AGRI-FISHERY-CHAPTER-1.docx

AGRI-FISHERY-CHAPTER-1

1. LEARNING MODULE IN AGRI-FISHERY ARTS



























AGRIFISHERY 1
MODULE

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ACKNOWLEDGEMENT

This Learning Module was developed for all students of Bachelor of Science in
Industrial Education Major in Industrial Arts, Bachelor of TechnicalVocational
Teacher Education, and for those people who were hungry and thirsty in
knowledge about Agriculture and Fishery Arts.

This Learning Module in Agri-Fishery Arts was perseveringly developed by the
following researchers:

MODULE WRITERS
Aljohn S. Bituin
Rosalie R. Calisura
Lady Len A. Fabricante
Aljer V. Lagus

ADVISER/CO-AUTHOR
Mr. Melecio Joseph B. Bo
Fishery Technologist/Instructor III

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Welcome to the Agri-Fishery Arts!

In order to make the learning easier, we developed this learning module in
Agri-Fishery Arts that will guide the students to know better in a faster yet
competitive way. This learning module will may serves as reference to the
teacher and student in the exciting journey of knowing and acquiring factual
knowledge in the field of Agriculture and Fishery sector.

The purpose of this module is to give knowledge for all students about Agri-
Fishery Arts subject as part of the curriculum of Bachelor of Science in
Industrial Education students and also in the new curriculum of Bachelor in
Technical-Vocational Teacher Education which is the Introduction to
AgriFishery Arts.

This module covers nine (9) chapters that were composed of twentyeight
(28) lessons. They are including in the following:

Chapter One: Basic Concept of Agricultural Crop – Lesson 1: Define
and Appreciate Agriculture, Lesson 2: Brief History of Agriculture, Lesson 3:
Branches of Agriculture, Lesson 4: Types of Agricultural Crops, Lesson 5:
Types of Commercial Food Crops in the Philippines, Lesson 6: Parts of the
Plant and Its Function.

Chapter Two: Farm Tools, Equipments, Inputs and Labor – Lesson 1:
Recognize and Select Farm Tools, Lesson 2: Identify and Select Farm
Equipments, Lesson 3: Perform Maintenance, Lesson 4: Farm Inputs and
Labor.


What Is This

Module About?

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Chapter Three: Basic Calculation – Lesson 1: Perform Basic Workplace
Calculation.

Chapter Four: Plans and Drawings – Lesson 1: Farm Plans and LayOut,
Lesson 2: Irrigation Plan and Design.

Chapter Five: Apply Safety Measures in Farm Operations – Lesson 1:
Safety Measures in Farm Operations, Lesson 2: Safe Keep/Dispose Materials
and Outfit.

Chapter Six: Basic Concept of Fishery – Lesson 1: Definition of Fishery
and Its Importance, Lesson 2: History of Fishery, Lesson 3 Branches of Fishery,
Lesson 4: Morphology of Fish.

Chapter Seven: Fish Culture – Lesson 1: Aspects, Classification and
Methods of Fish Culture, Lesson 2: Terminologies in Fish Culture, Lesson 3:
Facilities, Parts of Fish Pond and their Functions, Lesson 4: Cultivable Fish and
Crustacean Species

Chapter Eight: Fish Capture – Lesson 1: Fishing Methods, Gears,
Construction, Operation, Proper Handling and Safety Measures, Lesson 2:
Common Commercial Species of Aquatic Species

Chapter Nine: Fish Preservation – Lesson 1: Fish Preservation
Terminologies, Fish Body, Cuts and Market Forms, Lesson 2: Fish Preservation
Principles, Characteristics of Fresh from Stale Fish, Agents of Spoilage, Lesson
3: Types of Fish Curing with their Principles, Methods of Cutting Fish and
Tools and Equipments.

This learning module aims to give students accurate and reliable
information in Agriculture and Fishery Arts to apply the ability and skills

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required for the cultivation and development of natural resources of the
Philippines. It will surely help the students to understand more the purpose and
importance of Agri-Fishery Arts in the everyday lives.
















This Module has nine Chapters and each has the following parts:
• Title
• Learning Outcomes
• Pre-Test
• Definition of Terms

How Do You Use

This Module?

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• Lesson Proper
• Activity
• Post-Test
• Answer Key (at the later part of the module)
To get the most learning from this module, you need to comply the following:
1. Begin by analysing the chapter picture, then reading and understanding
the Learning Outcomes. These will show what you should know and be
able to do at the end of this module.

2. Find out what you already know by taking the Pre-Test then check it
with the use of answer key. If you get perfect score in each item, now
you may proceed to the next chapter. This means that you don’t have to
go through the entire chapter because you already acquired the
knowledge supposed to teach you. On the other hand, if you failed to get
a perfect score in each items correctly, you must proceed and study well
the information in the lesson especially to the points where you don’t
know.

3. Understand unfamiliar words using the definition of terms.

4. Study well the lesson proper as much as you can. It provides essential
information that you needed to know.

5. Do the required learning activities. This part of the module where the
demonstration and application occurs. Every lesson has an activity
which provides the first-hand experiences if possible and mindprovoking
questions for the newly acquired knowledge to be strengthened.

6. Take the Post-Test. Check if you can get a perfect score in the
assessment test. After you take, refer to the answer key for correction.

