worksafe.vic.gov.au/safety-and-prevention/health-and-safety-topics/controlling-ohshazards-and-risks/about-hazards-and-risks/what-are-hazards-and-risks Retrieved April 12, 2014 http://en.wikipedia.org/wiki/5S_(methodology) Retrieved April 11, 2014
end of lesson 4 Preparing and Maintaining Farm Tools, Implements, Simple Equipment, and Facilities _____________THIRD QUARTER _____________ CONDUCTING PRE-AGRICULTURAL FARM OPERATIONS 88
AFA – HORTI CROP PRODUCTION GRADE 9 TEACHING GUIDE K-12 BASIC EDUCATION CURRICULUM TRAINING REGULATION-BASED TECHNOLOGY AND LIVELIHOOD EDUCATION AGRICULTURALCROP PRODUCTION (SPECIALIZATION) _____________FOURTH QUARTER _____________ CONDUCTING PRE-AGRICULTURAL FARM OPERATIONS
Grade Level Standard
This is a specialization course which leads toAGRICULTURAL CROP PRODUCTION NC II. It covers the Grade 9 Technology and Livelihood Education (TLE) studentsought to possess namely: 1. Develop Personal Entrepreneurial Competencies (PEC’s) across Market and Environment, 2. Preparing farm tools, implements and simple equipment for Agricultural farm operations, 3. Preparing and maintaining farm tools, implement, equipment, and facilities. 4. Securing farm tools, implements, simple equipment and facilities.
89
LESSON 5. Securing Farm Tools, Implements, Equipment, and Facilities CONTENT STANDARD
LEARNING COMPETENCIES
The learner demonstrates understanding in
1. Perform simple repair and modification
securing farm tools, implements, simple
of farm tools, implements and
equipment, and facilities.
equipment
PERFORMANCE STANDARD
2. Install preventive structures in the farm
The learner independently secures farm tools,
3. Maintain and store farm tools,
implements, simple equipment, and facilities
implements, and simple equipment
according to approved practices.
according to approved practices
Introduction This lesson deals with the safety of farm tools, implements, simple equipment, and farm facilities. It includes simple repair, installation of preventive structures, and storage. Learning Competencies/Objectives At the end of the quarter, the students are expected to: 1. Perform simple repair and modification of farm tools, implements and equipment 2. Install preventive structures in the farm 3. Maintain and store farm tools, implements, and simple equipment according to approved practices
Pre-Diagnostic Assessment: This Pre-Diagnostic Assessment must be conducted after the brief introduction of the lesson and before the discussion of the talking points.
(The highlighted choice is the key answer.) Directions: Read the questions carefully and choose the LETTER of the correct answer. Write the answer in your quiz notebook.
1. Which of the following less describe a work shop? 90
A. Provides an area for repairs B. Provides an area for storage C. Provides an area for lectures D. Provides an area where work can be carried out during inclement weather 2. Which of the following is not true about a work shop? A Presence of water supply for convenience and safety B. Presence of wide entrance only for large equipment C. Presence of storage cabinet for tools, supplies, and spare parts D. Presence of fire extinguishers 3. What is the advantage of living windbreaks? A. Protect people and livestock B. Benefit soil and water conservation C. Wildlife habitat for birds and little furry creatures D. Take several years to develop, therefore, the economic benefit is not immediate 4. Hazardous materials should be stored in a safe place to prevent accidents. Which of the following is not a good practice in storing hazardous materials? A. Flammable and poisonous materials should be stored in a separate room or cupboard B. Hazardous products must be well-ventilated C. Hazardous materials are kept in places which children cannot reach D. Unconsumed or extra chemicals are stored in empty beverage bottles
5. Which among the following practices of storing garden tools is not effective? A. Remove any dirt or rust B. Sharpen tools C. Store tools on the ground D. Spray metal parts with a good coat of lubricating oil
KNOWLEDGE Below are some of the farm facilities in agri-crop production. Draw a square if the 91
facilities are familiar to you and a triangle if it is not, opposite each column. Put a (/) if you know how to describe and (x) if you don’t in the next column. Remarks Farm Facility 1. 2. 3. 4. 5.
