CBLM Acp nc2

PORTFOLIO
Sector: AGRICULTURE AND FISHERIES
Qualification Title: AGRICULTURAL CROP PRODUCTION NC II
Unit of Competency:PLANT CROPS
Module Title: PLANTING CROPS
Mount Carmel Agro-tourism Training and Assessment Center, Inc.

Sitio Surcoc, Dumayco, Penarubia, Abra
Plan
Training
Session
Date Developed:
Agricultural Crop May 2019
Production NC II Developed by: Page 1 of 104
PORTFOLIO
BENGIE S. PANTIL
Sample Data Gathering Instrument for Trainee’s
Characteristics
Please answer the following instrument according to the
characteristics described below. Encircle the letter of your choice that best
describes you as a learner. Blank spaces are provided for some data that
need your response.
Characteristics of learners
Language, literacy Average grade in: Average grade in:

and numeracy English Math
(LL&N)
a. 95 and above a. 95 and above
b. 90 to 94 b. 90 to 94
c. 85 to 89 c. 85 to 89
d. 80 to 84 d. 80 to 84
e. 75 to 79 e. 75 to 79
Cultural and Ethnicity/culture:

language a. Ifugao
background
b. Tagalog
c. Ilocano
d. Gaddang
e. Muslim
f. Ibaloy
g. Others( please specify)_Ilocano, Adasen
Education & Highest Educational Attainment:

general a. High School Level
knowledge
b. High School Graduate
c. College Level
d. College Graduate
e. with units in Master’s degree
f. Masteral Graduate
g. With units in Doctoral Level
h. Doctoral Graduate
Sex a. Male
b. Female
Date Developed:
PORTFOLIO
BENGIE S. PANTIL
Age Your age: 18
Physical ability 1. Disabilities(if any)________None_____________
2. Existing Health Conditions (Existing illness if
any)
a. None
b. Asthma
c. Heart disease
d. Anemia
e. Hypertension
f. Diabetes
g. Others(please specify) ___________________
Previous Certificates
experience with _________________________________________
the topic Number of years as a competency trainer 2
Previous List down trainings related to [YOUR NC]

learning Farming is our main livelihood
experience ___________________________
National Certificates acquired and NC level
Training Level
Agricultural Crop Production NC I
completed
Special courses Other courses related to [YOUR NC]

a. Units in education
b. Master’s degree units in education
c. Others(please specify)
______n/a___________________
Learning styles a. Visual - The visual learner takes mental

pictures of information given, so in order for
this kind of learner to retain information,
oral or written, presentations of new
information must contain diagrams and
drawings, preferably in color. The visual
learner can't concentrate with a lot of activity
around him and will focus better and learn
faster in a quiet study environment.
b. Kinesthetic - described as the students in
the classroom, who have problems sitting
still and who often bounce their legs while
tapping their fingers on the desks. They are
often referred to as hyperactive students with
concentration issues.
Date Developed:
PORTFOLIO
BENGIE S. PANTIL
c. Auditory- a learner who has the ability to

remember speeches and lectures in detail
but has a hard time with written text. Having
to read long texts is pointless and will not be
retained by the auditory learner unless it is
read aloud.
d. Activist - Learns by having a go
e. Reflector - Learns most from activities
where they can watch, listen and then
review what has happened.
f. Theorist - Learns most when ideas are linked
to existing theories and concepts.
g. Pragmatist - Learns most from learning
activities that are directly relevant to
their situation.
Other needs a. Financially challenged
b. Working student
c. Solo parent
d. Others(please specify)
___________________________
Date Developed:
PORTFOLIO
BENGIE S. PANTIL
FORM 1.1 SELF-ASSESSMENT CHECK
INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary

data or information which is essential in planning training
sessions. Please check the appropriate box of your answer
to the questions below.
BASIC COMPETENCIES
CAN I…? YES NO
1. Participate in workplace communication
1.1 Obtain and convey workplace information. /
1.2 Complete relevant work related documents. /
1.3 Participate in workplace meeting and discussion. /
2. Work in a team environment
2.1. Describe and identify team role and responsibility /
in a team.
2.2. Describe work as a team member. /
3. Practice career professionalism
3.1. Integrate personal objectives with organizational /
goals.
3.2. Set and meet work priorities. /
3.3. Maintain professional growth and development. /
4. Practice occupational health and safety
4.1. Identify hazards and risks /
4.2. Evaluate hazard and risks /
4.3. Control hazards and risks /
4.4. Maintain occupational health and safety /
awareness
Date Developed:
PORTFOLIO
BENGIE S. PANTIL
COMMON COMPETENCIES
CAN I…? YES NO
1. Apply safety measures in farm operations
1.1. Apply appropriate safety measures while working /
in farm
1.2. Safe keep/dispose tools, materials and outfit. /
2. Use farm tools and equipment
2.1. Prepare and use farm tools /
2.2. Prepare and operate farm equipment /
2.3. Perform preventive maintenance /
procedures/practices
3. Perform estimation and basic calculation
3.1. Perform estimation /
3.2. Perform basic workplace calculation /
4. Process farm wastes
4.1. Collect farm wastes /
4.2. Identify and segregate wastes /
4.3. Treat and process farm wastes /
4.4. Perform housekeeping
5. Perform record keeping
5.1. Carry out inventory activities /
5.2. Maintain production record /
5.3. Prepare financial records /
Date Developed:
PORTFOLIO
BENGIE S. PANTIL
CORE COMPETENCIES
CAN I…? YES NO
1. Perform nursery operations
1.1. Prepare nursery tools, farm implements and /
simple equipment
1.2. maintain nursery facilities /
1.3. Handle seeds/planting material /
1.4. Prepare growing media /
1.5. Conduct propagation activities /
2. Plant Crop
2.1. Prepare land for planting /
2.2. Conduct field lay-out /
2.3. Dig holes /
2.4. Perform direct seeding /
2.5. Transplant seedlings /
3. Care and maintain crops
3.1. Apply pest control measure /
3.2. Apply fertilizer /
3.3. Water crops /
3.4. Perform pruning /
3.5. Perform physical growth-enhancing practices /
4. Carry-out harvest and postharvest operations
4.1. Perform pre – harvest operations /
4.2. Perform harvesting activity /
4.3. Perform postharvest operation /
4.4. Monitor storage pest and diseases /
Date Developed:
PORTFOLIO
BENGIE S. PANTIL
Evidences/Proof of Current Competencies
Form 1.2: Evidence of Current Competencies acquired related to

Job/Occupation
Current
Proof/Evidence Means of validating
competencies
Perform nursery Certificate of training Evaluate the authenticity
operation and validity of the
certificate
Care and maintain Demonstration Evaluate performance
crops using criteria checklist
Carry-out harvest Demonstration Evaluate performance
and postharvest using criteria checklist
operation
Date Developed:
PORTFOLIO
BENGIE S. PANTIL
Identifying Training Gaps
From the accomplished Self-Assessment Check (Form 1.1) and the

evidences of current competencies (Form 1.2), the Trainer will be able to
identify what the training needs of the prospective trainee are.
Form 1.3 Summary of Current Competencies Versus Required

Competencies
Required Units of Current Training

Competency/Learning Competencies Gaps/Requirements
Outcomes based on CBC
1. PERFORM NURSERY OPERATIONS
Prepare nursery tool, farm Prepare nursery tool,
implements and simple farm implements and
equipment simple equipment
Maintain nursery facilities Maintain nursery
facilities
Handle seeds/planting Handle
materials seeds/planting
materials
Prepare growing media Prepare growing
media
Conduct propagation Conduct propagation
activities activities
2. PLANT CROPS
Prepare land for planting Prepare land for
planting
Conduct field lay-out Conduct field lay-out
Dig holes Dig holes
Perform direct seeding Perform direct
seeding
Transplant seedlings Transplant seedlings
3. CARE AND MAINTAIN CROPS
Apply pest control measure Apply pest control
measure
Apply fertilizer Apply fertilizer
Date Developed:
PORTFOLIO
BENGIE S. PANTIL
Water crops Water crops
Perform pruning Perform pruning
Perform physical growth- Perform physical
enhancing practices growth-enhancing
practices
4. CARRY-OUT HARVEST AND POSTHARVEST OPERATION
Perform pre-harvest Perform pre-harvest
operations operations
Perform harvesting activity Perform harvesting
activity
Perform postharvest Perform postharvest
operation operation
Monitor storage pest and Monitor storage pest
diseases and diseases
Date Developed:
PORTFOLIO
BENGIE S. PANTIL
Form No. 1.4: Training Needs (Sample)
Training Needs Module Title/Module of

Instruction
(Learning Outcomes)
Prepare land for planting
Conduct field lay-out
Dig holes Planting Crops
Perform direct seeding
Transplant seedlings
Date Developed:
PORTFOLIO
BENGIE S. PANTIL
SESSION PLAN
Sector : AGRICULTURE AND FISHERIES
Qualification Title : Agricultural Crop Production NC II
Unit of Competency : Plant Crops
Module Title : Planting Crops
Learning Outcomes:
1.1 Prepare land for planting
1.2 Conduct field lay-out
1.3 Dig holes
1.4 Perform direct seeding
1.5 Transplant seedlings
A. INTRODUCTION This module covers the skills, knowledge and attitudes required in the conduct of
activities related to land preparation and planting of agricultural crops. This module also
includes proper handling of seeds/seedlings/saplings for planting and transplanting, proper
use of tools and equipment, conduct land preparation and field lay-out.
B. LEARNING ACTIVITIES
LO 1: Prepare land for planting
Learning Content Methods Presentation Practice Feedback Resources Time
Carry-out land  Self-paced Read the Answer Evaluate CBLM 2 hrs
clearing instruction information sheet self performance Projector
 modular 3.1-1 “Carry-out check using
Land Clearing” 3.1-1 Criteria
Date Developed:

Production NC II Developed by Page 12 of 104
PORTFOLIO
BENGIE S. PANTIL
Checklist
3.1-1
Conducted proper  Demonstration of Demonstration the Task Evaluate CBLM, 3 hrs
soil proper conduct of soil conduct proper soil Sheet performance PPE,
sampling/collection sampling/ 3.1-2 using Digging tools
sampling
collection Criteria and pail
Checklist
3.1-2
Performed  Simulation and Demonstration on Job Evaluate PPE, 4 hrs
appropriate land demonstration of the performing Sheet performance Cutting,
preparation appropriate land 3.1-3 using digging,
conduct of appropriate
preparation Criteria cultivation
land preparation Checklist and tillage
3.1-3 tools
Proper use and  Self-paced Read the Answer Compare CBLM, 3 hrs
maintenance of instruction maintenance of Self your answer Cutting,
cutting, digging,  modular farm tools and Check to Answer digging,
cultivation and  Discussion conduct 3.1-4 Key 3.1-4 cultivation
tillage tools demonstration on and tillage
 Demonstration
proper tools
maintenance of
cutting, digging,
cultivation and
tillage tools
LO 2: Conduct Field Lay out
Field Lay out  Self-paced Read the process Answer Compare CBLM 3 hrs
interpretations  Modular in interpreting field Self your answer
lay-out Check to Answer
Date Developed:

PORTFOLIO
BENGIE S. PANTIL
3.2-1 Key 3.2-1
Proper use of  Self-paced Read the use of Answer Compare CBLM, 2 hrs
measuring tools and  Modular measuring and Self your answer Measuring
materials use in materials use in Check to Answer tools
field lay outing field lay outing 3.2-2 Key 3.2-2
Proper distancing of  Self-paced Read the field lay Answer Compare CBLM 2hrs
Field lay outing  Modular outing based on Self your answer
based on crop crop requirements check to answer
requirements 3.2-3 key 3.2-3
Prepare Field layout  Demonstration Prepare field lay Task Evaluate Drawing 3 hrs
plan based on crop  Simulation out plan based on Sheet performance board
requirement given crop 3.2-4 using
requirement criteria
checklist
3.2-4
Perform field lay  Demonstration Demonstrate field Job sheet Evaluate PPE, 4 hrs
outing  simulation lay outing 3.2-5 performance Digging and
using cultivation
Criteria and tillage
Checklist tools
3.2-5
LO 3: Digging holes
Hole distancing  self-pace Read the required Answer Compare CBLM 4 hrs
based on crop  Modular hole distance Self- your answer
requirements based on the crop check to answer
requirement 3.3-1 key 3.3-1
Date Developed:

PORTFOLIO
BENGIE S. PANTIL
Conduct proper  Demonstration Demonstrate the Task Evaluate PPE 4 hrs
hole digging proper conduct of sheet performance Digging tools
hole digging 3.3-2 using
criteria
checklist
3.3-2
Perform basal  Demonstration Demonstrate the Task Evaluate PPE 3 hrs
fertilizer application conduct of basal sheet performance Digging tools
based on fertilizer 3.3-3 using fertilizer
recommended application based criteria
amount following on recommended checklist
the Occupational amount following 3.3-3
Safety and health the Occupational
Standard Safety and health
Standard
LO 4: Performing direct seeding
Conduct seed  Self check Read the module Task Evaluation Seed 4 hrs
quality testing  Demonstration for quality seed sheet performance Seed tray
 computation testing, 3.4-1 using
Demonstrate seed criteria
quality testing checklist
procedure 3.4-1
Compute for the  Self check compute for answer compare CBLM 8 hrs
germination rate germination rate self- your answer calculator
check to answer
3.4-2 key 3.4-2
Perform seed sowing  demonstration Demonstrate the Task Evaluate CBLM 3 hrs
based on the crop proper seed sowing sheet performance Seeds
Date Developed:

PORTFOLIO
BENGIE S. PANTIL
requirement 3.4-3 using seedling tray
criteria
checklist
3.4-3
LO 5: Transplant seedlings
Handling seedlings  demonstration Demonstrate Task Evaluate PPE 4 hrs

from nursery to seedling handling sheet performance Seedling
performance base from nursery to 3.5-1 using seedling
on prescribed performance base criteria tray/basket
practices. on prescribed checklist
practices 3.5-1
Transplanting of  demonstration Demonstrate Job sheet Evaluate PPE 4 hrs
seedling based on Transplanting of 3.5-2 performance Seedling,
crop requirements seedling based on using seedling
crop requirements criteria tray/basket
checklist Cultivation
3.5-2 tools
Conduct replanting  demonstration Demonstrate the Task Evaluate PPE 4 hrs
based on time and conduct of sheet performance Seedling,
planting protocol replanting based 3.5-3 task using seedling
on time and criteria tray/basket
planting protocol checklist Cultivation
3.5-3 tools
C. ASSESSMENT PLAN
A. Written Test B. Performance Test thru demonstration C. Oral Questioning
D. TEACHER’S SELF-REFLECTION OF THE SESSION
Date Developed:

PORTFOLIO
BENGIE S. PANTIL
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competency Module Title Code
Perform nursery Performing nursery

AFF 610301
1.
operations operation
2. Plant crops Planting Crops AFF 610302
Care and maintain Caring and maintaining

AFF 610303
3.
crops crops
Carrying-out harvest
Carry-out harvest and
4. and postharvest AFF 610304
postharvest operations
operation
Date Developed:
Page 17 of
Production NC II Developed by: 104
PORTFOLIO
BENGIE S. PANTIL
MODULE CONTENT
UNIT OF COMPETENCY Plant Crops
MODULE TITLE Planting Crops
MODULE DESCRIPTOR:
This module covers the skills, knowledge and attitudes required in the
conduct of activities related to land preparation and planting of agricultural
crops. This module also includes proper handling of
seeds/seedlings/saplings for planting and transplanting, proper use of tools
and equipment, conduct land preparation and field lay-out.
NOMINAL DURATION: 65 hours
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
1. Prepare land for planting
2. Conduct field lay-out
3. Dig holes
4. Perform direct seeding
5. Transplant seedlings
ASSESSMENT CRITERIA:
 Tools, materials and equipments are prepared for land clearing
 The land is cleared according to prescribed methods of land
preparation
 Debris are removed and disposed according to waste management
standards.
 Soil samples are collected for analysis based on standard procedure
 Land preparation is conducted according to crop requirement.
 Basal fertilizer is applied based on crop requirement
 Safety procedures for fertilizer application is followed according to
OSHS
 Tools and materials are prepared for field lay-out.
 Interpret field lay-out plan according to the recommended planting
system.
Date Developed:
Page 18 of
PORTFOLIO
BENGIE S. PANTIL
 Field is laid-out according to recommended planting system
 Tools and materials are prepared for field lay-out.
 Interpret field lay-out plan according to the recommended planting
system.
 Field is laid-out according to recommended planting system
 Diggings of holes are performed based on crop requirement.
 Top soil is separated to be used in covering the hole after planting.
 Basal fertilizer application is performed based on recommended
amount.
 Seeds are planted according to recommended rate, distance and depth
 Replanting are timely done according to recommended practices for a
particular crop
 Safety procedures are followed according to Occupational Safety and
Health Standards (OSHS) and Good Agricultural Practices (GAP)
 Handling of seedlings from nursery is performed based on prescribed
practices.
 Transplanting of seedlings is done based on crop requirement
 Re-bagging is done for a particular crop requirement
 Replanting is timely done based on planting protocol.
 Safety procedures are followed according to Occupational Safety and
Health Standards (OSHS) and Good Agricultural Practices (GAP)
Date Developed:
Page 19 of
PORTFOLIO
BENGIE S. PANTIL
LEARNING OUTCOME NO. 4
Contents:
 Carry-out land clearing
 Conducted proper soil sampling/collection
 Performed appropriate land preparation
 Proper use and maintenance of cutting, digging, cultivation and tillage

tools
Assessment Criteria
 Tools, materials and equipments are prepared for land clearing

 The land is cleared according to prescribed methods of land
preparation
 Debris are removed and disposed according to waste management
standards.
 Soil samples are collected for analysis based on standard procedure
 Land preparation is conducted according to crop requirement.
Conditions
The participants will have access to:
 Cutting, digging, cultivation, harvesting Tools and equipment

 Workplace demo-laboratory garden
 Modules and learning resources
Assessment Method:
 Direct observation
 Oral Interview
 Portfolio assessment
 Demonstration
Date Developed:
Page 20 of
PORTFOLIO
BENGIE S. PANTIL
Learning Experiences
Learning Outcome 1
Learning Activities Special Instructions

Read the information sheet 3.1-1
“Carry-out Land Clearing”
Answer self-check 3.1-1 Compare your answer to Answer Key
3.1-1
Facilitate lecture / discussion and
demonstration on the conduct Evaluate performance using Criteria
proper soil sampling/collection Checklist 3.1-2
Practice using Task sheet 3.1-2
Observe the actual lecture / Evaluate performance using Criteria

discussion and demonstration on Checklist 3.1-3
performing appropriate land
preparation
Practice using Job sheet 3.1-3
Observe actual discussion on Compare your answer to Answer
proper maintenance of cutting, Key 3.1-4
digging, cultivation and tillage AFTER WE ACCOMPLISH AT THE
tools ACTIVITY AND TASK YOU MAY
Answer Self Check 3.1-4 MOVE TO ANOTHER LEARNING
OUTCOMES
Date Developed:
Page 21 of
PORTFOLIO
BENGIE S. PANTIL
Information Sheet 3.1-1
Carry-out Land Clearing
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Identify factors in selecting the site for planting vegetable crops
2. Carry out land clearing
3. Explain the importance of proper land preparation
Land preparation is one of the basic, but most important, cultural

practices in lowland and upland vegetable production. Most of our direct-
seeded and transplanted vegetable crops give the best yields when the land
for planting is well prepared.
Land clearing is the process of removing trees, stumps, brush, stones

and other obstacles from an area as required to increase the size of the crop
producing land base of an existing farm or to provide land for a new farm
operation.
Factors to consider in selecting the site for planting vegetable crops

Minimizing potential production problems is essential to all farming
operations. This is especially true for vegetable producers. One of the most
effective means of reducing potential problems is through proper site
selection.
1. Sunlight
The more sunlight the site receives the better for a vegetable garden
because sunlight is the most important factor for growing healthy
vegetables. Most vegetables need full sun (at least six hours of direct
sunlight per day) to grow to their maximum potential, so avoid spots that
are shaded by trees or buildings during the heat of the day. Use the
traditional planting arrangement of rows running north to south to provide a
maximum and even quantity of sunlight throughout the day.
To determine if your site has the right light conditions, stand facing the
south with your left hand pointing east (in the direction the sun rises) and
your right hand pointing west (in the direction the sun sets). Now take your
east-facing finger and follow it to the southern sky and then down behind
the western horizon. This is the course the sun will take throughout the day.
If there are no major obstructions then you have a sunny spot.
2. Water and drainage
Water is the life-blood of vegetable production. Vegetable crops

generally require more total water and more frequent irrigation than most
Date Developed:
Page 22 of
PORTFOLIO
BENGIE S. PANTIL
other horticultural crops. The water source should have the capability to
provide the volume required for the maximum needs of the highest water-
using crop to be planted. (https://aggie-
horticulture.tamu.edu/vegetable/guidesorganic-vegetable-production-
guide/key-factors-in-vegetable-production.
Vegetable crops develop water requirements which are specific to their
variety, maturity, and the surrounding atmospheric and soil characteristics.
With respect to drainage, it is the physical topography of a particular site
which assumes the most significant role. The immediate elevation, slope,
and soil structure need to be carefully assessed before establishing the
vegetable garden. The most suitable types of location have gentle surface
slopes and contain deep and well drained soils. Many vegetable growers
prefer a moderately heavy loam with at least several feet of topsoil.
(www.organicguide.com.)
3. Topography of the land
Topography refers to the physical characteristics of the overall field

site and includes conditions such as the contour, soil depth, water, air
drainage, and the presence of rock. These characteristics can have a
significant influence on crop production and management. Poorly drained
fields or those with low areas can become water logged during periods of
excessive rain. Such conditions can enhance the incidence of diseases,
reduce plant vigor and yield, and, under excessive conditions, cause plant
death.
An ideal topography for vegetable production is one that is nearly flat to
slightly sloping, well drained, and free of trees, rocks, and low areas.
Efficiency of crop maintenance, irrigation, and harvest operations are greatly
enhanced in fields with this type of topography.
(https://aggie-horticulture.tamu.edu/vegetable/guidesorganic-vegetable-
production-guide/key-factors-in-vegetable-production.)
4. Types of soil
Soil type refers to the physical composition or properties of the soil.

Soil basically consists of decomposed mineral matter (sand, silt, and clay)
and decomposed organic matter. Optimum vegetable production is achieved
on well-drained sandy loam soils. Although vegetables can be grown on a
wide range of soil types, most vegetables are not well adapted to heavy clay
soil types. Soils of this type tend to have poor aeration and drainage and can
restrict root growth. Consequently, these soils should be avoided. Soil is the
fundamental resource base for all agricultural production systems.
(https://aggie-horticulture.tamu.edu/vegetable/guidesorganic-vegetable-
production-guide/key-factors-in-vegetable-production)
Most vegetables require a mildly acidic or neutral soil with a pH reading
between six and seven. (www.organicguide.com)
Date Developed:
Page 23 of
PORTFOLIO
BENGIE S. PANTIL
5. Accessibility to road and transportation
Vegetables are highly perishable. They are best liked when they are
fresh and of good quality. If the site is accessible to all forms of
transportation, vegetable products are easily transported without much
damage.
6. Climatic requirements
The climate is mainly governed by (a) temperature, (b) water, and (c)
light.
 Temperature affects some vital processes of the plant like