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The result of the test will determine how much you learn in the topic.
When you get a perfect score in the Post-Test, you may now proceed to
the next chapter, but if not you must repeat to study the entire lesson
proper and review especially those items which you get incorrectly.
When you are confident to perfect the test and then retake the Post-Test.
Don’t cheat yourself because no one will benefit!





TABLE OF CONTENTS

Acknowledgement
ii
What Is This Module About? iii
How Do You Use This Module?
vi

AGRICULTURE ARTS

CHAPTER 1 – Basic Concepts of Agricultural Crop Production
2
Lesson 1 Definition and Importance of Agriculture
7
Lesson 2 Brief History of Agriculture 10
Lesson 3 Branches of Agriculture 15
Lesson 4 Types of Agricultural Crops
and Its Classifications 23
Lesson 5 Types Of Commercial Food Crops

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in the Philippines 35
Lesson 6 Plant Parts and Its Function 40

CHAPTER 2 – Farm Tools, Equipments, Inputs and Labor 60
Lesson 1 Farm Tools 65
Lesson 2 Farm Equipment 76
Lesson 3 Maintenance 81
Lesson 4 Farm Inputs and Labor 88

CHAPTER 3 – Basic Calculation 101
Lesson 1 Basic Workplace Calculation 104

CHAPTER 4- Farm Plans and Drawing 128
Lesson 1 Farm Plans and Layout 135
Lesson 2 Irrigation Plans and Design 147

CHAPTER 5- Safety Measures in Farm Operations 166
Lesson 1 Safety Measures in Farm Operation 171
Lesson 2 Safe Keep/Dispose Tools, Materials and Outfit 182

FISHERY ARTS

CHAPTER 6 – Basic Concept of Fishery 195
Lesson 1 Definition of Fishery and Its Importance 202
Lesson 2 Brief History of Fishery 206
Lesson 3 Branches of Fishery 210

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Lesson 4 Morphology of Fish 217

CHAPTER 7 – Fish Culture 225
Lesson 1 Aspects, Classifications and Methods

of Fish Culture
231 Lesson 2 Terminologies in Fish Culture
238
Lesson 3 Facilities, Parts of Fish Pond and
Their Functions 243
Lesson 4 Cultivable Fish and Crustacean Species 255


CHAPTER 8 – Fish Capture 281
Lesson 1.1 Fishing Methods and Gears

287
Lesson 1.2 Fishing Gear Construction and Operation 316
Lesson 1.3 Fishing Gear Proper Handling and Safety
Measures
317
Lesson 2 Common Commercial Species of Aquatic
Resources
318

CHAPTER 9 – Fish Preservation

336
Lesson 1.1 Fish Preservation Terminologies 342
Lesson 1.2 Body, Cuts and Market Forms of Fish

345
Lesson 2.1 Fish Preservation Principles

354
Lesson 2.2 Characteristics of Fresh from

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Stale Fish 355
Lesson 2.3 Agents of Spoilage 357
Lesson 3.1 Types of Fish Curing with Their Principles 361
Lesson 3.2 Tools and Equipment


368
Answer Key 380
Bibliography 387

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Agriculture art
CHAPTER 1

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Basic Concepts of

Agricultural Crop Production


take the challenge!

At the end of this chapter, the students are expected to:
Lesson 1: Define and Appreciate Agriculture
L esson 2: Understand the Brief History of Agriculture
Lesson 3: Distinguish the Branches of Agriculture
Lesson 4: Determine the Types of Agricultural Crops

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take the challenge!
At the end of this chapter, the students are expected to:
Lesson 5: Define the Different Types of Commercial Food Crops
in the Philippines, Its Common, Local and Scientific
Names
Lesson 6: Identify and Explain the Parts of the Plants and Its Function


PRE-TEST

Test I. Multiple choice
Direction: Encircle the letter of the correct answer.
1. What is the science, art and practice of farming which includes the cultivation of
the soil for the growing of crops, fruit-bearing trees and livestock production?
a. agronomy
b. horticulture
c. agriculture
d. olericulture
2. It is the science dealing with the cultivation of vegetable crops.
a. horticulture
b. agronomy
c. olericulture
d. agriculture
3. It is a plant that lives more than two years.
a. annual crops
b. biennial crops

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c. perennial crops
d. millennial crops
4. It refers to the raising of birds either domestically or commercially, primarily for
meat and eggs including feathers.
a. swine raising
b. bird culture
c. poultry farming
d. zoology
5. _________ is the study of the allocation, distribution and utilization of the
resources used along with the commodities produced, by farming.
a. agricultural management
b. agricultural economics
c. agricultural administration
d. agricultural organization
6. _________ is the area of engineering concerned with the design, construction
and improvement of farming equipment and machinery.
a. agricultural construction
b. agricultural design
c. agricultural system
d. agricultural engineering
7. _________ is the cultivation of fruit crops.
a. floriculture
b. fruiticulture
c. pomology
d. horticulture
8. _________ is the science and art of growing and caring for plants, especially
flowers, fruits, and vegetables.
a. floriculture

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b. olericulture
c. pomology
d. horticulture
9. _________ is the husbandry of grazing animals viewed as an ideal way of
making a living and the regular movement of all or part of the society considered
a normal and natural part of life.
a. nomadic pastoralism
b. greek pastoralism
c. roman pastoralism
d. pastoralism
10. ________ is the vital part of every economy.
a. Farming
b. Agro-industrial
c. Agriculture
d. Agribusiness


Test II: True or False
Directions: Write True if the statement is correct and False if it is wrong.
___________1. Agriculture is only the cultivation of soil to prepare for planting.
__________ 2. Agriculture is one of the best examples of farming.
__________ 3. Animal Husbandry is a branch of agriculture.
__________ 4. The major source of raw materials is from the product of agriculture.

