9/11Technology and

Livelihood Education
Agricultural Crops
Production
Quarter 3 - Module 5 (Wk 5)
Occupational Health Safety (OHS)
Technology and Livelihood Education/Technical Vocational Livelihood – Grade 9/11
Alternative Delivery Mode
Quarter 3 – Module 5 (Week 5)
First Edition, 2020

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of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
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Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education – Division of Bohol

Schools Division Superintendent: Bianito A. Dagatan, EdD, CESO V
Assistants Schools Division Superintendent: Marina S. Salamanca PhD, CESE
Casiana P. Caberte PhD, CESE

Development Team of the Module

Writer: Consuelo F. Balandra
Editors: Grace P. Mendez
Reviewers: Zenaida P. Miano, Gina B. Castaňares, Delia G. Rafols, Delilah C.
Atup, Leah Vanessa Aton, Jocelyn T. Rotersos
Management Team: Bianito A, Dagatan EdD, CESO V
Marina S. Salamanca PhD, CESE
Casiana P. Caberte PhD, CESE
Carmela S. Restificar PhD
Grace P. Mendez PhD
Josephine D. Eronico PhD

Department of Education – Region VII, Division of Bohol

Office Address: 50 Lino Chatto Drive, Cogon District, Tagbilaran City, Bohol
Telephone Nos. (038) 412- 4938 (038) 411-2544 (038) 501-7550
Telefax: (038) 501-7550
E-mail Address:deped.bohol@deped.gov.ph
 9/11

Technology and
Livelihood
Education
Agricultural
Crops
Production
Quarter 3
Module 5 (Wk5)
SUPPORT NURSERY WORK
Introductory Message
For the facilitator:
Welcome to the Technology and Livelihood Education/Technical Vocational
Livelihood Alternative Delivery Mode (ADM) Module on SUPPORT NURSERY WORK!
This module was collaboratively designed, developed and reviewed by educators
both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
For the learner:

Welcome to the Technology and Livelihood Education Technical Vocational

Livelihood Alternative Delivery Mode (ADM) Module on SUPPORT NURSERY WORK!

The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
 process what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in
developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
 Lesson SUPPORT NURSERY WORK

1 Prepare materials, tools and equipment

for nursery work

What I Need to Know

This module encourages you to be familiar with the materials, tools
and equipment for nursery work. Various activities are provided for
you to meet the target skills.
At the end of this module, you are expected to:
 identify the common Occupational Health Safety (OHS) hazards, risks
and it’s control; and
 Familiarize with the principles of Hazard Analysis and Critical Control
Points (HACCP).

What’s I Know

Directions: Choose the letter of the best answer. Write your answer in a separate
sheet.
_____1. It is designed to protect workers from serious workplace injuries or ill-ness.
A. PPA B. PPE C. FPA D. OHS
_____2. The potential for harm or adverse effect on an employee’s health is known
as A. Risk B. Exposure C. Hazard D. Safety
_____3. Which of the following PPE is used to protect hands from injury?
A. Goggles B. Gloves C. Boots D. Earmuffs
_____4. Which is not an example of physical hazards?
A. Electricity B. Floor, Stairs, Ladder
C. Heat, Cold, Radiation D. Excessively loud and prolonged noise
_____5. The first step in reducing the cause of an accident is?
A. Assess the risk B. Identify the hazard
 C. Review the process D. Control the risk
_____6. Which of the following is a biological hazard?
A. Machinery B. Pesticides C. Bacteria D. Falling objects
_____7. What preventive action should a student apply when he/she is exposed
to dust? He / She should wear
A. Eye and respiratory production B. Hearing protection
C. Safety footwear D. Hard cap
______8. What work hazard is not possible in the repair of the roof of a nursery
shed?
A. Exposed to hazardous liquid B. Face exposed to extreme heat
C. Prone to fall from above D. Bodies exposed to sharp or rough
surfaces
______9. This includes chemical substances such as acids or poisons and those
could lead to fire or explosion?
A. Physical B. Biological C. Chemical D. Mechanical
_____10. Protection from head injuries?
A. Cap B. Hard hat C. Face shields D. Gloves
_____11. These injuries include bites, kicks, crushing, ramming, trampling and
transmission of certain infectious diseases are caused by
A. Animals B. Heights C. weather D. Workplace
_____12. These include floor, stairs, work platforms steps, ladder, fire, falling
objects, slippery surfaces, manual handling.
A. Biological B. Chemical C. Physical D. Mechanical
_____13. In some cases, workers must shield most of their whole body to protect
from
A. Respiratory injuries B. Eye injuries C. Head injuries D. Body injuries
_____14. Risk management is a __________ process.
A. seven-step B. Six-step C. Five-step D. Four-step
_____15. It occurs when a person comes in contact with a hazard.
A. Control B. Risk C. Exposure D. Hazard
 What’s New