Familiar
Not familiar
Can describe
Can’t describe
Storage barn Shop building Nursery Vicinity fence Greenhouse
TEACHER’S TALKING POINTS: You will discuss this to the class preferably with the use of a digital technology or in its absence a class facilitation using 4A’s will be used. In your activity phase, please encourage students to utilize reusable papers. Always put in your mind that a teacher starts a class with the end in mind; inspire the students Simple Repair and Modification of Tools and Implements “Repair means to restore by replacing a part or putting together what is torn or broken ” http://www.merriam-webster.com/dictionary/repair
A workshop provides a focal point at the farmstead for the repair and maintenance of machines, implements and structures. It also provides a place where tools can be stored in an orderly manner, a store for supplies and spare parts, and a shelter where work can be carried out during inclement weather. A facility of this type should be available on every farm. The size and design of a workshop, however, should be commensurate with the size of the farm and the work to be done in the shop.http://www.fao.org/docrep/s1250e/s1250e19.htm Retrieved Important Features of a Safe and Efficient Workshop 1.
Sufficient room for the largest machine that may need repair, including workspace
around it. If the machine is large, truss roof construction may be needed to provide the required space without intermediate supports. 2. An entrance that is both wide enough and high enough for the largest equipment that the shop has been designed to accommodate. If the building is enclosed with either solid walls or wire netting, a second door is essential for safety in case of fire. 3. Some means of lifting and supporting heavy loads. When the roof span is 3m or less, a 92
timber beam is often adequate. For larger spans or very heavy loads a truss will be required. Alternatively, a portable hoist can be used. 4. Electric lighting and electrical service for power tools. 5. A water supply for both convenience and safety. 6. One or more fire extinguishers of a type suitable for fuel fires. Two or three buckets of dry sand are a possible substitute or supplement for a fire extinguisher. 7. Storage cabinets for tools, supplies and spare parts. Sturdy doors can be locked for security and also provide space to hang tools and display small supplies for easy access. 8. .A heavy workbench attached to the wall or otherwise firmly supported. It should be 1 m high, up to 800mm deep and at least 3m long and equipped with a large vice. There must be sufficient clear space around it to maneuver work pieces and, if attached to a solid wall, ample
window
openings
above
it
to
provide
light.http://www.fao.org/docrep/s1250e/s1250e19.htm Simple garden tools are easy to repair. Spend a little time checking your garden tools for things to fix and recycle.
To replace a tool handle: 1.
Clamp the tool blade in a bench vise.
2.
Remove the handle from the hasp using a drill, hammer, or other tools as needed.
3.
Insert the new handle into the hasp.
4.
Tighten the handle in the hasp using fasteners.Use a screw and screwdriver to firmly attach the handle to the tool head.
To fix a leaky hose:
1. Cut through the hose on either side of the bad section using a sharp knife. 2. Attach male and female hose couplings to the cut ends, following the directions that come with the couplings. If the new hose fittings don't slide in easily, try softening the ends of the hose in hot water or lubricating them with soap or cooking oil. To fix a broken tooth of a rake or fork: Bring this to the shop and weld the broken portion of the tools. Do the same with the other tools and implements that need welding. For farm machineries that need repair, 93
contact expert mechanics to do the job.
Installation of Preventive Structure It has been observed that as we go on with our agricultural crop production work we often experience the occurrence of inclement weather. Before it is too late, we think of preventive measures we can take to safeguard our crops, tools, and other facilities. We should not only focus our attention on the occurrence of inclement weather, but we also have to consider other elements that may cause loss or damage to our property, such as stray animals, fire, and thieves.