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__________ 5. Agriculture obstructs the economic growth because of the industrial and
commercial buildings are unable to expand their land possessions.


Agriculture – it is the science, art and practice of cultivating the soil, producing crops
and raising livestock and in varying degrees the preparation and marketing and resulting
of products

Farm Equipment - These are machineries used in crop production. They are used in
land preparation and in transporting farm inputs and products. These equipment need a
highly skilled operator to use

Farm Implements - accessories pulled by animals or mounted to machineries to
make the work easier

Farm Tools - objects that are usually light and are used without the help of animals and
machines

Fertile Crescent – semicircle of fertile land stretching from southeast coast of
Mediterranean around Syrian Desert, North of Arabia to Persian Gulf

Neolithic – of or relating to the latest period of the Stone Age characterized by polished
stone implements

Parthenocarpy – the production of fruits without fertilization


DEFINITION OF TERMS

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LESSON 1:
DEFINITION AND IMPORTANCE OF
AGRICULTURE



What is Agriculture?
Nominal Definition (explains what a name is)
Agriculture comes from the Latin words ager, agri meaning field and cultura meaning
growing, cultivation. Therefore it means “growing and cultivating of the field.”
Real Definition (explains what a thing is)
Agriculture is the science or practice of farming which includes the cultivation of the
soil for the growing of crops and fruit-bearing trees. It also considers the raising of
animals to provide food and other raw materials which can produce another product.


Elements in the Definition of Agriculture
• It is a science, because of systematically organized body of knowledge which not
only based on opinions, hypothesis and theories but on factual and absolute
knowledge. Also, it is a practice because of the actual applications of the ideas.

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• Of farming, because is the act or process of working the ground, planting seeds,
and growing edible plants. It can also include raising animals for milk, meat and
wool.

VALUE OF AGRICULTURE
Agriculture has a vital role in the life and progress of an economy. It does provide food
which is the basic needs of mankind, not only to sustain food and raw material but also
employment opportunities to a vast number of the population of a country. It can be a
source of livelihood which can contribute to micro and macro community, supplying
and sustaining food and fodder that are the basic necessities of human to live, promoting
the diplomatic friendship facilitated by trading system in local, national and
international arena, marketable surplus products, source of saving of the entire national
budget and basis of the economic development of a country.
Without agriculture, the economy will be at high risk to food security that may result
into serious national problems. The effect may be adverse or even worse.










Activity

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Direction: Answer the following questions.
1. What is the definition of agriculture? Justify.
2. Cite a value of agriculture that without it can create serious national problem.












LESSON 2:
BRIEF HISTORY OF AGRICULTURE

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Agriculture was developed at least 10,000 years ago, and it has undergone significant
developments since the time of the earliest cultivation.

Ancient Origins
The Fertile Crescent of the Middle East was the site of the earliest planned sowing and
harvesting of plants that had previously been gathered in the wild. Independent
development of agriculture occurred in northern and southern China, Africa's Sahel,
New Guinea and several regions of the Americas. Barley has been found in
archeological sites in Levant, and East of the Zagros Mountains in Iran.
The eight so-called Neolithic founder crops of agriculture includes emmer wheat
einkorn wheat, hulled barley, peas, lentils, bitter vetch, chick peas and flax. Bitter vetch
and lentils along with almonds and pistachios appear in Franchthi Cave Greece
simultaneously, about 9,000 BC. Neither was native to Greece, and they appear 2,000
years prior to domesticated wheat in the same location. This suggests that the cultivation
of legumes and nuts preceded that of grain in some Neolithic cultures.
By 7,000 BC, small-scale agriculture reached Egypt. From at least 7,000 BC the Indian
subcontinent saw farming of wheat and barley, as attested by archaeological excavation
at Mehrgarh in Balochistan.
By 6,000 BC, mid-scale farming was entrenched on the banks of the Nile. About this
time, agriculture was developed independently in the Far East, with rice, rather than
wheat, as the primary crop. Chinese and Indonesian farmers went on to domesticate taro
and beans including mung, soy and azuki. To complement these new sources of
carbohydrates, highly organized net fishing of rivers, lakes and ocean shores in these
areas brought in great volumes of essential protein. Collectively, these new methods of
farming and fishing inaugurated human population boom dwarfing all previous
expansions, and it continues today.

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By 5,000 BC, the Sumerians had developed core agricultural techniques including large
scale intensive cultivation of land, mono-cropping, organized irrigation, and use of a
specialized labour force, particularly along the waterway now known as the Shatt al-
Arab, from its Persian Gulf delta to the confluence of the Tigris and Euphrates.
Domestication of wild aurochs and mouflon into cattle and sheep, respectively, ushered
in the large-scale use of animals for food/fiber and as beasts of burden. The shepherd
joined the farmer as an essential provider for sedentary and semi-nomadic societies.
Maize, manioc, and arrowroot were first domesticated in the Americas as far back as
5,200 BC.
The potato, tomato, pepper, squash, several varieties of bean, tobacco, and several other
plants were also developed in the New World, as was extensive terracing of steep
hillsides in much of Andean South America. The Greeks and Romans built on
techniques pioneered by the Sumerians but made few fundamentally new advances.
Southern Greeks struggled with very poor soils, yet managed to become a dominant
society for years. The Romans were noted for an emphasis on the cultivation of crops
for trade.