Directions: Rearrange the jumbled letters of the following words related to OHS
requirements. Write your answers in a separate sheet.
1. C T I
R A _ _ _ _ _ _ _ _ Control Point
I C L

2. R T D I
V E Personal _ _ _ _ _ _ _ _ _ _
P E T C Equipment

3. A S Y
Occupational Health and
______
F T E

4. S A Y

A S Hazard _ _ _ _ _ _ _ _ and
L N I Critical Point

What is It

COMMON OHS HAZARDS AND ITS CONTROL

Agricultural crop production deals with a lot of activities to be done in the different
workplace. While performing these activities we expose ourselves to a lot of risk.
Workplace hazard is a major cause of accident, injury, or harm to a worker who
performs such task. These hazards should be the major concern of all who are
involved in a certain job or work.
It is important to distinguish hazard, risk and exposure when undertaking risk
management.
HAZARD
POSSIBLE HARMFUL EFFECT
1. Unleveled terrain
2. Pesticides / Herbicides
3. Extreme hot or cold weather condition
4. Fuel
5. Manual handling (pulling, lifting, repeti-tive motion, awkward posture
Hazard is the potential for harm, or adverse effect on an employee’s health.
Anything which may cause injury or ill health to anyone at or near a workplace is
a hazard.
Risk is the likelihood that a hazard will cause injury or ill health to anyone
at or near a workplace. The level of risk increases with the severity of the
hazard and the duration and frequency of exposure.
Exposure occurs when a person comes into contact with a hazard.
Classes of Hazard
Hazards are classified into five different types. They are:
1. Physical - includes floors, stairs, work platforms, steps, ladders, fire,
falling objects, slippery surfaces, manual handling (lifting, pushing, pulling),
excessively loud and prolonged noise, vibration, heat and cold, radiation,
poor lighting, ventilation, air quality.
2. Mechanical and/or electrical - includes electricity, machinery,
equipment, pressure vessels, dangerous goods, forklifts, cranes, hoists.
3. Chemical - includes chemical substances such as acids or poisons and
those that could lead to fire or explosion, like pesticides, herbicides, cleaning
agents, dusts and fumes from various processes such as welding.
4. Biological - includes bacteria, viruses, mold, mildew, insects, vermin,
animals.
5. Psychosocial environment - includes workplace stressors arising from a
variety of sources.
List of Possible Hazards in Agronomical Operations
HAZARD Possible Possible Supervisor Preventive Action
Harmful Effects Action to Prevent Students Can Take
Injury / Illness
Handling Wounds / Cuts Provide necessary safety Observe safety
Farm tools precautions precautions

Unleveled Falls Cuts <Place appropriate safety  Observe safety

terrain signs signs
<Require appropriate  Wear PPE including
<PPE including safety safety foot-wear
footwear

Dusts Foreign body in  Provide eye and  Wear eye and

eye Respiratory respiratory respiratory
effects protection protection provided

Fertilizers Skin contact may  Use least

result in allergic hazardous  Use PPE pro-vided
reaction product for the
task
 Dispense and mix  Follow safe
Swallowing or in well-ventilated working
Herbicides inhalation of areas procedures when
fumes can lead to  Store and label handling chemicals
headache, chemicals
nausea, dizziness, appropriately
vomiting,  Ensure First Aid
poisoning, loss of arrangements
Pesticides conscious-ness  Clean-up spills
and fatality.  Provide immediately
appropriate PPE
Fuel Long-term expo-
sure may result to
chronic (ongoing)
 Clean-up spills
illness including immediately
cancers.