photosynthesis, respiration, absorption of water and minerals, and in the
germination of seeds.
There are three basic temperatures necessary for the germination and
growth of each plant species. First, the minimum temperature limits of the
growth of plants. If the temperature goes below the minimum temperature,
the plant will not grow or will be stunted. Second, the maximum
temperature the plants can still survive. Third, the moderate temperature
which is between the maximum and the minimum temperature will make
the plants grow fast.
Plants which require cool temperature like cabbage, lettuce, cauliflower,
broccoli, carrots, snap beans, peas, and many others, should be planted
during the cool season and in mountainous or high places like Baguio and
Benguet. However, crops like okra, eggplant, tomato, and pepper require a
high temperature.
 Water serves as a solvent. Nitrogen, phosphorus, potassium, and other
nutrient elements cannot be absorbed by the plant unless there is water in
the soil. It serves as a solvent for the plant nutrient which is in the form of a
solution absorbed by the roots.
 Light affects the growth of crop plants mainly through affecting (1) their
structural development, (2) their food production, and (3) the time required
of certain species of varieties to produce seeds. Light is necessary for
photosynthesis and is therefore required by green plants for the
manufacturing of food. Many plants are influenced by the length of day
especially with regards to flowering, fruiting, and production of seeds. This
effect of light is known as photoperiodism. Some plants are known as long
day plants and others as short day plants. The long day plants need a
comparatively long day for flowering and their vegetative growth increases
when the days are short.
Date Developed:
Page 24 of
PORTFOLIO
BENGIE S. PANTIL
7. Socio-economic condition.
Socio-economic factors such as the peace and order condition in the
area and cost of labor should be considered because this will determine the
profitability of the project
Know Your N-P-K
Plants’ primary nutrients are nitrogen (N), phosphorus (P), and potassium
(K). These are available in chemical/synthetic (non-organic) fertilizers or in
the organic additives suggested here. On the package of a fertilizer, you’ll see
these three values separated by dashes (N-P-K); the numbers of each
nutrient indicate the percentage of net weight contained.
 Nitrogen (N) promotes strong leaf and stem growth and a dark green
color, such as desired in broccoli, cabbage, greens and lettuce, and
herbs. Add aged manure to the soil and apply alfalfa meal or seaweed,
fish, or blood meal to increase available nitrogen.
 Phosphorus (P) promotes root and early plant growth, including
setting blossoms and developing fruit, and seed formation; it’s
important for cucumbers, peppers, squash, tomatoes—any edible that
develops after a flower has been pollinated. Add (fast-acting) bonemeal
or (slow-release) rock phosphate to increase phosphorus.
 Potassium (K) promotes plant root vigor, disease and stress
resistance, and enhances flavor; it’s vital for carrots, radishes,
turnips, and onions and garlic. Add greensand, wood ashes, gypsum,
or kelp to increase potassium.
Date Developed:
Page 25 of
PORTFOLIO
BENGIE S. PANTIL
Self- Check 3.1-1
Identification:
Directions: Read and understand the questions carefully. Write the
letter of the correct answer in your quiz notebook.
1. Which of the following factors in selecting the site is considered as the life
– blood of vegetable production?
a. Topography c. Sunlight
b. Water d. Soil
2. Access to sunlight plays a significant role in producing vegetable crops.
How long the crops should be exposed to direct sunlight every day?
a. 3 – 5 hours c. 4 – 6 hours
b. 2 – 4 hours d. 6 – 7 hours
3. Which of the following is NOT a characteristic of good soil?
a. Has good aeration
b. Has plenty of minerals
c. Has high water holding capacity
d. Contains large amount of clay making the soil compact
4. What is the best topography suited for vegetable production?
a. Hilly
b. Level
c. Sloping
d. Slightly Sloping
5. Which of the following refers to the proportion of sand, silt, and clay
particles that comprise a particular soil sample?
a. Soil
b. Soil profile
c. Soil texture
d. Soil structure
6. The type of soil directly affects the growth and development of vegetable
crops. What types of soil are best for growing vegetables?
a. Clay – loam
b. Sandy – loam
Date Developed:
Page 26 of
PORTFOLIO
BENGIE S. PANTIL
c. Silty – clay
d. Sandy – clay
7. Which of the following is not a reason why we consider accessibility to
road and transportation as one of the important factors in selecting the site?
a. Vegetables are harvested anytime
b. Vegetables are highly perishable
c. Vegetables are best liked when they are fresh
d. Products are transported without much damage
8. Which nutrients promotes strong leaf and stem growth and a dark green
color, such as desired in broccoli, cabbage, greens and lettuce, and herbs.
a. Nitrogen b.Potassium c. Phosphorus
9. Which promotes root and early plant growth, including setting blossoms
and developing fruit, and seed formation?
10. Whichpromotes plant root vigor, disease and stress resistance, and
enhances flavor?
Date Developed:
Page 27 of
PORTFOLIO
BENGIE S. PANTIL
ANSWER KEY 3.1-4
1. B
2. C
3. D
4. B
5. C
6. B
7. B
8. A
9. B
10. C
Date Developed:
Page 28 of
PORTFOLIO
BENGIE S. PANTIL
Conduct proper soil sampling/collection
1. Explain the importance of Soil Sampling
2. Collect soil samples and discuss the importance of soil sampling.
3. Identify tools and demonstrate soil sample collection
SOIL
According to World Education (INGO)
Philippines Inc. (2005), soil is defined as the loose
and friable material of the earth’s surface for plants
to grow. In certain places and under certain
conditions, soil consists of two principal layers: a
more productive top or surface layer known as
surface soil or top soil and a less productive under
layer known as the sub-soil. The soil is composed of
mineral matter of different sizes of particles known
as soil texture with a small proportion of microorganisms and mixed with
decayed animal and crop residues. The soil particles are arranged from the
surface soil to the parent rock. Such arrangement is called soil profile.
Soil structure refers to the physical arrangement of the soil particles

in relation to each other. Unlike texture, farmers can modify soil structure
through their activities like tillage and water management. The action of
worms, microbes, and insects also affect soil structure.
Soil Structure and Drainage

The structure and consistency of your soil plays a big factor in the success
of your garden, too. Soil that hold too much water can promote fungal
infections such as root rot, while soil that holds too little water can lead to
malnourished and dehydrated plants.
 If you have clay soil, add coarse sand (not fine beach sand), compost,
and peat moss to add texture and drainage to the soil.
 If you have sandy soil, add humus or aged manure, peat moss, or
sawdust with some extra nitrogen. Heavy, clay-rich soil can also be
added to improve the soil.
If you have silt soil, add coarse sand (not fine beach sand), pea gravel
and compost, or well-rotted horse manure mixed with fresh straw.
Soil texture, as defined by soil scientists, refers to the proportion of
sand, silt and clay particles that comprise a particular soil sample as
described in Table 1.
Date Developed:
Page 29 of
PORTFOLIO
BENGIE S. PANTIL
Table 1.Types of soil and its characteristics
A Guide to Collecting Soil Samples for Farms and Gardens
Without a soil analysis, it’s nearly impossible to tell what your soil
needs to help your crop grow. A laboratory soil analysis, or a soil test,
provides information on the capacity of your soil to supply adequate
nutrients. This helps you select the correct mix of fertilizer and liming
materials, which can help you to develop and maintain your soil and
increase crop production.
The following recommendations are based on fertilizer experiments, soil

surveys, and results obtained from on-farm trials.
Date Developed:
Page 30 of
PORTFOLIO
BENGIE S. PANTIL
Why should I collect a soil sample?
A soil sample can help:

 Establish baseline soil nutrient status for new landowners
 Determine nutrient application recommendations
 Assess pH and the need for liming
 Measure change in soil nutrient status over time
 Document soil nutrient management for certification requirements
 Avoid excessive nutrient applications or soluble salt accumulation
 Develop a plan for possible variable-rate fertilizing within a field
Soil Sampling and Soil Analysis
The accuracy of the fertilizer recommendation depends to a large degree

on the correctness of collecting representative soil samples. The composite
sample is sent to the laboratory for analysis. It should be noted that out of
the one kilogram soil sample representing an area of as much as 10
hectares, only a few grams are used in the actual analysis.
Soil analysis can be done using a simple tool or Soil Testing Kit (STK) for
qualitative analysis for soil pH, nitrogen, phosphorous, and potassium or by
running a complete chemical analysis in the soil laboratories. Results of
both tests will serve as the basis for the farmers in making fertilizer
recommendation on the amount of fertilizer materials to be applied to satisfy
the nutrient requirement of the crop.
Steps in Soil Sampling
Using the most common farm tools and materials such as shovel or spade,
knife or trowel, small pail and plastic bags, the following are the steps for a
proper soil sampling technique.
1. Make a map of the farm showing

sampling areas (SA).
Divide the farm into sampling

areas. Each sampling area should be
more or less uniform in cropping
history, past lime and fertilizer
treatments, slope, degree of erosion, soil
texture, and color. Each SA should not
be more than 5 hectares.
Date Developed:
Page 31 of
PORTFOLIO
BENGIE S. PANTIL
2. Collect composite soil samples from each
sampling area.
In each sampling area, dig from 5 to 10 pits and

collect a sample from each pit. The number of spot soil
samples depends on the size of the sample. A spot
sample is taken in the following way:
a. Before digging the pit, clear the soil surface of litter

and vegetation.
b. Using spade or shovel, dig a pit to a depth of 20-30
centimeters.
3. From one vertical side of the pit, take a slice of

soil 2-3 cm thick with a single downward thrust of
the spade. Using a knife or a trowel, trim the slice
of soil on both sides to a bar 3-4 cm in width.
4. Place the bar of soil (representing a

one spot soil sample) in a pail or any
suitable clean container.
5. If subsoil sample is needed, take a bar

of soil from the succeeding 20 to 30 cm
soil depth. The subsoil and surface
sample should be placed in separate
containers.
6. Cover the pit and move to another spot.
Date Developed:
Page 32 of
PORTFOLIO
BENGIE S. PANTIL
TASK SHEET 3.1-2
Title: How to conduct Soil Sampling
Performance Objective: Given the necessary material like shovel,

knife, trowel, small pail and plastic bag, you
should be able to conduct soil sampling following
the proper steps/procedure.
Supplies/Materials : Shovel, knife, trowel, small pail and

plastic bag
Steps/Procedure:
Using the most common farm tools and materials such as shovel or
spade, knife or trowel, small pail and plastic bags, the following are the
steps for a proper soil sampling technique.
1. Make a map of the farm showing sampling areas (SA).
Divide the farm into sampling areas. Each sampling area should be more
or less uniform in cropping history, past lime and fertilizer treatments,
slope, degree of erosion, soil texture, and color. Each SA should not be
more than 5 hectares.
2. Collect composite soil samples from each sampling area.
In each sampling area, dig from 5 to 10 pits and collect a sample from
each pit. The number of spot soil samples depends on the size of the
sample. A spot sample is taken in the following way:
a. Before digging the pit, clear the soil surface of litter and vegetation.
b. Using spade or shovel, dig a pit to a depth of 20-30 centimeters.
c. From one vertical side of the pit, take a slice of soil 2-3 cm thick
with a single downward thrust of the spade. Using a knife or a
trowel, trim the slice of soil on both sides to a bar 3-4 cm in width.
3. Place the bar of soil (representing a one spot soil sample) in a pail or
any suitable clean container.
4. If subsoil sample is needed, take a bar of soil from the succeeding 20
to 30 cm soil depth. The subsoil and surface sample should be placed in
separate containers.
Assessment Method: Checklist and observation
Date Developed:
Page 33 of
PORTFOLIO
BENGIE S. PANTIL
Performance Criteria Checklist 3.1-2
CRITERIA
YES NO
Did you….
1. Make a map of the farm showing sampling areas?
2. Collect composite soil samples from each sampling
area?
3. Place the bar of soil (representing a one spot soil
sample) in a pail or any suitable clean container.
4. If subsoil sample is needed, take a bar of soil from
the succeeding 20 to 30 cm soil depth. The subsoil
and surface sample should be placed in separate
containers.
Date Developed:
Page 34 of
PORTFOLIO
BENGIE S. PANTIL
Perform Appropriate Land Preparation
1. Explain the importance of Soil Sampling
2. Collect soil samples and discuss the importance of soil sampling.
3. Identify tools and demonstrate each appropriate usage
Importance of Soil Preparation
Were you able to experience planting root crops such as sweet potato,
cassava, ube, carrots, or radish wherein its storage roots were not fully
developed as expected? Have you seen leafy vegetables such as pechay and
mustard whose leaf petioles turn violet and became stunted? What about
the eggplants and pepper whose fruits were too small compared to those you
have seen in your local market? Do you know the causes why it happened?
Surely, it is because of poor soil preparation.
Remember that soil is an important medium in crop production
because mineral elements are deposited into the soil and absorbed by plant
roots. These elements are called soil nutrients. These nutrients are
absorbed by the roots and transported to the different parts of the plant to
develop flowers, fresh leaves, new shoots and fruits. It is therefore advisable
to prepare the soil thoroughly, so that plants could maximize its use.
Activity 1
Answer these questions:
1. Which of the following plants reached the depth of 3 m beneath
the soil surface?
2. Which of the illustrated plants has the ability to penetrate only a
shallow part of the soil?
3. Which plant needs more thorough and deep land preparation? Why?
Date Developed:
Page 35 of
PORTFOLIO
BENGIE S. PANTIL
Why is it important to prepare the land thoroughly before planting?
1. To promote good soil condition.