Middle Ages
During the Middle Ages, Muslim farmers in North Africa and the Near East developed
and disseminated agricultural technologies including irrigation systems based on
hydraulic and hydrostatic principles, the use of machines and the use of water raising
machines, dams, and reservoirs. They also wrote location-specific farming manuals, and
were instrumental in the wider adoption of crops including sugar cane, rice, citrus fruit,
apricots, cotton, artichokes, aubergines, and saffron. Muslims also brought lemons,
oranges, cotton, almonds, figs and sub-tropical crops such as bananas to Spain. The
invention of a three field system of crop rotation during the Middle Ages, and the
importation of the Chinese-invented moldboard plow, vastly improved agricultural
efficiency. Another important development towards the end of this period was the

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discovery and subsequent cultivation of fodder crops which allowed over-wintering of
livestock.

Modern Era
After 1492, a global exchange of previously local crops and livestock breeds occurred.
Key crops involved in this exchange included the tomato, maize, potato, cocoa and
tobacco going from the New World to the Old, and several varieties of wheat, spices,
coffee, and sugar cane going from the Old World to the New. The most important
animal exportations from the Old World to the New were those of the horse and dog
(dogs were already present in the pre-Columbian Americas but not in the numbers and
breeds suited to farm work). Although not usually food animals, the horse (including
donkeys and ponies) and dog quickly filled essential production roles on western
hemisphere farms.
By the early 1800s, agricultural techniques, implements, seed stocks and cultivated
plants selected and given a unique name because of its decorative or useful
characteristics had so improved that yield per land unit was many times seen in the
Middle Ages. With the rapid rise of mechanization in the late 19th and 20th centuries,
particularly in the form of the tractor, farming tasks could be done with a speed and on a
scale previously impossible. These advances have led to efficiencies enabling certain
modern farms in the United States, Argentina, Israel, Germany, and a few other nations
to output volumes of high quality produce per land unit at what may be the practical
limit.
The Haber-Bosch method for synthesizing ammonium nitrate represented a major
breakthrough and allowed crop yields to overcome previous constraints. In the past
century agriculture has been characterized by enhanced productivity, the substitution of
labor for synthetic fertilizers and pesticides, selective breeding, mechanization, water
pollution, and farm subsidies. In recent years there has been a backlash against the

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external environmental effects of conventional agriculture, resulting in the organic
movement.
Agricultural exploration expeditions, since the late nineteenth century, have been
mounted to find new species and new agricultural practices in different areas of the
world.














Direction: Answer the following questions. Write your answer on one whole
piece of yellow pad paper.
1. Collect pictures of agricultural technologies from the ancient origins until the
contemporary times. What are the similarities and differences of agricultural
technologies comparing to each era?
2. Why is it important to know and understand the history of agriculture?


Activity

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LESSON 3:
BRANCHES OF AGRICULTURE



BRANCHES OF AGRICULTURE
There are four main branches of agriculture, namely;
1. Livestock Production or Animal Husbandry
2. Crop Production or Agronomy

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3. Agricultural Economics
4. Agricultural Engineering

I. Livestock Production or Animal Husbandry
Animal Husbandry is the branch of agriculture concerned with animals that are raised
for meat, fiber, milk, eggs, or other products. The term "livestock" encompasses many
species and numerous breeds within animal species which can produce food and other
raw materials.
Livestock production or Animal Husbandry has 4 common classifications such as:



a.) Nomadic Pastoralism is the husbandry of grazing animals is viewed as an ideal
way of making a living and the regular movement of all or part of the society is
considered a normal and natural part of life. Pastoral nomadism is commonly
practice where climatic conditions produce seasonal pastures but cannot support
sustained stationary agriculture because of the animals’ food limitations.

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b.) Poultry Farming is the raising of birds domestically or commercially, primarily for
meat and eggs as well as for feathers. Chickens, turkeys, ducks, and geese are of
primary importance, while guinea fowl and squabs (young pigeons) are chiefly of
local interest.




c.) Swine Farming is the raising and breeding of domestic pigs as livestock, and is a
branch of animal husbandry. Pigs are farmed principally for food (e.g. pork, bacon,
gammon) or sometimes skinned.

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d.) Apiculture is the scientific method of rearing honeybees. The word
‘apiculture’ comes from the Latin word apis meaning bee and colere which means “to
culture”. Bees are mainly reared for their honey. So, apiculture or also known as
beekeeping is the care and management of honey bees for the production of honey and
the wax. In this method of apiculture, bees are bred commercially in apiaries, an area
where a lot of beehives can be placed. Apiaries can be set up in areas where there are
sufficient bee pastures – usually areas that have flowering plants.

II. Crop Production or Agronomy
It is the science dealing with the cultivation of crops and vegetables on a field scales
either under rain fed or irrigation conditions. These crops are mainly annuals cultivated
food. The requirements of each crop are studied in terms of soil and climate, as well as
planting time and techniques, different cultivars, fertilization, weed, disease, and insect
control, as well as the effect of stress factors. Crop Production or Agronomy includes:

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Horticulture is the science and art of growing and caring for plants, especially
flowers, fruits, and vegetables. The word is derived from the Latin hortus which means
“garden” and colere which means “to culture”. As a general term, it covers all forms of
garden management, but in ordinary use it refers to intensive commercial production.
Horticulture has 3 branches namely, pomology, olericulture and floriculture.


a) Pomology- is the branch of botany that studies all fruits, specifically the science of
growing fruits and nuts. The word is derived from the Latin pomum which means
“fruit” and logia which means “field of study”. As a branch of horticulture, it focuses
to the cultivation of fruits, nuts, fruitbearing and nut-bearing trees/plants for human
use and consumption.