Manual Handling Musculoskeleta  Provide  Use mechanical

l disorders mechanical aids aids provided
(bending,
including  Provide train-ng  Seek help when
reaching,
sprains and in safe manual you think a team
stretching, pulling,
strains handling lift is required
lifting, repetitive
motions, awkward techniques  Exercise: warm-
posture   Encourage ups / stretch
team lifts before starting to
work
Heat Heat rashes,  Provide regular  Beware of potential
heat cramps, rest breaks for hot or cold
Cold / wet
dehydration,  Provide shade weather conditions
weather condition loss of fine where to cause ill-ness-
motor controls, practicable rest and seek
sun-burn,  Re-schedule assistance if you
numbness, work if extreme feel that heat or
frostbite weather cold may be
condition affecting you
 present risk  Wear appropriate
 Assess work clothing and take
hours in regular rest breaks
difficult
conditions
 Provide water in
hot weather
 Provide
appropriate
clothing / PPE
Handling soil / Legionnaire’s Minimize dust  Beware of potential
Potting mixes disease for hot or cold
 Provide
weather conditions
appropriate
to cause ill-ness-
clothing and
rest and seek
PPE
assistance if you
 Establish
feel that heat or
hygiene
cold may be
procedures
affecting you
 Wear appropriate
clothing and take
regular rest breaks

Risk management
Risk management is a four-step process
1. Identify the hazard
The first step in reducing the cause of an accident is hazard identification.
Hazard identification is identifying all situations or events that could cause injury
or illness. Eliminating or minimizing workplace hazards needs a systematic
approach. It is essential to try and anticipate all possible hazards at the workplace
- known as the ‘what if?’ approach elimination, substitution, or engineering
control(s) of hazards at their source or along the path between the source and the
worker. Many methods are available, and those most appropriate to the specific
situation should be used.
Controls are usually placed:
1. At the source (where the hazard “comes from”).
2. Along the path (where the hazard “travels”).
3. At the worker.
Methods for identifying hazards
There are many methods which are useful for identifying hazards, including:
Injury and illness records - review your workers’ compensation data and check the
incidence, mechanism and agency of injury, and the cost to the organiza-tion.
These statistics can be analysed to alert the organization to the presence of hazards
Staying informed on trends and developments in workplace health and safe-ty, for
example via the internet or OHS publications
Reviewing the potential impact of new work practices or equipment intro-duced into
the workplace in line with legislative requirements
Doing walk-through surveys, inspections or safety audits in the workplace to
evaluate the organization’s health and safety system
Considering OHS implications when analysing work processes
Investigating workplace incidents and ‘near hits’ reports - in some cases there may
be more than one hazard contributing to an incident
Getting feedback from employees can often provide valuable information about
hazards, because they have hands-on experience in their work area
2. Assess the risk associated with the hazard
This step involves collecting information and making decisions. It is important for
you to consider the extent of the harm or consequence from a hazard and the cause
of harm that is occurring. If your assessment is an unacceptable risk to health,
introduce controls to reduce the risk to it.
3. Control the risk
The third step in effective risk management is to establish and maintain systems
which give opportunity for regular evaluation and review procedures. Evaluation
means examining control measures to ensure risks are eliminated or reduced and
have not caused new hazards presenting unacceptable risk.
There are three categories of control measures you might take. You can
 eliminate the hazard
 minimize the risk
 Introduce ‘back-up’ controls (when all other options in the previous
categories have been exhausted).
4. Review the process.
The review system applies to the overall risk management process and checks if the
process is working effectively to identify hazards and manage risks.
HACCP (HAZARD ANALYSIS and CRITICAL CONTROL POINTS)
HACCP (Hazard Analysis and Critical Control Points)
- is a process control system designed to identify and prevent microbial and other
hazards in food production.
 It includes steps designed to prevent problems before they occur and to
correct deviations as soon as they are detected.
 Such preventive control systems with documentation and international
organizations as the most effective approach available for producing safe
food.
Principles of HACCP
1. Conduct a hazard analysis
- Determine if any biological, chemical, or physical property. If not controlled
can cause an safety hazard; identify the preventive measures to control these
hazards.
2. Identify critical control points.
- The Critical Control Point (CCP) is a point in the production process in
which control is applied to prevent, eliminate or reduce safety hazards to an
acceptable level.
3. Determine the critical limits.
- The critical limit is the maximum and or minimum value in which a safety
hazard can be controlled. It is a specific value to which a physical, biological
and or chemical hazard must be controlled, prevented , eliminated, or
reduced to an acceptable level.
4. Define monitoring procedures.
- The monitoring activities are the process which ensure that every process
is under control at each critical control point. The measurements taken, who
is responsible are part of thee monitoring process.
5. Implement corrective actions.
- When a deviation in a critical limit occurs, corrective actions must be
initiated. The corrective action process is put in place to prevent health
hazards and established corrective measures to eliminate deviation.
6. Establish verification procedures.
- Validation ensures that the HACCP plan is working as designed and it is
successfully producing a safe product. Audits, record, reviews, system and
equipment calibration, and product testing may be part of the validation
activities.
7. Create record keeping procedures.
- Documents such as the HACCP hazard analysis, monitoring Documents
such as the HACCP hazard analysis, monitoring CCP, critical limits, and the
corrective action process must be maintained.
 What’s More……….
Independent Activity 2
Directions: MATCHING TYPE. Match the examples of hazards in column A
with the types of hazards in column B.
A B
1. Electricity, machinery, equipment, a. Chemical
forklift, cranes
2. Bacteria, viruses, mold, mildew, b. Mechanical
insects, vermin, animals
3.Floors, stairs, work platforms, c. Biological
ladder, fire, falling objects, manual
handling
4.Pesticides, herbicides, cleaning d. psychosocial environment
agents, dusts and fumes
5.Workplace stressor such as e. Physical
workplace violence, workloads
demands, lack of respect, sexual
harassment