Soil must be tilled to a depth of about 10 to 12 inches if
planting vegetable and ornamental plants. Before working the soil,
spread organic materials such as compost or manure one to four
inches thick. This will improve the condition of the soil that is
beneficial to plants.
Remember to work on the soil when it is not too wet nor too dry.
How do you do this? Pick up a clump of soil and roll it into a ball. If
the ball is sticky, it is too wet to work. Wait a few days until it dries
out a bit more. If the soil is too fine or dry to roll into a ball, water the
area evenly and wait a day or two. If your garden area has never been
worked before, remove all humps, rocks, and weeds either
mechanically or manually.
2. To control the growth of weeds.
When soil is being tilled, weeds growing in the area are
disturbed. Their roots are exposed to sunlight and may die. If deep
tillage is done, there will be a significant reduction in the growth of
weeds.
3. To control the growth of disease causing organisms present in the
soil.
Nematodes and other microorganisms present in the soil are
exposed to adverse climatic condition when soil is plowed. These
microorganisms create a problem to crops most of the time if not
controlled. By working thoroughly the soil, it will prevent the attack of
disease causing organisms to plants in a natural way
4. To improve the water holding capacity.
A well-prepared soil prior to planting has its great advantage.
Aside from the fact that it is easy to work on soil, surface may be well-
drained yet able to retain moisture as it is needed. This becomes very
productive.
5. To promote soil aeration.
Plant roots need oxygen underneath. When soil is well-prepared,
this promotes soil aeration. This is very evident when plants are
cultivated in the garden. After the practice, plants respond by forming
new shoots, a result of oxygen passing through the particles of the soil
where the roots of the plants are benefited.
6. To take advantage of the soil nutrients present in the soil.
Soil nutrients under subsurface should be absorbed by the
plant roots. This is especially true to those plants which are deeply
Date Developed:
Page 36 of
PORTFOLIO
BENGIE S. PANTIL
rooted, like tomatoes, pepper, okra, trees, shrubs and others. When
soil is not properly tilled, only a particular portion of the soil surface is
useful to plants thereby nutrients present underneath become
useless.
7. To allow water to move downward.
If soil is loose because of thorough preparation water could
easily pass through it. This promotes the development of roots in
plant deeper, taking advantage of the soil nutrients present.
Proper Method of Preparing the Soil for Planting
Suppose you are given an area to prepare for crop production, what are
the things you should do to gain a successful project later on. Are you
aware of it?
Here are some questions which will guide you in starting the project.
1. What kind of soil do you have? Is it wet or dry?
2. What type of crops do you want to plant?
3. Is it appropriate to the soil condition that you have?
This lesson will help you answer the questions above.
Lowland or low soil needs to be well-prepared. This means that the soil
surface is weed-free, porous, and leveled to make planting easier. Proper
soil preparation serves to level the field for uniform distribution of irrigation
water, fertilizer, and pesticides. It also prevents or minimizes water to
overflow from the land area.
Land or soil preparation may be divided into two stages:
1. Primary tillage or plowing - this is the process of breaking up the soil.
It can be accomplished by using a power tiller or moldboard plow
hitched to a carabao or in some areas, they use cow as substitute.
2. Harrowing - the easiest way to harrow a field is leaving just enough
water in the field to expose the high and low spots. But in some
areas, it uses a native spike-toothed wooden harrow commonly drawn
by an animal like plowing. This farm implement is good for bringing
clods of soil to the surface and is effective in breaking soil into smaller
bits. It could also destroy weeds at the same time.
However, if you are planning to start a garden in your school or

backyard, here are simple ways to follow on how to prepare the soil before
planting.
1. Remove all the unimportant things that can stop the growth of your
crops or plants. This might be tree branches that can hinder sunlight,
humps, and rocks.
Date Developed:
Page 37 of
PORTFOLIO
BENGIE S. PANTIL
2. Measure and place 4 markers to have a bed soil for planting.
3. Tie the 4 markers together to encircle the bed or area for planting.
4. Using a grab hoe or a fork tip hoe, dig or till the soil properly.
Pulverized it by using a fork.
5. Place fertilizer on top of the soil. If it is compost, incorporate it well

through harrowing or pulverizing.
6. Use a rake in leveling the soil. Water the prepared bed soil.
7. Repeat the same procedure if the area is big enough for other crops to
be planted.
Remember that the number of your prepared bed soil depends on the
wideness of the space you have for planting. A one foot distance between
beds is enough for you to move freely and comfortably while working in your
area. See to it that there is right water canal around each bed soil for it
helps the plants grow fast and healthy.
How to determine when the soil is in a workable condition?
Date Developed:
Page 38 of
PORTFOLIO
BENGIE S. PANTIL
Get a handful of soil and press it to form a ball of soil. When the
fingers are relaxed and the mass is formed into a compressed mud ball, the
soil is too wet and sticky to work on. Working or plowing the soil in this
condition makes it cloddy and hard to work on.
On the other hand, if the soil crumbles easily in your hand, the soil is
said to be friable or very dry. This kind of soil is also not ideal to work on.
Therefore, the soil is in a workable condition when there are no droplets of
water and does not crumble as you take it in one hand and press it into a
ball.
Method of Soil Preparation Appropriate for a

Particular Crop and Season
You have already learned how to start a garden, to prepare the soil and
its importance and proper tools in planting. I am sure you are now ready to
plant your desired crops or vegetables.
This lesson will provide you the important ways of soil preparation
appropriate in a particular crop and season.
Let us take for example the sweet pepper. This crop is important to our
body because it contains vitamins A and C. It can be a money-maker for it is
in demand at home and in pizza restaurants where sweet pepper is used as
condiments. Do you want to try planting this in your available planting
area? Here are the proper steps to produce good quality sweet pepper.
1. Select a well-drained sandy dry to clay wet soil.
2. Plow and harrow the land area 2 to 3 times until the soil is well-
pulverized.
3. Set furrows at 0.75 cm to 1 meter apart.
4. Start planting the seeds or seedlings.
5. Water the seedbed thoroughly.
Can you now grow sweet pepper and be a top producer of this in
famous pizza restaurants? Do you want another example of vegetable that
you can produce in your area? Aside from sweet pepper, what other
vegetable is profitable and is used in several food establishments. This is
most seen as seasoning in soup, lomi, mami, congee or goto. This spice crop
is used in salads and vegetable dishes. It has medicinal value to correct
physiological disorders such as cough, obesity, insomnia, hemorrhoids,
constipation, and menstrual discomfort. Do you have an idea what is this
vegetable? Yes, it is the bunching onion. Here is how to plant it.
1. Prepare the land by plowing and harrowing. It requires 1 to 2 times

depending on the condition of the soil. You may apply animal manure
prior to bed preparation.
Date Developed:
Page 39 of
PORTFOLIO
BENGIE S. PANTIL
2. Raise beds up to 50 - 100 cm apart but if the soil is well-drained,
these are not necessary.
3. Trim top portion of the leaves prior to transplanting to reduce
transpiration and increase plant survival.
4. Transplant in seedbeds at a distance of 10 cm × 15 cm. Use markers
to provide proper spacing and to facilitate transplanting. Dibbles may
be used to make holes. Plant deep enough. Care must be taken so as
not to damage the basal portion of the plant.
5. Press the soil lightly around the basal portion. Make sure that the
roots are in full contact with the soil.
6. Irrigate the field before and after transplanting.
Another popular vegetable among root crops is radish. It can be grown
on silt loam or sandy loam type of soil that is friable, well-drained and rich
in organic matter.
Here is how it is planted.
1. Plow the soil 2-3 times at 30-40 cm deep and harrow to obtain a fine
tilt.
2. Construct a seedbed 1 meter wide and 10-15 cm high.
3. Make thin shallow on the bed at about 25 cm apart and 2 cm deep.
4. Plant the seeds either broadcast or drill. When drill method is
preferred:
a. Drill the seeds thinly 12.14 cm deep in furrows of 20-25 cm
apart.
b. Cover the seeds thinly with fine soil.
c. Thin the seedlings at 10 cm apart as soon as they developed true
leaves.
If broadcasting method is used:
a. Broadcast the seed directly into the soil.
b. Cover with thin layer of soil afterwards.
c. As soon as the plants developed true leaves, thin out and
transplant them at 1.5 cm deep and 20 × 25 cm planting
distances.
Now that you are through with bunching onion, radish and sweet
pepper, is it not exciting to plant other vegetable crops with economic value?
There are more to learn while you are going through other modules.
Date Developed:
Page 40 of
PORTFOLIO
BENGIE S. PANTIL
JOB SHEET 3.1-3
Title: How to Perform Land Preparation
Performance Objective: Given the area in the demo-laboratory far

and tools needed, you should be able to prepare
land for your vegetable crop following procedure
given.
Supplies/Materials : measuring tools, cutting tools, digging

Cultivation tools and marker.
Steps/Procedure:
1. Remove all the unimportant things that can stop the growth of
your crops or plants. This might be tree branches that can hinder
sunlight, humps, and rocks.
2. Measure and place 4 markers to have a bed soil for planting.
3. Tie the 4 markers together to encircle the bed or area for planting.
4. Using a grab hoe or a fork tip hoe, dig or till the soil properly,
pulverized it by using a fork.
5. Place fertilizer on top of the soil. If it is compost, incorporate it
well through harrowing or pulverizing.
6. Use a rake in leveling the soil. Water the prepared bed soil.
7. Repeat the same procedure if the area is big enough for other crops
to be planted.
Assessment Method: demonstration and observation
Date Developed:
Page 41 of
PORTFOLIO
BENGIE S. PANTIL
Performance Criteria Checklist 3.1-3
CRITERIA
YES NO
Did you….
1. Remove all the unimportant things that can stop
the growth of your crops or plants. This might be
tree branches that can hinder sunlight, humps,
and rocks.
2. Measure and place 4 markers to have a bed soil for
planting.
3. Tie the 4 markers together to encircle the bed or
area for planting.
4. Using a grab hoe or a fork tip hoe, dig or till the
soil properly, pulverized it by using a fork.
5. Place fertilizer on top of the soil. If it is compost,
incorporate it well through harrowing or
pulverizing.
6. Use a rake in leveling the soil. Water the prepared
bed soil.
7. Repeat the same procedure if the area is big
enough for other crops to be planted.
Date Developed:
Page 42 of
PORTFOLIO
BENGIE S. PANTIL
Proper use and maintenance of cutting, digging, cultivation
and tillage tools
1. Explain the importance of proper usage and maintenance of tools
2. Name and identify usage of farm tools
3. Demonstrate proper maintenance of tools
When I perform garden tool maintenance for winter, I clean them off
but I don’t think about them again until spring rolls around. Today I vow to
take better care of them! Won’t you join me?
Garden Tool Maintenance: Care for Your Tools

Here are some ideas to keep your garden tools in great working order:
Cleaning Tools
1. Clean your tools well. Allowing your tools to remain dirty can invite rust
and parasites.
2. Clean your tools after they have been used near chemicals, even natural
pesticides and such.
Latest Videos
3. Clean your tools if you have been near poison ivy. The oil can get on you
or others if a tool is touched that has been in contact with poison ivy.
Date Developed:
Page 43 of
PORTFOLIO
BENGIE S. PANTIL
4. Got rust? Soak the tool in a bucket of cola overnight. The myth is true!
Cola will remove rust. Just be sure to clean your tool off well to remove all of
the sugar that remains.
5. To clean chains on chainsaws and other hard to reach places, use canned
air like you use for computer keyboards. For larger ares, use an air
compressor hose.
6. Hose off the under side of your lawnmower. I always forget this and end
up with hard clumps of grass later that shoot out everywhere.
7. Use saddle soap on anything leather and use a leather conditioner on it

after cleaning.
8. Don’t forget to clean your toolbox too!
Sharpen Tools
1. Sharpen garden shears by cutting through aluminum foil a few times.
2. Sharpen shovels with a fine toothed rasp. You may not think a shovel
should be sharp, but you’ll thank me when you hit roots while digging!
3. Keep mower blades sharp. Dull blades have to work harder and fray the
ends of the grass, making it more susceptible to disease and insect damage.
4. Take pruners and anything else that may be complicated to a professional

sharpener. It’s worth the few dollars most places charge to be sure the job is
done correctly. This is especially true with serrated edges on some garden
shears and most saws.
Store Tools Wisely

1. Hang tools up. They will be up off the floor so you don’t trip on them and
bang them up.
2. Store smaller tools on a pegboard for easy access.
3. Use silica gel packets when you store tools in cases. They will help keep
moisture out. Don’t have any packets? Get some crystal kitty litter. It’s made
from silica. Place some in an old bandanna and tie the ends together tightly
so that none falls out. When it seems damp, take it out and spread it in the
sun. The heat will “recharge” the silica so that you can use it again. Be
careful not to breathe the dust.
4. At the end of the season, spray your tools with oil before storing. Don’t
use cooking oil – it can turn rancid and get sticky. Use a lubricating oil
(like this) – it will help keep moisture off tools.
Date Developed:
Page 44 of
PORTFOLIO
BENGIE S. PANTIL
5. Go a step further and fill a bucket with sand, then pour some mineral oil
over the top. Store tools with the metal side in the sand. The sand will help
keep the edges from getting nicked while the oil keeps moisture away.
6. Dry off wet tools before storing. Storing tools wet will almost always cause
rust.
7. Put your tools away at the end of your day. It may seem obvious, but this
will eliminate exposure to sudden storms, frost, hail, and even dew from
being outside overnight.
8. Drain the gas from mowers and other gas powered tools at the end of the
season. Over winter, gas will become gooey and it will be hard for the engine
to work with it. It could also clog fuel filters.
Maintain Handles on Tools