The Philippines is particularly prone to natural disasters due to its geographical location and physical environment. The country experiences an average of 20 typhoons yearly, which trigger landslides, flashfloods, mudslides, widespread flooding, and cause destruction and damages to homes, community buildings, communications, infrastructure, and agriculture. To address these hazards and [to] slow [down] setting climate change impacts, the integration of lemon trees in vegetable farms can be a suitable option for slope protection. Planting of trees such as Calliandra reduces weed growth, conserves soil moisture, and improves soil structure and fertility. It is planted in contour hedgerows to decrease erosion on steep slopes, acts as windbreaks and as an understory component. http://teca.fao.org/read/7703#sthash.WmLjxFJP.dpuf
To safeguard our agricultural crops and farm facilities from damage cause by strong winds and typhoons, preventive structures should be installed beforehand. Examples of preventive structures are windbreaks. “Windbreaks could be linear plantings of trees and shrubs designed to enhance crop production, protect people and livestock, and benefit soil and water conservation or buildings situated along vegetable areas or plantations”. https://edis.ifas.ufl.edu/fr253 Retrieved There are two types of windbreaks, living (natural) and non-living (artificial). Each type serves to reduce wind, but there are economic tradeoffs associated with each. This paper will focus on the advantages and disadvantages. Living windbreaks are mostly composed of trees and shrubs, and in some cases 94
tall grasses. Artificial windbreaks are vertical structures made from a variety of materials including metal and plastic cloth. One of the primary economic advantages of a living windbreak is that it is a cheap and cost-effective technology due to low establishment and maintenancecosts. The primary economic disadvantage is that a livingwindbreak may take several years to develop; therefore, the economic benefit is not immediate.https://edis.ifas.ufl.edu/fr253 , Basic reasons why we plant windbreaks •
Reduce wind speed
•
Windbreaks reduce heating and cooling cost to homes, and add value
•
Provide a barrier from sound and site, smell
•
Protect livestock
•
Aesthetics -they look good
•
Wildlife habitat -birds and little furry critters http://www.nrcs.usda.gov/Internet/FSE_PLANTMATERIALS/publications/txpmcot5584.pdf ,
Let’s take a look at our facilities, such as the nursery shed, storage house, and farm shops. Examine their physical conditions (roofing, sidings, or floorings). Can they survive any disaster that may occur? Are the things inside safe? If not, what preventive structures should you undertake? Below is a table indicating the facilities, physical conditions, possible calamities or disasters that may occur and the suggested preventive structures or contingency measures to be undertaken.
Physical
Facilities
conditions
Calamities/
Suggested
preventive/
Disaster
contingency measure
Weak posts
Nursery shed
Typhoon
Put braces
Leaking roofing
Storage barn
Heavy rains
Put water sealant (vulcaseal)
Unsafe
Farm shop
Thieves/burglars
Put grills and heavy duty
windows
and doors
padlocks Fires
Provide fire hydrants call fire department
Run off
95
Construct drainage canal
Dilapidated
Vicinity fence
Astray animal
Reconstruct fence
Prepare Farm Facilities and Equipment for Storage
After quite a long time, farming operations finally come to an end. At this time, we have to check the tools, implements, and equipment we used and prepare them for storage. Machinery and implement storage
On many small-scale farms or schools machineries and implements are stored in a simple shed just to keep them. The few small-sized hand tools and implements used in farming can normally be stored in any multipurpose structure at the farmstead or backyard. The tools, implements, and equipment need only to be secured for their protection from theft and vandalism, and kept dry avoid deterioration of the metal and wooden parts. The tools will last longer if they are cleaned and working surfaces are greased prior to storage. The tools may be hung on rails or hooks on the wall or from the ceiling for order and convenience and to protect them from dampness penetrating an earth floor in the store. Implements, such as plows, harrows and cultivators, are little damaged by rust when left outdoors. If they are properly cleaned prior to storage and metal surfaces, particularly all threaded parts used for adjustments, are greased, then a little rust is not likely to harm performance enough to justify the cost of a storage structure. A fenced compound can offer adequate protection against theft during storage. Although implements containing wooden parts are more susceptible to decay, those parts can usually be replaced at low cost. Machinery and Equipment Storage Buildings There are numerous precautions that should be observed when storing machinery on the farm. Precautions include: •
Buildings where machinery and power tools are stored should be located far enough away from structures that house livestock and hay in case of fire.