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b) Olericulture is the science and art of vegetable growing, dealing with the culture of
non-woody (herbaceous) plants for food. The word is derived from the Latin oleris
which means “pot herb” and colere which means “to culture”. As language develops
over long period of time, it is simply defined as the science and art of growing
vegetables crops. It deals with the production, storage processing and marketing of
vegetables. It encompasses crop establishment, including cultivar selection, seedbed
preparation and establishment of vegetable crops by seed and transplants. It also
includes maintenance and care of vegetable crop production.


c) Floriculture refers to farming, plant care, propagation, and cultivation with one goal
in mind, the maximum production of flowering and ornamental plants for gardens
and floristry, comprising the floral industry. The word is derived from the Latin

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floris which means “flower” and colere which means “to culture”. Therefore, it is the
cultivation of flower. To elaborate, floriculture is an entire gardening spectrum that
is geared towards understanding and improving all aspects of bud and flower
creation, including indoor lighting, growroom requirements, greenhouse needs, plant
nutrition, irrigation, pest management, and breeding new cultivars/strains.


III. Agricultural Economics is study of the allocation, distribution and utilization of
the resources used, along with the commodities produced, by farming. It concerns itself
with the study of the production and consumption of food in both developed and
developing countries along with analysis of the policies that shape the world’s largest
country.

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IV. Agricultural Engineering is the area of engineering concerned with the design,
construction and improvement of farming equipment and machinery. Agricultural
engineers integrate technology with farming. For example, they design new and
improved farming equipment that may work more efficiently, or perform new tasks.
They design and build agricultural infrastructure such as dams, water reservoirs,
warehouses, and other structures. They may also help engineer solutions for pollution
control at large farms. Some agricultural engineers are developing new forms of biofuels
from non-food resources like algae and agricultural waste. Such fuels could
economically and sustainably replace gasoline without jeopardizing the food supply.

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Direction: Answer the following questions. Write your answer on one whole
piece of yellow pad paper.
1. What are the four (4) branches of agriculture? Give its importance.
2. What are the four (4) branches of livestock production? Describe each
3. Enumerate the different kinds of agronomy crops.
4. What are the three (3) branches of horticulture? Describe each
5. If you were given a capital to build or establish your own agricultural
business, in what branch of crop production do you prefer? Explain and share
it to the class.









Activity

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LESSON 4:
TYPES OF AGRICULTURAL CROPS
AND ITS CLASSIFICATIONS













Agricultural crops are plants that are grown or intentionally managed by man for
certain purposes. They are classified in various terms used worldwide.

Types of Crops
Crops are divided into six falls into categories and they’re as follows:
1. Food Crops
2. Feed Crops
3. Fiber Crops
4. Oil Crops
5. Ornamental Crops

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6. Industrial Crops



Descriptions of Crops According to their Categories

I. Food Crops – A plant that is primarily raise, culture and harvest for the human
consumption. It has two sub categories, the field crops and root crops.


a) Field crop is a crop (other than fruits or vegetables) that is grown on a large scale
for agricultural purposes. Examples are wheat, rice, corn, sugarcane and other
forage crops. These crops typically consist of a large majority of agricultural
acreage and crop revenues.

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b) Root Crops – are underground plant parts edible for human consumption.

II. Feed Crops – A plant that is primarily raise, culture and harvest for the livestock
consumption.

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III. Fiber Crops – A plant that is primarily raise, culture and harvest for its fibers
which are used as raw material.

IV. Oil Crops – A plant that is primarily raise, culture and harvest as base for
biodiesel production.

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V. Ornamental Crops – A plant that is primarily raise and culture for decorative
purposes especially in gardens and landscape design projects.


VI. Industrial Crops – A plant that is cultured for their biological materials which
are used in industrial processes into nonedible products. (Example: Tobacco)

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Classification of Crops According to their Reproduction


1. Sexual - plants that develop from a seed or a spore after undergoing union of
male and female gametes.



2. Asexual – plants which reproduce by any vegetative means without the union of
the sexual gametes.

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Classification of Crops According to Mode of Pollination

I. Naturally Self Pollinated Crops – predominant mode of pollination in this
plant is self-pollination.

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II. Naturally Cross Pollinated Crops – pollen transfer in these plants is from
another of one flower in a separate plant.




III. Both Self and Cross Pollination Crops – these plants are largely selfpollinated
but in varying amounts.
Classifications of Crops According to Growth Habits

I. Herb – succulent plants with self-supporting stems.

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II. Vines – herbaceous climbing or twining plants without self-supporting stem.


III. Lianas – woody climbing or twining plants which depend on other plants for
vertical support to climb up to the tree.

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IV. Shrubs – a small tree or tree like plants generally less than 5 meters in height
but other authorities restricted to small, erect woody plants.








V. Trees – plants having erect and continuous growth with a large develop of
woody tissue, with a single distinct stem or trunk.

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VI. Evergreen – plants that maintain their leaves throughout the year.