1. Check your handles each season. Replace broken handles or use wedges
to tighten them up. Wedges come in steel and wood and can be pounded
into the wood at the head of an axe or any other tool built in a similar way.
2. If you get splinters from your handles, lightly sand them down.
3. Coat handles with rubberized coating to help you grip better and keep
your hands free from splinters on wood handled tools. You can get
rubberized coating at any hardware store or online here.
4. Protect your wooden handles with a light coating of tung oil, linseed oil, or
Danish oil every spring and fall.
General Upkeep and Miscellaneous Tips

1. Check the action on shears, pruners or anything else that has joints. A
little 3-in-One oil and you’re set.
2. Paint a ring of bright orange or yellow to help you locate tools that fall
into the grass.
3. Change your fuel and oil filters every spring. This will help avoid having
one clog in the middle of a project.
4. Spray your snow shovel with cooking oil before shoveling. Snow won’t
stick to the oil. Towel it off when you’re done.
5. When buying tools, opt for the best you can afford.
Date Developed:
Page 45 of
PORTFOLIO
BENGIE S. PANTIL
Self- Check 3.1-4
Identification: Directions: Identify the farm tool described in each

statement.
________1. These tools have different designs, weights, and sizes which are
used for clearing weeds.
_________2. It is pulled by the animal and passed over the field several times
until the weeds are removed.
_________3. It is used for tilling thick soil.
_________4. It is used for making canal along bed soil.
_________5. It is used for cutting branches of trees.
II. True or False:

Write TRUE if the statement is correct and FALSE if it is not correct.
1. Plowing and harrowing can be done two to three times at 15 day
intervals.
2. The scythe is use for pruning unnecessary branches and cutting
planting materials.
3. The hand cultivator is used for cultivating garden plots by
loosening the soil and removing tall weeds around the plants.
4. Farm implements are accessories either being pulled by animals or
mounted on machinery.
5. A well-prepared land ensures the growth and development of
vegetable crops.
Date Developed:
Page 46 of
PORTFOLIO
BENGIE S. PANTIL
ANSWER KEY 3.1-4
I. Identification.
1. Knives
2. Harrow
3. Grab hoe
4. Shovel
5. Bolo
II. True or False

1. true
2. False
3. True
4. True
5. True
Date Developed:
Page 47 of
PORTFOLIO
BENGIE S. PANTIL
Evidence Plan
Competency Agricultural Crop Production NC II

standard:
Unit of Plant Crops
competency:
Ways in which evidence will be collected:
Demonstration & Questioning

Observation & Questioning
[tick the column]
Third party Report
Portfolio
Written
The evidence must show that the trainee…
 Selected planting materials.
 Conducted seed testing
 Prepared growing medium.
 Performed plant propagation techniques
 Carry-out land clearing
 Conducted proper soil
sampling/collection
 Performed appropriate land preparation
 Laid out site for planting
 Dug holes
 Sown seeds
 Planted and transplanted
seeds/seedlings/saplings
 Performed pruning according to crops
 Controlled weed population
 Monitored pests through recording and
reporting of pests incidence.

 Practiced pest control measures
 Applied fertilizer with appropriate method
Date Developed:
Page 48 of
PORTFOLIO
BENGIE S. PANTIL

 Applied proper irrigation/watering of
crops
 Carried out cultivation practices based
on crop requirement
 Performed rejuvenating activities
 Performed growth training technique for
different crops
 Carried out mulching techniques
 Followed Occupational Health and Safety
Standards
 Prepared field and materials/tools used
for harvesting and postharvest
 Identified and applied maturity indices
when harvesting
 Harvested and handled crops properly
 Maintained quality of crops during
distribution and storage applying
consideration for optimum condition
 Monitored storage pest and diseases
NOTE: *Critical aspects of competency
Date Developed:
Page 49 of
PORTFOLIO
BENGIE S. PANTIL
TABLE OF SPECIFICATION
# of
Objectives/Content
Knowledge Comprehension Application items/
area/Topics
% of test
Carry-out land
9 1 0 10/31%
clearing
Conducted proper
soil 2 0 3 5/16%
sampling/collection
Performed
appropriate land 2 2 3 7/22%
preparation
Proper use and

maintenance of
cutting, digging, 7 3 0 10/31%
cultivation and
tillage tools
TOTAL 20 6 6 32/100%
Date Developed:
Page 50 of
PORTFOLIO
BENGIE S. PANTIL
Performance Test
Specific Instruction for the Candidate
Qualification AGRICULTURAL CROPS

PRODUCTION NC II
Unit of Competency Plant Crops
General Instruction:
Given the area and tools required, you are to prepare a planting plot for
planting.
Specific Instruction:
4. Observe OHS and procedures.
5. Wear appropriate PPE
6. List down tool needed for land preparation
7. Perform tool need
8. Conduct tool maintenance
Date Developed:
Agricultural
Crop May 2019
Production Developed by: Page 51 of 104
NC II
PORTFOLIO BENGIE S. PANTIL
QUESTIONING TOOL
Satisfactory
Questions to probe the candidate’s underpinning knowledge respons
e
Extension/Reflection Questions Yes No
1. Identify three cutting tools and explain their usage  
2. Identify three cultivation tools and explain their usage  
3. Identify three digging tools and explain their usage  
4. Which type of soil/s is more suitable for planting vegetable
and why it/they does?  
5. Why is climate factor is important in selecting planting site?  

6. What is/are the difference between Soil Sampling and  
analysis?
7. How is soil sampling help in Crop Production?  
8. What are the tools needed in soil sampling?  
9. What are the nutrients needed by plants to grow?  
10. Is weed pest? Why and why not?  
11. What plantation activity promotes soil aeration?  
12. Is fertilizer needed in soil preparation?  
13. What are the different site preparation activities?  
14. What are the things we need to remove from the planting  
site during the preparation?
15. What is PPE? And how important is it?  
16. Why do we need to clean the tools after use?  
17. What is the important of wearing PPE?  
18. What is the importance of identification of hazards in the  
working place?
19. What is green-weeding?  
20. What is the importance of making maps of the working  
area?
The candidate’s underpinning  Satisfactory  Not
knowledge was: Satisfactory
Date Developed:
Agricultural
Crop May 2019
NC II
Templates for Inventory of Training Resources
Resources for presenting instruction
 Print Resources As per TR As per Remarks
Inventory
CBLM 5 5 In good
condition
TR 5 5 In good
condition
CBC 5 5 In good
condition
 Non Print Resources As per TR As per Remarks
Inventory
CD/DVD (for power point and video 1 set 1 set In good
presentation) condition
Resources for Skills practice of Competency #1 ______________________________

 Supplies and Materials As per TR As per Remarks
Inventory
In good
Petri dish 25 pcs. 25 pcs. condition
In good
Calculator 25 pcs. 25 pcs. condition
In good
Puncher 5 units 5 units condition
In good
Seedling tray with different holes 100 pcs. 100 pcs. condition
In good
Agri bag/plastics 10 m. 10 m. condition
In good
PE bag with different sizes 1000 pcs. 1000 pcs. condition
In good
Growing media (50 kg.) 10 sacks 10 sacks condition
In good
Rooting hormone 1 bot. 1 bot. condition
In good
Basket 25 pcs. 25 pcs. condition
In good
Fish net 20 m. 20 m. condition
Date Developed:
Agricultural
Crop May 2019
NC II
In good
Strainer 5 pcs. 5 pcs. condition
In good
Plastic sheet 10 kilos 10 kilos condition
In good
Fertilizers 10 kilos 10 kilos condition
In good
Flower inducer 1 kilo 1 kilo condition
In good
Board marker 2 pcs. 2 pcs. condition
In good
White board 1 unit 1 unit condition
In good
Eraser 1 pc. 1 c. condition
In good
Pesticides 1 bot. 1 bot. condition
In good
Rope 1 roll 1 roll condition
In good
Rubber band 1 box 1 box condition
In good
Seed box 5 units 5 nits condition
In good
Seedlings assorted 100 pcs. 100 pcs. condition
In good
Detergent soap 1 box 1box condition
In good
Bamboo stick 1 bundle 1bundle condition
In good
Bond paper 1 ream 1ream condition
In good
Clips 1 box 1box condition
In good
First aid supplies 1 set 1set condition
In good
Permanent pens 5 pcs. 5 pcs. condition
In good
Mulching materials 1 roll 1roll condition
In good
String 1 roll 1roll condition
Plastic twine 1 roll 1roll In good
Date Developed:
Agricultural
Crop May 2019
NC II
condition
Brush 5 pcs. 5 pcs. In good
condition
Measuring tape 1 pc. 1 pc. In good
condition
Meter stick 5 pcs. 5 pcs. In good
condition
Sharpening stone 2 pcs. 2 pcs. In good
condition
 Tools As per TR As per TR Remarks
In good
Budding knife 25 pcs. 25 pcs. condition
In good
Bolo 12 pcs. 12 pcs. condition
In good
Basin 5 pcs. 5 pcs. condition
In good
Broomstick 10 pcs. 10 pcs. condition
In good
Pail-12Li. 25 pcs. 25 pcs. condition
In good
Pruning saw 5 pcs. 5 pcs. condition
In good
Hedge shear 5 pcs. 5 pcs. condition
In good
Kitchen knife 5 pcs. 5 pcs. condition
In good
Cutter 5 pcs. 5 pcs. condition
In good
Pliers 5 pcs. 5 pcs. condition
In good
Pruning shears 25 pcs. 25 pcs. condition
In good
Steel bar 5 pcs. 5 pcs. condition
In good
Pick mattock 5 pcs. 5 pcs. condition
In good
Hole digger 5 pcs. 5 pcs. condition
In good
Garden hoe 5 pcs. 5 pcs. condition
Date Developed:
Agricultural
Crop May 2019
NC II
In good
Shovel 5 pcs. 5 pcs. condition
In good
Wooden crates 25 pcs. 25 pcs. condition
In good
Plastic crates 25 pcs. 25 pcs. condition
In good
Styro crates 25 pcs. 25 pcs. condition
In good
Scythe 25 pcs. 25 pcs. condition
In good
Harvesting pole 13 pcs. 13 pcs. condition
In good
Ladder 2 pcs. 2 pcs. condition
In good
Hand trowel 25 pcs. 25 pcs. condition
In good
Hard Hat 25 pcs. 25 pcs. condition
In good
Measuring cups 2 pcs. 2 pcs. condition
In good
Sprinklers 12 pcs. 12 pcs. condition
tools cabinet 1 pc. 1 pc. In good
condition
Plow 1 pc. 1 pc. In good
condition
Scissors 25 pcs. 25 pcs. In good
condition
Rake 5 pcs. 5 pcs. In good
condition
In good
Soil auger 1 unit 1 unit condition
 Equipment As per TR As per TR Remarks
In good
Soil moisture and pH meter 5 units 5 units condition
Wheel barrow 5 units 5 units 2 for repair
In good
Comb-tooth harrow* 1 unit 1 unit condition
In good
Hand tractor* 1 unit 1 unit condition
Date Developed:
Agricultural
Crop May 2019
NC II
In good
Knapsack sprayer 5 units 5 units condition
In good
Hand sprayer 5 units 5 units condition
In good
Power sprayer 1 unit 1 unit condition
In good
Grass cutter* 2 units 2 units condition
2 for
Overhead sprinkler 5 units 5 units replenishment
In good
Sprinkler mist 5 units 5 units condition
In good
Button dripper 5 units 5 units condition
In good
LCD/Overhead projector 1 unit 1 unit condition
In good
Post harvest treatment equipment* 1 unit 1 unit condition
In good
Desktop computer/laptop 1 unit 1 unit condition
In good
PPE 25 units 25 units condition
Note: In the remarks section, remarks may include for repair, for replenishment, for
reproduction, for maintenance etc.
Date Developed:
Agricultural
Crop May 2019
NC II
Supervise Work-Based Learning
FORM 1.1 SELF-ASSESSMENT CHECK
INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary data or
information which is essential in planning training sessions. Please
check the appropriate box of your answer to the questions below.
CORE COMPETENCIES
CAN I…? YES NO
1. Perform nursery operations
1.1.Prepare nursery tools, farm implements and simple
equipment
1.2. maintain nursery facilities
1.3. Handle seeds/planting material
1.4. Prepare growing media
1.5. Conduct propagation activities
2. Plant Crop
2.1. Prepare land for planting
2.2. Conduct field lay-out
2.3. Dig holes
2.4. Perform direct seeding
2.5. Transplant seedlings
3. Care and maintain crops
3.1. Apply pest control measure
3.2. Apply fertilizer
3.3. Water crops
3.4. Perform pruning
3.5. Perform physical growth-enhancing practices
4. Carry-out harvest and postharvest operations
4.1. Perform pre – harvest operations
4.2. Perform harvesting activity
4.3. Perform postharvest operation
4.4. Monitor storage pest and diseases
Evidences/Proof of Current Competencies