•
Fuel storage tanks should preferably be located below the ground, and a minimum of 40 96
feet from the nearest structure. Fuel cannot be stored in the same structure as machinery or power tools. •
Electrical lines coming into the building should be high enough to allow equipment to pass underneath.
•
Electrical systems in machine sheds should be sufficient for the power tools and equipment that will require the use of electric current.
•
Electric outlets should be of the three-prong grounded type.
•
Machinery storage buildings should not be used to store debris.
•
Doors on machine sheds should be wide enough so machinery can safely pass through without getting caught. It should be easy to pull or slide open doors and close them freely in case of an emergency.
•
Exits should be clearly marked.
•
Doors should be lockable to keep out children and unwanted visitors.
•
Floor surfaces should be level and smooth, free of bumps and protruding rocks.
•
Equipment should be parked so there is enough space for a person to walk freely around it.
•
Buildings should have adequate ventilation for the starting or running of an engine within the structure. (Note: engines should not be left running inside a building for a prolonged period of time unless the exhaust is being properly vented externally).
•
All tools and accessory equipment should be kept picked up and stored in their proper place, e.g., air hoses, oil cans, spare tires, jacks.
•
Keys should always be removed from all equipment or machinery to prevent children or unauthorized people from starting them.
•
Do not allow nonemployees inside the machine shed. Children should never be allowed to
play
around
or
inside
the
machine
shed
or
on
farm
machinery
itself.http://nasdonline.org/document/1049/d000844/farm-machinery-and-equipment-safety-part-irecognizing.html
Fuel and chemical storage Many materials that are used on farms fall into the category of "hazardous materials," since they are either highly flammable or poisonous. Other materials frequently used on farms, such as fertilizers and cement, also have special storage requirements, mainly because they are hydroscopic, i.e., they tend to pick up moisture from the atmosphere. http://www.fao.org/docrep/s1250e/s1250e19.htm
97
Storage of Hazardous Products Generally speaking, accidents that happen among children are due to the carelessness of adults. Hazardous products are not kept in places where children could not reach them. Unconsumed chemicals are kept in bottles of beverages and not properly labeled. Hazardous materials stored on farms normally include the following: •
Highly flammable materials, such as engine fuel and oil, such as petrol, diesel, kerosene and lubricating oils.
•
Gases, such as butane, propane and acetylene. (Oxygen promotes the combustion of other materials and must be handled carefully.)
•
Paints containing flammable solvents, cellulose thinner or alcohol.
•
Poisonous materials such as herbicides, insecticides, rat poison and sheep and cattle dips.
•
Acids and alkali such as detergents, cleaning liquids, lye and quicklime (CaO).
•
Medicines, such as veterinary drugs and supplies. Some drugs may require refrigeration.