VII. Deciduous – plants which naturally shed off or lose leaves annually for
extended periods.
Descriptions of Crops According to their Life Span

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I. Annual crop is a plant that completes its life cycle, from germination to
production of seed, within one growing season, and then dies. Annual crops
examples are rice, corn and others.

II. Biennial crop is a plant that takes two years to complete its biological lifecycle.
Its examples are cabbage, parsley and others.

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III. Perennial crop is a plant that lives more than two years. The term is often used
to differentiate a plant from shorter-lived annuals and biennials. The term is also
widely used to distinguish plants with little or no woody growth from trees and
shrubs, which are also technically perennials.

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Direction: Using the table below, identify the different crops in your locality
according to their categories, classifications and description.

Crops Categories Classification
According to
their
Reproduction
Classification
According to
Mode of
Pollination
Classification
According to
their Growth
Habit
Description
According
to their Life
Span

Activity

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LESSON 5:
TYPES OF COMMERCIAL FOOD CROPS
IN THE PHILIPPINES


A crop primarily raised and culture for human consumption. There are 5 major
categories of common commercial crops in the Philippines they are the following: cereal
crops, root and tuber crops, sugar crops, vegetable crops, fruit crops.

Food Crop

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a) Cereal Crops – are one of the members of grass family with their seed to eat.


b) Root and Tuber Crops – a crop that is root vegetables and thick underground
part of the stem which is edible to consume by human.

c) Sugar Crops – several species of tall perennial grass that are grown for
extraction of sugar product.

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d) Vegetable Crops – are edible part/s of the plant.


e) Fruit Crops – are groups of different types of fruits that are edible to consume
by human.

Common Commercial Food Crops in the Philippines

COMMON NAME SCIENTIFIC NAME ENGLISH NAME
Palay Oryza sativa Linn Rice
Mais Zea mays L. Corn/Maize
Niyog Cocos nucifera L. Coconut

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Tubo Saccharum officinarum L. Sugarcane
Saging Musa sapientum var. Banana
Pinya Ananas comosus L. Pineapple
Kape Coffea sp. Coffee
Mangga Mangofera indica Mango
Tabako Nicotiana tabacum Tobacco
Mani Archis hypogaea Linn. Peanut
Munggo Vigna radiata L. Mungbean
Kamoteng Kahoy Manihot esculenta Crantz. Cassava
Kamote Ipomoea batatas Lam Sweet Potato
Kamatis Lycopersicon esculentum Mill. Tomato
Bawang Allium sativum Linn. Garlic
Sibuyas Allium cepa Linn. Onion bulb
Repolyo Brassica oleracea L. Cabbage
Talong Solanum melongena Linn. Eggplant
Kalamansi Citrus madurensis Lour. Calamansi

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Directions: Search from the internet and identify the different common commercial
food crops in the Philippines that were given from the lesson. After that, draw at least
five (5) different common commercial food crops. In each drawing, write their
classifications, local, common and scientific names. The output will be assessed and
graded based from the given rubrics below.

RUBRICS FOR DRAWING
CATEGORY 5 4 3 2

Activity

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Neatness and
Attractiveness
Exceptionally
well designed,
neat and
attractiveness.
Neat and
relatively
attractive.
Lines are neatly
drawn but the
drawing appears
quite plain.
Appears
messy and
“thrown
together” in
a hurry.
Accuracy of
Drawings
All drawings
are done
correctly and
are easy to see.
Most
drawings
are done
correctly
and are easy
to see.
Some drawings
are done correctly
and are easy to
see.
Few
drawings
are done
correctly
and are easy
to see.
Labeling of
Names
Each drawing
has a clear, neat
label that
describes it.
Most
drawings
have a clear,
neat label
that
describes it.
Some drawings
have a clear, neat
label that
describes it.
Few
drawings
have a clear,
neat label
that
describes it.

LESSON 6:
PLANT PARTS AND ITS FUNCTION

A plant has different parts. The main parts are the roots, stem and the leaves. Each part has
a vital role in the life of a plant. The root absorbs water and different nutrients in the
ground. The roots also establish the plant as foundation. The stem carries the water and
different nutrients from the ground to the leaves. It also supports the foundation.

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The Roots
The main functions of the root system are absorption of water and minerals from
the soil, providing a proper anchorage to the plant parts, storing reserve food material
and synthesis of plant growth regulators.

In majority of the dicotyledonous plants, the direct elongation of the radicle leads to the
formation of primary root which grows inside the soil. It bears lateral roots of several
orders that are referred to as secondary, tertiary, and so on. The primary roots and its
branches constitute the tap root system.

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In monocotyledonous plants, the primary root is short lived and is replaced by a large
number of roots. These roots originate from the base of the stem and constitute the
fibrous root system.

In some plants, roots arise from parts of the plant other than the radicle and are called
adventitious roots.

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The root is covered at the apex by a thimble-like structure called the root cap. It
protects the tender apex of the root as it makes its way through the soil.
Tap roots of carrot, turnip and adventitious roots of sweet potato, get swollen and store
food.




Hanging structures that support a banyan tree are called prop roots.

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Similarly, the stems of maize and sugarcane have supporting roots coming out of the
lower nodes of the stem. These are called stilt roots.

In some plants such as Rhizophora growing in swampy areas, many
roots come out of the ground and grow vertically upwards. Such roots, called
pneumatophores, help to get oxygen for respiration.