Date Developed:
Agricultural
Crop May 2019
NC II
Form 1.2: Evidence of Current Competencies acquired related to Job/Occupation
Current
Proof/Evidence Means of validating
competencies
Perform nursery Training Certificate Evaluate the authenticity and
operation validity of the certificate
Care and maintain Demonstration Evaluate performance using
crops criteria checklist
Carry-out harvest and Demonstration Evaluate performance using
postharvest operation criteria checklist
Date Developed:
Agricultural
Crop May 2019
NC II
Identifying Training Gaps
From the accomplished Self-Assessment Check (Form 1.1) and the evidences of
current competencies (Form 1.2), the Trainer will be able to identify what the training
needs of the prospective trainee are.
Form 1.3 Summary of Current Competencies Versus Required Competencies

(Sample)
Required Units of Current Competencies Training

Competency/Learning Gaps/Requirements
Outcomes based on CBC
5. PERFORM NURSERY OPERATIONS
Prepare nursery tool, farm Prepare nursery tool,
implements and simple farm implements and
equipment simple equipment
Maintain nursery facilities Maintain nursery
facilities
Handle seeds/planting Handle seeds/planting
materials materials
Prepare growing media Prepare growing media
Conduct propagation activities Conduct propagation
activities
6. PLANT CROPS
Prepare land for planting Prepare land for
planting
Conduct field lay-out Conduct field lay-out
Dig holes Dig holes
Perform direct seeding Perform direct seeding
Transplant seedlings Transplant seedlings
7. CARE AND MAINTAIN CROPS
Apply pest control measure Apply pest control
measure
Apply fertilizer Apply fertilizer
Water crops Water crops
Perform pruning Perform pruning
Perform physical growth- Perform physical growth-
enhancing practices enhancing practices
Date Developed:
Agricultural
Crop May 2019
NC II
8. CARRY-OUT HARVEST AND POSTHARVEST OPERATION
Perform pre-harvest operations Perform pre-harvest
operations
Perform harvesting activity Perform harvesting
activity
Perform postharvest operation Perform postharvest
operation
Monitor storage pest and Monitor storage pest and
diseases diseases
Form No. 1.4: Training Needs (Sample)
Module
Gaps Title/Module of Duration (hours)
Instruction
Prepare land for Preparing land for
planting planting 65 hours
Conduct field lay-out Conducting field Lay-
out
Dig holes Digging holes
Perform direct Performing direct
seeding seeding
Transplant seedlings Transplanting
seedling
Date Developed:
Agricultural
Crop May 2019
NC II
TRAINING PLAN
Qualification: Agricultural Crop Production NC II

Date
Trainees’ Training Training Facilities/Tools Assessment
Mode of Training Staff Venue and
Requirements Activity/Task and Equipment Method
Time
Carrying out land Bengie PPE
Discussion/Lectur Pantil /
1. Prepare land for clearing Cutting, digging Laborator Direct May
planting Conduct soil e Demonstration Crop and cultivation y Demo Observation 30-31,
sampling Productio
Simulation tools Garden and 2019
Performing land n Trainer interview
preparation Plastic bags 8:00
Performing am to
Pail
appropriate land 5:00
preparation pm
Maintaining tools
Date Developed:
Agricultural
Crop May 2019
NC II
 Interpreting field Bengie PPE
lay-out Pantil /
2. Conduct field Demonstration Measuring tools Laborator Direct May 31
lay-out  Using measuring Simulation Crop y Demo Observation until
tools and Productio Cutting, digging
Garden and June 4,
materials for field n Trainer and cultivation
interview 2019
lay-outing tools
 Observing proper 8:00
distancing based am to
on crop 5:00
requirements pm
 Preparing field
lay-out
 Performing field
lay-outing
 Hole distancing Bengie PPE
based on crop Pantil /
3. Dig holes Demonstration Measuring tools Laborator Direct June 4-
requirements Crop
Simulation y Demo Observation 5,
 Conducting proper Productio Cutting, digging
Garden and 2019
hole digging n Trainer and cultivation
interview
 Performing Basal tools 8:00
fertilizer am to
application 5:00
pm
 Conducting seed Bengie
quality testing Pantil / PPE
4. Perform direct Demonstration Laborator Direct June 6-
seeding  Computing Simulation Crop y Demo Observation 7,
germination rate Productio Cutting, digging
Garden and 2019
 Performing seed n Trainer and cultivation
interview
sowing based on tools 8:00
the crop am to
Seeds
requirement 5:00
Date Developed:
Agricultural
Crop May 2019
NC II
pm
 Handling Bengie PPE
seedlings Pantil /
5. Transplant Demonstration Digging and Laborator Direct June
seedlings  Transporting Simulation Crop cultivation tools y Demo Observation 10,
seedlings Productio Garden, and 2019
Conducting n Trainer Seedbed
interview
replanting based on Nursery 8:00
Seedling tray
time and planting am to
And
protocol Transplanting 5:00
supplies Storage pm
Room
Date Developed:
Agricultural
Crop May 2019
NC II
Technical Education and Skills Development Authority
Mount Carmel Agri-Tourism Training Center
TRAINEE’S RECORD BOOK
I.D.
Trainee’s No.ACP NC II-001
NAME : BINAN, LEONARDO L.

QUALIFICATION : Agricultural Crop Production
NC II
TRAINING : 260 hours
DURATION
TRAINER : BENGIE S. PANTIL
Date Developed:
Agricultural
Crop May 2019
NC II
Instructions: NOTES:
This Trainees’ Record Book (TRB) is intended to serve
as record of all accomplishment/task/activities while
undergoing training in the industry. It will eventually become
evidence that can be submitted for portfolio assessment and
for whatever purpose it will serve you. It is therefore
important that all its contents are viably entered by both the
trainees and instructor.
The Trainees’ Record Book contains all the required
competencies in your chosen qualification. All you have to do
is to fill in the column “Task required” and “Date
Accomplished” with all the activities in accordance with the
training program and to be taken up in the school and with
the guidance of the instructor. The instructor will likewise
indicate his/her remarks on the “Instructors Remarks”
column regarding the outcome of the task accomplished by
the trainees. Be sure that the trainee will personally
accomplish the task and confirmed by the instructor.
It is of great importance that the content should be
written legibly on ink. Avoid any corrections or erasures and
maintain the cleanliness of this record.
This will be collected by your trainer and submit the
same to the Vocational Instruction Supervisor (VIS) and shall
form part of the permanent trainee’s document on file.
THANK YOU.
Date Developed:
Agricultural
Crop May 2019
NC II
Handle  Handling
UNIT OF COMPETENCY: Perform nursery operations seeds/plantin seeds/plantin
g material g material
NC LEVEL II Agricultural Crop Production
 Sorting out May 24, 2019
NC II seedlings
 Root pruning
Prepare  Preparing
Learning Task/Activity Date Instructors growing media growing
Outcome Required Accomplished Remarks May 27, 2019
media
Prepare  Preparing soil Conduct  Conducting
nursery tools, media propagation propagation
farm  Preparing May 29, 2019
May 21, 2019 activities activities
implements nursery tools,
and simple farm
equipment implements
and simple
equipment
 Potting activity Trainee’s Signature Trainer’s Signature
maintain  Establishing
nursery Nursery
facilities structure
 maintaining May 23, 2019
nursery
facilities
 accessing the
nursery
structure
integrity
Date Developed:
Agricultural
Crop May 2019
NC II
lay-out
UNIT OF COMPETENCY: Plant Crop  Performing field
lay-outing
NC LEVEL II Agricultural Crop Production Dig holes  Hole distancing
NC II based on crop
requirements
 Conducting proper June 5, 2019
Learning Task/Activity Date Instructo hole digging
Outcome Required Accomplishe rs  Performing Basal
d Remarks fertilizer
application
Prepare Carrying out land
land for clearing
Perform  Conducting seed
direct quality testing
planting Conduct soil
sampling May 30, seeding  Computing
2019 germination rate June 7, 2019
Performing land
preparation  Performing seed
sowing based on
Performing
the crop
appropriate land
requirement
preparation
Maintaining tools
Transplant  Handling
seedlings seedlings
Conduct  Interpreting field
field lay-out  Transporting
lay-out June 10,
seedlings
 Using measuring 2019
June 4, 2019  Conducting
tools and
replanting based
materials for field
on time and
lay-outing
planting protocol
 Observing proper
distancing based
on crop
requirements
Trainee’s Signature Trainer’s Signature
 Preparing field
Date Developed:
Agricultural
Crop May 2019
NC II
 Watering crops
UNIT OF COMPETENCY: Care and maintain crops  Types of
NC LEVEL II Agricultural Crop Production irrigation
 Water cause
Perform  Identify tools June 18,
Learning Task/Activity Date Instructors pruning for pruning 2019
Outcome Required Accomplished Remarks  Performing
pruning
Apply  Identifying
pest
Perform  Identify garden
different kinds
physical tools use in
control and types of
June 11, growth- weeding and
measure crop pest June 20,
2019 enhancing cultivation
 Applying pest 2019
practices  Identify the
control measure
different types
Apply  Identify types,
of weeds
fertilizer examples and
 Demonstrate
value of
the different
fertilizer
methods of
 Distinguishing June 13, weeding and
the elements of 2019 cultivation
fertilizer and
 Performing
their functions
physical
 Demonstrate
growth-
the different
enhancing
methods of
practices
fertilizer
application
 Applying
fertilizer Trainee’s Signature Trainer’s Signature
Water  Explain the role June 17,
crops of water in 2019
plant growth
Date Developed:
Agricultural
Crop May 2019
NC II
Perform  Explain the
UNIT OF COMPETENCY: Carry-out harvest and postharves importance of
postharvest operations t operation proper stocking
 Demonstration
NC LEVEL II Agricultural Crop Production how to reduce June 28,
damage to 2019
hasted crop
Learning Task/Activity Date Instructors  Performing
Outcome Required Accomplished Remarks postharvest
Perform  Explain what is operation
pre – maturity indices June 25,
Monitor  Explaining the
harvest and its storage importance of
2019 July 1, 2019
operations importance to pest and storage
crop production diseases  Monitoring
 Conduction storage pest
Field inspection and diseases
prior to
harvesting
 Removing
obstruction Trainee’s Signature Trainer’s Signature
 Construction of
Temporary shed
 Preparation of
harvest tools
and materials
Perform  Performing
harvesting harvesting June 27,
activity activity based 2019
on crop
requirement
based on crop
production
Date Developed:
Agricultural
Crop May 2019
NC II
TRAINEE’S PROGRESS SHEET
Name : BINAN, LEONARDO L. Trainer : BENGIE S. PANTIL