•
Wood
preservatives
and
corrosion
inhibiting
paints.http://www.fao.org/docrep/s1250e/s1250e19.htm retrieved April 13, 2014
To prevent accidents, precautions should be taken, especially in storing hazardous materials. Hazardous materials should always be stored in a separate location containing only those materials. If the quantities are larger, flammable and poisonous materials should be stored in separate rooms. Ideally each type of material should have its own storagespace, that is, its own shelf in a cupboard or a storage room,or its own room in a cooperative or merchant store.Anystorage for hazardous products must be well ventilated so that explosive or toxic fumes cannot accumulate. http://www.fao.org/docrep/s1250e/s1250e19.htm retrieved April 13, 2014 We should take note that some chemicals are harmful to the skin; Therefore, washing facilities should be available nearby for immediate use. Storage of Fertilizers and Other Nonhazardous Materials 98
Some fertilizers are hydroscopic and easily pick up moisture from humid air or from the ground. This causes them to become lumpy and to deteriorate. Fertilizers and cement are normally sold in plastic - lined bags offering some degree of protection. They should be handled and stored so that the bags are not punctured or otherwise damaged. In addition, the storage conditions should be as dry as possible. Bags should be placed on a raised platform in the storage. This will allow ventilation and prevent ground moisture from penetrating from below. The pile should be protected from rain by a roof or some other type of watertight cover. Fertilizer can be very corrosive to metals and should not be stored close to machinery or tools. http://www.fao.org/docrep/s1250e/s1250e19.htm retrieved April 13, 2014
Greenhouses A greenhouse is a structure using natural light within which optimum conditions may be achieved for the propagation and growing of agricultural crops, for plant research or for isolating plants from disease or insects. Greenhouses should be located in open areas with no shade from trees or buildings and with access to roads. The land should be nearly level and well drained. If possible, the site should be sheltered from excessive wind. However, normal air movement is essential for natural ventilation systems and to preventlocally stagnant conditions.
A good, clean water supply is of paramount importance. Electricity will be required if ventilation is to be mechanized and if stationary machinery is to be used in the greenhouse. http://www.fao.org/docrep/s1250e/s1250e19.htm retrieved April 13, 2014
Regarding the preparation of garden tools for long storage, you can adopt some of these practical practices: •
Begin by gathering all hand tools and removing any dirt or rust with a wire brush, steel wool, or light sandpaper.
•
Sharpen the tools using a file that is made specifically for this task. Remember to move the file in one direction only, and at a 45-degree angle Sand wooden handles with sandpaper and follow up with a coat of paste wax or linseed oil if necessary. 99
•
Spray all metal parts with a good coat of lubricating oil. This will prevent rust when your tools are stored in your tool shed or garage.
•
Store your tools in a high place above the ground and in a dry spot.
•
Drain water hoses and hang them in the garage or in the workshop.
•
Don’t forget about the lawnmower. If you don’t have the chance to use up the gas before storing it, add a gas stabilizer to the fuel tank to prevent corrosion.
By following these few basic preparatory steps, you can ensure that on the following year, you’ll be working in your garden instead of working on your garden tools. With proper care of the farm tools, implements, and equipment, you can also save yourself from buying new ones to replace them.
PROCESS/SKILLS Read the instructions to your students. Discuss the activity thoroughly.
Activity 2
Conduct an interview on experienced crop producers in the locality on how they secure and store their farm facilities. Make sure you answer the following questions: 1. What tools, implements, and equipment do farmers have to store? 2. How do they secure and store their tools, implements, and simple equipment.? 3. What preventive structures do these farmers have? UNDERSTANDING Visit the school nursery and greenhouse. Are these facilities secured? Make a report of your findings and submit it to your teacher.
TRANSFER Visit the shop of the school and take note of whether the tools, implements, and equipment are properly arranged and stored. Check if the tools, implements, and equipment are prepared for long storage since the school year is about to end. Report your findings to your teacher.
100
SUMMATIVE ASSESSMENT MUST BE CONDUCTED The diagnostic test material will be used for this purpose, however, teacher may customize questions to expand the number of items provided that questions asked must cover KNOWLEDGE, PROCESS/SKILLS, and UNDERSTANDING.
SUMMARY/SYNTHESIS/FEEDBACK
The availability of tools, implements, simple equipment, and facilities is one of the important factors to attain success in agricultural crop production. These materials are not easy to obtain because they are expensive. Relative to this, these materials should be handled with extra care to preserve their serviceability, effectiveness, and availability. These should be stored in safe places but before they are stored they must be cleaned, sharpened, or oiled ready for long storage.