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The Stem

The stem of a plant is one of two structural parts of a vascular plant (a plant that has
tissues for moving water and nutrients), the other being the root. The stem is the part
above ground which provides support for leaves and buds. It's like the major highway of
a plant, and it's vital for plant life.

The region of the stem where leaves are born are called nodes while internodes are the
portions between two nodes. Some stems perform the function of storage of food,
support, protection and of vegetative propagation.

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Underground stems of potato, ginger, turmeric, zaminkand,
colocasia are modified to store food in them.

Stem tendrils which develop from axillary buds, are slender and spirally coiled and
help plants to climb such as in gourds (cucumber, pumpkins, watermelon) and
grapevines.

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Axillary buds of stems may also get modified into woody, straight and pointed thorns.
They protect plants from browsing animals.


Some plants of arid regions modify their stems into flattened (Opuntia), or fleshy
cylindrical (Euphorbia) structures. They contain chlorophyll and carry out
photosynthesis.

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Underground stems of some plants such as grass and strawberry, etc., spread to new
niches and when older parts die new plants are formed

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The Leaf
Leaf is a flattened structure of a higher plant, typically green and bladelike, that is
attached to a stem directly or via a stalk. Leaves are the main organs of photosynthesis
and transpiration.


Leaves originate from shoot apical meristems. Leaf develops at the node and bears a
bud in its axil. The axillary bud later develops into a branch.

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A typical leaf consists of three main parts: leaf base, petiole and lamina. The petiole
help hold the blade to light. Long thin flexible petioles allow leaf blades to flutter in
wind, thereby cooling the leaf and bringing fresh air to leaf surface. The lamina or the
leaf blade is the green expanded part of the leaf with veins and veinlets. There is,
usually, a middle prominent vein, which is known as the midrib. Veins provide rigidity
to the leaf blade and act as channels of transport for water, minerals and food materials.


Leaf Venation
The arrangement of veins and the veinlets in the lamina of leaf is termed as venation.
When the veinlets form a network, the venation is termed as reticulate. When the veins
run parallel to each other within a lamina, the venation is termed as parallel. Leaves of
dicotyledonous plants generally possess reticulate venation, while parallel venation is
the characteristic of most monocotyledons.

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Modifications of Leaves
Leaves of certain insectivorous plants such as pitcher plant, venus-fly trap are also
modified leaves for their food.


Transpiration
Plants absorb mineral nutrients and water from the soil. Not all the water absorbed is
utilised by the plant. The water evaporates through the stomata present on the surface of
the leaves by the process of transpiration. The evaporation of water from leaves
generates a suction pull (the same that you produce when you suck water through a
straw) which can pull water to great heights in the tall trees. Transpiration also cools the
plant.

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Water absorption through roots can be increased by keeping the plants
a. in the shade
b. in dim light
c. under the fan
d. covered with a polythene bag
When we place a plant under the fan the speed of air flow is very high.
Transpiration will take place in presence of high air flow through the stomata. Rate of
transpiration increases during windy condition. Increase in the rate of transpiration
increases the water absorption also because when transpiration occurs, it will create a
transpiration pull and more water absorption will take place.


Do Plants Also Respire?
In plants each part can independently take in oxygen from the air and give out carbon
dioxide. Even roots can respire. Can you guess what would happen if a potted plant is
overwatered? Plants carry out photosynthesis only during the day and respiration
both during the day time as well as night. Did you know? For us oxygen is essential,
but for those organisms which do not use it, oxygen is toxic. In fact, our white blood
cells use oxygen to kill invading bacteria. Even for humans, it may be dangerous to
breathe pure oxygen for long.

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The Flower
The flower is the reproductive unit in the angiosperms. It is meant for sexual
reproduction. Androecium and gynoecium are reproductive organs. When a flower has
both androecium and gynoecium, it is bisexual. A flower having either only stamens or
only carpels is unisexual. Aestivation: The mode of arrangement of sepals or petals in
floral bud with respect to the other members of the same whorl is known as aestivation.

Parts of a Flower

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Androecium
Androecium is composed of stamens. Each stamen which represents the male
reproductive organ consists of a stalk or a filament and an anther. Each anther is usually
bilobed and each lobe has two chambers, the pollen-sacs. The pollen grains are
produced in pollen-sacs. A sterile stamen is called staminode.

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Gynoecium
Gynoecium is the female reproductive part of the flower and is made up of one or more
carpels. A carpel consists of three parts namely stigma, style and ovary. After
fertilization, the ovules develop into seeds and the ovary matures into a fruit.
Placentation: The arrangement of ovules within the ovary is known as placentation.


The Fruit
The fruit is a characteristic feature of the flowering plants. It is a mature or ripened
ovary, developed after fertilisation. If a fruit is formed without fertilisation of the ovary,
it is called a parthenocarpic fruit. The ovules after fertilization, develop into seeds.

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Transport Of Water And Minerals In Plants
Plants absorb water and minerals by the roots. The roots have root hair. The root hair
increase the surface area of the root for the absorption of water and mineral nutrients
dissolved in water. The root hair is in contact with the water present between the soil
particles.
Plants have pipe-like vessels to transport water and nutrients from the soil. The vessels
are made of special cells, forming the vascular tissue. The vascular tissue for the
transport of water and nutrients in the plant is called the xylem. The xylem forms a
continuous network of channels that connects roots to the leaves through the stem and
branches and thus transport water to the entire plant leaves synthesise food. The food
has to be transported to all parts of the plant. This is done by the vascular tissue called
the phloem. Thus, xylem and phloem transport substances in plants.