Qualification : Agricultural Crop Production Nominal : 260 hours
NC II Duration
Date Developed:
Agricultural Crop Production May 2019
NC II Developed by: Page 71 of 104
PORTFOLIO
BENGIE S. PANTIL
Training Training Date Date Trainee’s Supervisor’s
Units of Competency Rating
Activity Duration Started Finished Initial Initial
Perform nursery  Prepare 65 hours May 20, May 29, Competent
operations nursery tools, 2019 2019
farm
implements
and simple
equipment
 maintain
nursery
facilities
 HandleRatings
Average
seeds/plantin
g material
 Prepare
growing
media
 Conduct
propagation
activities
Plant Crop  Prepare land 65 hours May 30, June 10, Competent
for planting 2019 2019
 Conduct field
lay-out
 Dig holes
 Perform direct
seeding
 Transplant
seedlings
Care and maintain crops  Apply pest 65 hours June 11, June 20, Competent
control 2019 2019
measure
 Apply
fertilizer
Agricultural Crop Production Date Developed: Page 72 of 104
 WaterNC crops
II May 2019
 Perform
PORTFOLIO
Developed by:
pruning
 Perform BENGIE S. PANTIL
physical
growth-
Date Developed:
Agricultural Crop Production May 2019
NC II Developed by: Page 73 of 104
PORTFOLIO
BENGIE S. PANTIL
Training Activity Matrix
Facilities/Tools Venue
Training Activity Date & Time Remarks
and Equipment (Workstation/
Trainee Area)
Prayer All trainees
Recap of Activities
computer, projector
Unfreezing Activities 8:00 AM to 8:30 AM
and sound system
Feedback of Training
Rejoinder/Motivation
PPE, Garden Tools, Nursery 8:00-11:00 A.M. and 1:00-
Equipments and 4:00 P.M. The Trainees
growing media were able to
Prepare nursery tools, prepare the
farm implements and necessary tools
simple equipment and equipments
for the nursery
operation
Maintain nursery The trainees

facilities were able to
maintain the
nursery
Date Developed:
PORTFOLIO
BENGIE S. PANTIL
The prepoer
handling of
Handle
seeds, seedling
seeds/planting
and media were
material
observed from
the trainees
Preparation of
growing was
Prepare growing
properly
media
observed from
the trainees
The proper
conduct of
Conduct propagation propagation
activities activities was
done by the
trainees
Preparing land for PPE, cutting, Demo-Lab The trainees
planting digging and Garden were able and
cultivation tools, 8:30 AM – 11:00 AM prpoperly
pail and wheel conducted the
barrow task
Conducting field PPE, measuring, 8:30 AM – 11:30 AM The field lay-out
laying-out cutting and digging meet the
tools standard
distance
Date Developed:
PORTFOLIO
BENGIE S. PANTIL
required by the
crop
Holes a dugged
properly how
PPE and digging
Digging holes 8:30 AM – 11:30 AM ever three holes
tools
were less the
required dept
PPE, cutting, Seeds were

Performing direct digging and 8:30 AM – 11:30 AND sowed based on
seeding cultivation tools, 3:00-4:00 PM the crop
pail and seeds requirements
PPE, digging,
Transplanting
Transplanting cultivation tools,
8:30 AM – 11:30 AM was properly
seedlings seedling tray and
conducted
wheel barrow
Trainees
fostered and
Apply pest control
PPE 8:00 - 11:00 AM applied different
measure
pest control
methods
Apply fertilizer PPE 3:00 - 4:00 PM. Fertilizer
application was
carried out by
the trainees
Date Developed:
PORTFOLIO
BENGIE S. PANTIL
watering was
PPE, sprinkler and 8:00-10:00 AM and 3:00-
Water crops properly carried
pail 4:00 PM
by trainees
trainees
PPE, Cutting tools executed the
Perform pruning 8:00-11:00 AM
and ladder conduct of
pruning
the trainees
demonstrated
Perform physical PPE and crop
8:00-11:00 A.M. and 1:00- the proper
growth-enhancing enhancement
4:00 P.M. conduct of crop
practices materials
growth
enhancing
trainees was
Perform pre – harvest able to conduct
PPE, record book 8:00 - 11:00 AM
operations the pre-harvest
operations
the harvesting
Perform harvesting PPE, Crate, cutting 8:00- 11:00 A.M. and 1:00- was conducted
activity tools 4:00 P.M. by the trainees
excellently
Perform postharvest PPE 2:00-4:00 PM the postharvest
operation operation was
accomplished by
the trainees
Date Developed:
PORTFOLIO
BENGIE S. PANTIL
The monitoring
of storage pest
Monitor storage pest PPE and record 8:00-11:00 A.M. and 1:00- and diseases
and diseases book 4:00 P.M. was
Quality control accomplished by
room the trainees
Date Developed:
PORTFOLIO
BENGIE S. PANTIL
PROGRESS CHART
AGRICULTURAL CROP PRODUCTION NCII
Trainer: Date Started: Legend:
BENGIE S. PANTIL MAY 20, 2019 C = Completed

X = Not Yet Completed
Date Developed:
PORTFOLIO
BENGIE S. PANTIL
ACHIEVEMENT CHART
AGRICULTURAL CROP PRODUCTION NCII
Trainer: Date Started: Legend:
BENGIE S. PANTIL MAY 20, 2019 C = Completed

X = Not Yet Completed
Date Developed:
PORTFOLIO
BENGIE S. PANTIL
TRAINING SESION EVALUATION FORM
INSTRUCTIONS:
This post-training evaluation instrument is intended to measure how
satisfactorily your trainer has done his job during the whole duration of
your training. Please give you honest rating by checking on the
corresponding cell of your response. Your answers will be treated with
utmost confidentiality.
TRAINERS/INSTRUCTORS
1 2 3 4 5
Name of Trainer:
1. Orients trainees about CBT, the use of CBLM
and the evaluation system
2. Discusses clearly the unit of competencies
and outcomes to be attained at the start of every
module
3. Exhibits mastery of the subject/course
he/she is teaching
4. Motivates and elicits active participation from
the student or trainees
5. Keeps records of evidence/s of competency
attainment of each student/trainees
6. Instill value of safety and orderliness in the
classrooms and workshops
7. Instills the value of teamwork and positive
work values
8. Instills good grooming and hygiene
9. Instills value of time
10. Quality of voice while teaching
11. Clarity of language/dialect used in teaching
12. Provides extra attention to trainees and
students with specific learning needs
13. Attends classes regularly and promptly
14. Shows energy and enthusiasm while teaching
15. Maximizes use of training supplies and
materials
16. Dresses appropriately
17. Shows empathy
18. Demonstrates self-control
Date Developed:
Page 81 of
PORTFOLIO
BENGIE S. PANTIL
This post-training evaluation instrument is intended to measure how
satisfactorily you trainer prepared and facilitated your training. Please give
your honest rating by checking on the corresponding cell of your response.
Your answers will be treated with utmost confidentiality.
Use the following rating scales:
5 – Outstanding
4 – Very Good/ Very Satisfactory
3 – Good/ Adequate
2 – Fair/ Satisfactory
1 – Poor/ Unsatisfactory
PREPARATION 1 2 3 4 5
1. Workshop layout conforms with the
components of a CBT workshop
2. Number of CBLM is sufficient
3. Objectives of every training session is well
explained
4. Expected activities/ outputs are clarified
DESIGN AND DELIVERY 1 2 3 4 5
1. Course contents are sufficient to attain
objectives
2. CBLM are logically organized and presented
3. Information Sheet are comprehensive in
providing the required knowledge
4. Examples, illustrations, and demonstrations
help you learn
5. Practice exercises like Task/Job Sheets are
sufficient to learn required skills
6. Valuable knowledge are learned through the
contents of the course
7. Training Methodologies are effective
8. Assessment Methods and evaluation system
are suitable for the trainees and the
competency
9. Recording of achievements and competencies
acquired is prompt and comprehensive
10. Feedback about the performance of
learners are given immediately
Date Developed:
Page 82 of
PORTFOLIO
BENGIE S. PANTIL
TRAINING FACILITIES/RESOURCES 1 2 3 4 5
1. Training Resources are adequate
2. Training Venue is conducive and appropriate
3. Equipment, Supplies and Materials are
Sufficient
4. Equipment, Supplies and Materials are
suitable and appropriate
5. Promptness in providing Supplies and
Materials
SUPPORT STAFF 1 2 3 4 5
1. Support Staff are accommodating
Date Developed:
Page 83 of
PORTFOLIO
BENGIE S. PANTIL
SUPERVISED INDUSTRY TRAINING OR ON THE JOB
TRAINING EVALUATION FORM
Dear Trainees:
The following questionnaire is designed to evaluate the effectiveness of the
Supervised Industry Training (SIT) or On the Job Training (OJT) you had
with the Industry Partners of (your institution). Please check the
appropriate box corresponding to your rating of each question asked. The
results of this evaluation shall serve as a basis for improving the design and
management of the SIT in SICAT to maximize the benefits of the said
Program. Thank you for your cooperation.
Legend:
5 – Outstanding
4 – Very Good/ Very Satisfactory
3 – Good/ Adequate
2 – Fair/ Satisfactory
1 – Poor/ Unsatisfactory
NA – Not Applicable
Item
Question Ratings
No.
Institutional Evaluation 1 2 3 4 5 NA
Has (your institution) conducted an
orientation about the SIT/OJT program,
1 X
the requirements and preparations needed
and its expectations?
Has (your institution) the provided X
necessary assistance such as referrals or
2
recommendations in finding the company
for your OJT?
Has (your institution) showed coordination X
3 with the Industry Partner in the design and
supervision of your SIT/OJT?
Has your in-school training adequate to X
4 undertake Industry partner assignment
and its challenges
Has (your institution) monitored your X
5
progress in the Industry?
Has the supervision been effective in X
6 achieving you OJT objectives and providing
feedbacks when necessary?
Date Developed:
Page 84 of
PORTFOLIO
BENGIE S. PANTIL
Did (your institution) conduct assessment X
7 of your SIT/OJT program upon
completion?
Were you provided with the results of the X
8 Industry and (your institution)’s
assessment of your OJT?
Comments/Suggestions:
Date Developed:
Page 85 of
PORTFOLIO
BENGIE S. PANTIL
Item
Question Ratings
No.
INDUSTRY PARTNER 1 2 3 4 5 NA
Was the industry partner appropriate for
1 the type of training required and/or
desired?
Has the industry partner designed the
2 training to meet your objectives and
expectations?
Has the industry partner showed
3 coordination with (your institution) in the
design and supervision of the SIT/OJT?
Has the Industry Partner and its staff
4 welcomed you and treated you with respect
and understanding?
Has the industry partner facilitated the
training, including the provision of
5 necessary resources such as facilities and
equipment needed to achieve your OJT
objectives?
Has the Industry Partner assigned a
6 supervisor to oversee your work or
training?
Was the supervisor effective in supervising
7 you through regular meetings,
consultations, and advise?
Has the training provided you with the
necessary technical and administrative
8
exposure of real world problems and
practices?
Has the training program allowed you to
9 develop self-confidence, self-motivation and
positive attitude towards work?
Has the experience improved your personal
10
skills and human relations?
Are you satisfied with your training in the
11
Industry?
Date Developed:
Page 86 of
PORTFOLIO
BENGIE S. PANTIL
Comments and Suggestions:
Signature:_____________________________
Printed Name: LEONARDO L. BINAN
Qualification: Agricultural Crop Production NC II
Host Industry Partner: LGU Tineg – Municipal Agriculturist office
Supervisor: Remingel Romel Bersalona
Period of Time: June 10 -21, 2019
Training: Instructor: BENGIE S. PANTIL
Date Developed:
Page 87 of
PORTFOLIO
BENGIE S. PANTIL
Maintain Training Facilities
WORKSHOP LAYOUT
Work Station 1 Work Practical

Station 2 Work Area
(Demo-Lab Garden)
Nursery
Institutional
Assessment
Support Area
Service
Area
Quality
Control Area
Tool
Room
Trainers
resource
Area
Resource Distance E – Learning Learning Contextua

Area Learning Area Resource l Learning
Area Area Area
Date Developed:
Page 88 of
PORTFOLIO
BENGIE S. PANTIL
Template #1
OPERATIONAL PROCEDURE
Equipment Type POWER SPRAYER
Equipment Code POWER SPRAYER 1
Location STORAGE ROOM
Operation Procedure:
1. Inspect the Power Sprayer. Be sure that it is clean, dry and safe.
2. Wash and wipe unnecessary objects if needed.
3. Check all parts if it is secured/attached properly.
4. Inspect for damages and replace parts if necessary.
5. Test the power sprayer with water to ensure if its functional.
6. Fill the power sprayer with diluted solution.
7. Use the power sprayer in the application of pesticide to assigned lot.
8. Clean and dry the power sprayer.
9. Store the power sprayer properly.
Date Developed:
Page 89 of
PORTFOLIO
BENGIE S. PANTIL
Template #2
Date Developed:
Page 90 of
PORTFOLIO
BENGIE S. PANTIL
HOUSEKEEPING SCHEDULE
Qualificati AGRICULTURAL CROPS
Station/Bldg (WAF)
on PRODUCTION NC II
Area/Secti
STORAGE/SUPPLY ROOM
on
In-Charge BINAN, LEONARDO
Schedule for the 2nd Semester, 2011
Dail Eve Week Ever Mon Remar
Responsib y ry ly y thly ks
ACTIVITIES
le Person oth 15 th
er Day
Day
1. Clean and check Binan,
tools and Leonardo/
equipment, dry Blanco
and properly laid- Herbert X
out/ Rone
secured/stable
2. Clean and arrange Cawing,
training room. Ruben
X
3. Clean and check Cawing
floor, walls, Jetlie
windows, ceilings
• cobwebs and
outdated/unnece X
ssary
objects/items
• obstructions
• any used
materials
• open cracks (floor)
4. Clean and check Eyon,
work shop Romnick/
ventilation and Farinas,
illumination by Jonard
dusting
lamps/bulbs,
replacing non-
functional lamps
and keeping
exhaust clean X
5. Clean, check and Guayen,

maintain Tool Jaybie/
Room Guayen,
Jhon
• Not damp Paul/
Idao,
• Tools in appropriate Maynard
positions/locations
X
• With visible
labels/signage
• Logbook andAgricultural
forms Crop Date Developed: Page 91 of
Production NC II May 2019 104
are complete, in
PORTFOLIO
order and updated Developed by:
• Lights, ventilation – BENGIE S. PANTIL