References: http://www.fao.org/docrep/s1250e/s1250e19.htm retrieved April 13 , 2014
http://nasdonline.org/document/1049/d000844/farm-machinery-and-equipment-safetypart-i-recognizing.html Retrieved April 13, 2014
http://www.fao.org/docrep/s1250e/s1250e19.htm Retrieved April 13 , 2014
http://www.nrcs.usda.gov/Internet/FSE_PLANTMATERIALS/publications/txpmcot5584.p df Retrieved April 13, 2014 https://edis.ifas.ufl.edu/fr253 Retrieved April 13 , 2014 http://teca.fao.org/read/7703#sthash.WmLjxFJP.dpuf April 13, 2013
end of lesson 5 Securing Farm Tools, Implements, Equipment, and Facilities 101
____________FOURTH QUARTER _____________ CONDUCTING PRE-AGRICULTURAL FARM OPERATIONS
AFA – AGRI CROP PRODUCTION GRADE 9 TEACHING GUIDE K-12 BASIC EDUCATION CURRICULUM TRAINING REGULATION-BASED TECHNOLOGY AND LIVELIHOOD EDUCATION AGRICULTURAL CROP PRODUCTION (SPECIALIZATION)
GLOSSARY OF TERMS
Business refers to any activity which entails the buying and selling of goods. The manufacturing of products or providing services to a market.
Capital refers to money invested in a business to generate income.
Competency
is an ability to do something, especially measured against a
standard.
Contingency means the state of preparedness for possible emergencies .
Disaster refers to a calamity, such as a flood, tornado, fire, plane crash, etc., that happens suddenly and causes damage to several properties
Entrepreneurs
are those who initiate or finance business ideas. They are popularly
known as businessmen.
Entrepreneurship refers to the business activity of an entrepreneur.
Equipment are powered-tool machineries used in farming
Environmental scanning refers to careful monitoring of the internal and external environment of an organization purposely done to detect early signs of 102
opportunities and threats that may influence present and future plans of the business.
Facilities refer to something built designed or created to provide a service or fulfill a need
Farm implements are accessories pulled by animals or mounted to machineries to make the work easier
Goal is anything an entrepreneur wants to achieve.
Greenhouse is a structure in which seedlings are propagated before they are brought to the nursery shed. In most greenhouses, the environmental condition is controlled.
Hand tools are objects that are usually light and are used without the help of animals and machines
Industry is a commercialized, standardized, and organized economic activity connected with the production, manufacture, or construction of a particular product or range of products in which many people are involved.
Inclement weather means severe environmental conditions such, as typhoons and heavy rain.
Leadership is the capacity or ability to lead a group of people or an organization.
Lifestyle is way of living of individuals, families (households), and societies, which they manifest in coping with their physical, psychological, social, and economicenvironments on a day-to-day basis.
Maintenance is work performed regularly to keep a machine, building, or piece of equipment in good condition and in good working order. 103
Manual handling refers to any activity that requires a person to use force to push, hold, restrain, or carry an object.
Market refers to a group of people with economically important needs and demands. The market opens entrepreneurial or business opportunities to everyone.
Nursery is a light structure where seedlings are cared for before being planted. It also serves as a shed which provides shade for growers raising seedlings.
Need is anything required by someone in order to satisfy particular goals and objectives.
Objective is a specific result that a person or systemaims to achieve
within a time
frame and with available resources.
Opportunities in SWOT analysis it is the exploitable set of circumstances with uncertain outcome, requiring commitment of resources and involving exposure to risk.
Personnel refer to people employed in an organization.
Prepare means to take the necessary action to put something into a state where it is fit for use for a particular event or purpose.
Production is the process of transforming inputs, such as rawmaterials, semifinishedgoods, subassemblies and intangible inputs, namely, ideas, information, knowledge into goods or services.
Repair means to restore the good condition of something broken or damaged.
Shop building refers to a building where hand tools are stored and repaired.
Storage barn is a building where agricultural chemicals and other materials are stored. 104