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Directions: Draw a plant that composed of the different parts which are stated from the
lesson. The output will be assessed and graded based from the given rubrics below.

RUBRICS FOR DRAWING
CATEGORY 5 4 3 2
Neatness and
Attractiveness
Exceptionally
well designed,
neat and
attractiveness.
Neat and
relatively
attractive.
Lines are
neatly drawn
but the
drawing
appears quite
plain.
Appears
messy and
“thrown
together” in a
hurry.
Accuracy of
Drawings
All drawings
are done
correctly and
are easy to
see.
Most
drawings are
done correctly
and are easy
to see.
Some
drawings are
done correctly
and are easy
to see.
Few drawings
are done
correctly and
are easy to
see.

Activity

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Labeling of
Names
Each drawing
has a clear,
neat label that
describes it.
Most
drawings have
a clear, neat
label that
describes it.
Some
drawings have
a clear, neat
label that
describes it.
Few drawings
have a clear,
neat label that
describes it.





Test I. Identification
Direction: Write the answer of the space provided before the number.
_________1. It is the science or practice of farming which includes the cultivation of
the soil for the growing of crops, fruit-bearing trees and livestock production.
_________2. What is the science dealing with the cultivation of crops and vegetables
on a field scale, either under rain fed or irrigation conditions?
_________3. What is the scientific method of rearing honeybees?
_________4. It refers to the raising of birds domestically or commercially, primarily
for meat and eggs but also for feathers.
_________5. What is the study of the allocation, distribution and utilization of the
resources used, along with the commodities produced by farming?
_________6. What is the area of engineering concerned with the design, construction
and improvement of farming equipment and machinery?
_________7. What is the scientific study for the maximum production of edible
fruit?


Post - TEST

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_________8. What is the growing of vegetables such as French beans, Cabbages and
Tomatoes?
_________9. What is the husbandry of grazing animals is viewed as an ideal way of
making a living and the regular movement of all or part of the society is considered a
normal and natural part of life?
_________10. It is the raising and breeding of domestic pigs as livestock.

Test II: Modified True or False
Directions: Write true if the statement is correct and false if it’s not. Then replace the
underlined word on the blank space provided before the number.
__________ 1.) Food crops are plants that primarily raise, culture and harvest for the
human consumption.
__________ 2.) Cereal Crops are plants that cultured for their biological materials
which are used in industrial processes into inedible products.
__________ 3.) Hybrid Pollinated Crops are pollen transfer in these plants is from
another of one flower in a separate plant.
__________ 4.) Silk Crops are plants that primarily raise, culture and harvest for its
fibers which are used to be a raw material.
__________ 5.) Sexual Crops is a classification of plants which reproduce by any
vegetative means without the union of the sexual gametes.
___________6.) Diesel Crops are plants that primarily raise, culture and harvest for the
base of biodiesel production.
___________7.) Feed Crops are plants that primarily raise, culture and harvest for the
livestock consumption.
___________8.) Deciduous are plants which naturally shed off or lose leaves annually
for extended periods.
___________9.) Aerial plants are small woody climbing or twining plants which depend
on other plants for vertical support to climb up to the tree. ___________10.) Bienial is a

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plant which requires two growing seasons to complete its life cycle first for vegetative
growth and accumulation.
III. Fill in the blank
Direction: Write the correct answer on the space provided.
COMMON NAME SCIENTIFIC NAME ENGLISH NAME
Palay 1._______________ Rice
Mais 2._______________ Corn/Maize
3.______________ Cocos nucifera L. Coconut
Tubo 4._______________ Sugarcane
5.______________ Musa sapientum var. Banana
6.______________ Ananas comosus L. Pineapple
Kape 7._______________ Coffee
8.______________ Mangifera indica L. Mango
Tabako 9._______________ Tobacco
Mani 10._______________ Peanut
11._____________ Vigna radiata L. Mungbean
12._____________ Manihot esculenta Crantz. Cassava
Kamoteng Baging Ipomoea batatas Lam 13._______________
Kamatis 14.________________ Tomato
15._____________ Allium sativum Linn. Garlic

IV. Identification
Direction: Using the keyword below, identify the following statements. Write the
answer on the space provided.

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___________1) It is a lateral outgrowth of stem developed exogeneously at the node.
These are green in colour to perform the function of photosynthesis. ___________2) It
is the green expanded part of the leaf with veins and veinlets. ___________3) It is the
vascular tissue for the transport of water and nutrients in the plant.
___________4) Food has to be transported to all parts of the plant. This is done by the
vascular tissue called _______.
___________5 Water comes out of leaves in the form of vapour by a process called
__________.
___________6) It is a part of the flower that composed of stamens.
___________7) What is the female reproductive part of the flower and is made up of
one or more carpels?
___________8) It is the part of the root which is covered at the apex by a thimble-like
structure.
___________9) It is a characteristic feature of the flowering plants. ___________10) A
carnivorous plant.
V. Essay
Direction: Write an essay of what you have learned in the ff:
 Definition and Importance of Agriculture (10 pts)
 History of Agriculture (10pts)

Lamina Leaf Phloem Flower

Root Cap Androecium Fly Eater Plant Transpiration

Xylem Venus - Fly Trap Gynoecium Fruit