OK
6. Disposal of waste Datol,
Template #3
WORKSHOP HOUSEKEEPING SCHEDULE

DAILY TASK YES NO
Dispose segregated waste; clean garbage cans /
Sweep floors; if wet, wipe dry /
Wipe and clean whiteboards /
Clean and arrange working tables /
Clean and check mounting of machines/equipment /
Before leaving, collect stubs and other welding wastes. /
WEEKLY TASK YES NO
Clean posters, visual aids and update accomplishment/Progress Charts /
Clean bulbs/lamps/ceilings/walls /
Clean/Wash of windows/glasses/mirrors /
Clean and check tools, machines, supplies, materials /
Sanitize garbage receptacles /
Empty water collector; clean body of Water Dispenser /
MONTHLY TASK YES NO
Conduct inventory /
Clean and arrange tool room /
Inspect electrical system; clean cables, wires /
Clean instructional materials & modules; arrange and put in order /
Inspect and clean air-conditioning equipment filter; clean body /
Date Developed:
Page 92 of
PORTFOLIO
BENGIE S. PANTIL
Template #4
EQUIPMENT MAINTENANCE SCHEDULE*

8 HOURS 50 Hours 100 HOURS
• Wash and Inspect for •Run the equipment and

wipe unnecessary damages and observe for unusual
objects to the Power replace parts if abnormal operation.
Sprayer. necessary.
Check all parts if it is  Refer to the

secured/ attached manual
properly.
Date Developed:
Page 93 of
PORTFOLIO
BENGIE S. PANTIL
Template #5
EQUIPMENT MAINTENANCE SCHEDULE

EQUIPMENT TYPE POWER SPRAYER
EQUIPMENT CODE POWER SPRAYER 1
LOCATION STORAGE/SUPPLY ROOM
Schedule for the Month of March
ACTIVITIES MANPO Dai Ever Weekl Eve Mont Remark
WER ly y y ry hly s
Othe 15t
r h
Day Day
1. Check panel Datol,
board, and Ruanda
circuit /Decuan
breakers’ , X
electrical Donabel
connections,
cables and
outlets
 Clean and
kept dry
 Parts are
well-
secured/atta
ched
 Properly
labeled
2. Check Mig gun Guayen,
(nozzle, contact Jaybie/
tip, diffuser) Guayen,
and ground Jhon x
Paul/
cable:
Idao,
 Clean and Maynard
kept dry
 Parts are
well-
secured/
attached
 Inspect for
damages and
Date Developed:
Page 94 of
PORTFOLIO
BENGIE S. PANTIL
replace parts
if necessary
3. Check Eyon,
adjustment Romnick
/ x
lever’s if
functional Farinas,
Jonard
(amperages/sp
eed); if not,
calibrate
4. Check Gas Cawing
cylinder outfit Jetlie
for any
abnormality x
 Gate valve
 Co2
regulator
 Gas hose
Fittings
 Fittings
5. Check/Clean Cawing,
wire feeder Ruben
(rollers, wire
speed/spool x
adjustment);
remove used
oil, dust; keep
dry.
6. Run the Binan,
equipment for 5 Leonardo
/ Blanco x
minutes and
observe for Herbert
Rone
unusual noise
or abnormal
operation; if
repair is
necessary, send
to technician.
Date Developed:
Page 95 of
PORTFOLIO
BENGIE S. PANTIL
Template #6
WORKSHOP INSPECTION CHECKLIST
Qualification Agricultural Crop Production NC II

Leonardo L.
Area/Section Nursery In-Charge
Binan
YES NO INSPECTION ITEMS

1. Seedling rack
2. Seedling tray
3. Polypropylene bags
4. Hot Pepper seedlings
5. Eggplant Seedlings
Remarks: Insufficient stock of Poly Propylene bag
Inspected by: Date:

LEONARDO L. BINAN
Template #7
EQUIPMENTMAINTENANCE INSPECTION CHECKLIST

Equipment Type :POWER SPRAYER
Property Code/Number : POWER SPRAYER 1
Location : STORAGE/SUPPLY ROOM
YES NO INSPECTION ITEMS
/
1. Clean the Power Sprayer.
/
2. Wash and wipe unnecessary objects to the Power
Sprayer.
Date Developed:
Page 96 of
PORTFOLIO
BENGIE S. PANTIL
/
3. Check all parts if it is secured/ attached properly.
/
4. Inspect for damages and replace parts if necessary.
/
5. Run the equipment and observe for unusual abnormal
operation.
Remarks:
Inspected by: BENGIE S. PANTIL Date: MAY 20, 2019
Date Developed:
Page 97 of
PORTFOLIO
BENGIE S. PANTIL
WORK REQUEST
Unit No. Description:
PPB01 Poly Propylene bag
Observation/s: Date Reported:
Insufficient stock of Poly Propylene bag May 24, 2019
Activity: Reported by:
Inventory of nursery supplies Bengie S. Pantil
Trainer
Date completed: June 3, 2019
Signature:
ALEX FERRAS
MNT TECHNICIAN
Date Developed:
PORTFOLIO
BENGIE S. PANTIL
REQUISITION AND PURCHASE REQUEST
Date: 05/24/2019
ITEM NO. DESCRIPTION UNIT QTY UNIT PRICE TOTAL PRICE
1 Wheel Barrow unit 2 Php1,000 Php2,000
2 Over Head sprinkler pieces 2 Php400 Php800
xxxxxxx nothing follows xxxxxxxxxx
Total PhP 2,800.00
This is to certify that the above items are needed and to be urgently purchased as per attached pre inspection report,
breakdown/repair report and inventory list of equipment.
PREPARED BY: APPROVED and NOTED BY:
BENGIE S. PANTIL ALEX B. FERRAS

TRAINER Head Teacher I
Date Developed:
PORTFOLIO
BENGIE S. PANTIL
WASTE MANAGEMENT PLAN
Elimination of Hazardous Materials and Substances

There is no national definition of waste used for the purpose of trans-
boundary movements of waste in the Philippines. Under Department
Administrative Orders DAO 92-29, the term "waste" is not specifically
defined.
"Hazardous wastes" are substances that are without any safe commercial,
industrial, agricultural or economic usage and are shipped, transported or
brought from the country of origin for dumping or disposal into or in transit
through any part of the territory of Philippines.
"Hazardous wastes" shall also refer to by-

products, side-products, process residues,
spent reaction media, contaminated plant
or equipment or other substances from
manufacturing operations and as
consumer discards of manufactured
products which present unreasonable risk
and /or injury to health and safety and to
the environment.
Ecological Waste Management- The

proper handling of the things we throw away in a manner that does not
harm anyone or anything, be it human, animal or the environment.
Waste Management is the collection, transport, processing, recycling or

disposal of waste materials, usually the ones produced by human activity, in
an effort to reduce their effect on human health or local aesthetics or
amenity. This can involve solid, liquid or gaseous substances with different
methods and fields of expertise for each.
The waste hierarchy refers to the “3 Rs” - reduce, reuse and recycle - which
classifies waste management strategies according to their desirability in
terms of waste minimization. The waste hierarchy remains the cornerstone
of most waste minimization strategies. The aim of waste hierarchy is to
extract the maximum practical benefit from products and to generate the
minimum amount of waste.
Presidential Decree ( PD ) 1152, “ The Philippines Environment Code,”

which took effect in 1997, provides a basis for an integrated waste
management regulation starting from waste source to methods of
disposal. PD 1152 has further mandated specific guidelines to manage
municipal wastes (solid and liquid), sanitary landfill and incineration,
and disposal sites in the Philippines.
Date Developed:
Page 100 of
PORTFOLIO
BENGIE S. PANTIL
In 1990, the Philippine Congress enacted the Toxic Substances, Hazardous
and Nuclear Wastes Control Act, commonly known as Republic Act (RA)
6969. A law designed to respond to increasing problems associated with
toxic chemicals and hazardous and nuclear wastes. RA 6969 mandates
control and management of import-manufacturer. The Act seeks to protect
public health and the environment from unreasonable risk posed by these
substances in the Philippines.
Apart from the basic policy rules and regulations of RA 6969, hazardous
waste management must also comply with the requirements of other specific
environmental laws, such as PD 984 (Pollution Control Law of 1976), PD
1586 (Environmental Impact Assessment System Law), RA 8749 (Clean Air
Act of 1999), RA 9003 (Ecological Solid Waste Management Act 0f 2000), RA
9275 (Philippine Clean Water Act of 2004) and their implementing rules and
regulations
Date Developed:
Page 101 of
PORTFOLIO
BENGIE S. PANTIL
Date Developed:
PORTFOLIO
BENGIE S. PANTIL

CBLM Acp nc2

Caricato da

Informazioni sul documento

Descrizione originale:

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

CBLM Acp nc2

Caricato da

Copyright:

Formati disponibili

PORTFOLIO

Sector: AGRICULTURE AND FISHERIES

Qualification Title: AGRICULTURAL CROP PRODUCTION NC II

Unit of Competency:PLANT CROPS

Module Title: PLANTING CROPS

Mount Carmel Agro-tourism Training and Assessment Center, Inc.

Language, literacy Average grade in: Average grade in:

Cultural and Ethnicity/culture:

Education & Highest Educational Attainment:

Previous List down trainings related to [YOUR NC]

Special courses Other courses related to [YOUR NC]

Learning styles a. Visual - The visual learner takes mental

c. Auditory- a learner who has the ability to

INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary

Form 1.2: Evidence of Current Competencies acquired related to

From the accomplished Self-Assessment Check (Form 1.1) and the

Form 1.3 Summary of Current Competencies Versus Required

Required Units of Current Training

Training Needs Module Title/Module of

Agricultural Crop May 2019

Agricultural Crop May 2019

Agricultural Crop May 2019

Agricultural Crop May 2019

Handling seedlings  demonstration Demonstrate Task Evaluate PPE 4 hrs

Agricultural Crop May 2019

No. Unit of Competency Module Title Code

Perform nursery Performing nursery

2. Plant crops Planting Crops AFF 610302

Care and maintain Caring and maintaining

UNIT OF COMPETENCY Plant Crops

MODULE TITLE Planting Crops

NOMINAL DURATION: 65 hours

 Carry-out land clearing

 Conducted proper soil sampling/collection

 Performed appropriate land preparation

 Proper use and maintenance of cutting, digging, cultivation and tillage

 Tools, materials and equipments are prepared for land clearing

The participants will have access to:

 Cutting, digging, cultivation, harvesting Tools and equipment

Learning Activities Special Instructions

Observe the actual lecture / Evaluate performance using Criteria

Land preparation is one of the basic, but most important, cultural

Land clearing is the process of removing trees, stumps, brush, stones

Factors to consider in selecting the site for planting vegetable crops

2. Water and drainage

Water is the life-blood of vegetable production. Vegetable crops

3. Topography of the land

Topography refers to the physical characteristics of the overall field

Soil type refers to the physical composition or properties of the soil.

 Temperature affects some vital processes of the plant like

Know Your N-P-K

a. Nitrogen b.Potassium c. Phosphorus

a. Nitrogen b.Potassium c. Phosphorus

a. Nitrogen b.Potassium c. Phosphorus

Soil structure refers to the physical arrangement of the soil particles

Soil Structure and Drainage

A Guide to Collecting Soil Samples for Farms and Gardens

The following recommendations are based on fertilizer experiments, soil

A soil sample can help:

Soil Sampling and Soil Analysis

The accuracy of the fertilizer recommendation depends to a large degree

Steps in Soil Sampling