Independent Assessment 2
Directions: Give the possible harmful effects of the following hazards. Write
your answer in a separate sheet.

HAZARD POSIBBLE HARMFUL EFFECT

1.Unleveled Terrain
2.Pesticides/Herbicides
3. Extreme hot or cold weather
condition
4.Fuel
5. Manual handling (pulling,
lifting, repetitive motion,
awkward posture)

Independent Activity 3
Directions: Arrange in order the four-step process of risk management by
assigning number in every step. Write your answer in a separate sheet.
_____ a. Assess the risk associated with the hazard.
_____ b. Review the process.
_____ c. Control the risk.
_____ d. Identify the hazard.
Independent Assessment 3
Directions: Identify the following principles of HACCP: Write the letter of the
correct answer in a separate sheet.
a. Conduct a hazard analysis.
b. Identify critical control point.
c. Determine the critical limits.
d. Define monitoring procedures
e. Implement corrective actions.
f. Establish verification procedures.
g. Create record keeping procedures.
_____ 1. Point in the production process in which control is applied to prevent,
eliminate or reduce safety hazard.
_____ 2. The maximum and or minimum value in which a safety hazard can be
con-trolled.
_____ 3. Actions to be put in place to prevent health hazards and established
corrective measures to eliminate the deviation.
_______4. Documents must be available to prove that the critical limits are being
followed.
_____ 5. Identify hazards and assess the risks associated with them at each
step.
_____ 6. The process which ensure that every process is under control.
_____ 7. Validation ensures that the HACCP plan is working as designed and it
is successfully producing a safe product.
 What I Have Learned

I have learned that there are different types of hazard in the farm,
and these are

Activity # 1
A video presentation of how the different farm tools and equipment are used in the
performance of the different nursery works will be shown to you. Make a
description of what you have seen which may answer the following questions:
1. Do the equipment operators practice proper wearing of PPE’s and handling
safety procedures?
2. What are the observed malpractices in not proper wearing of PPE and handling
of tools and equipment and how are the nursery workers/operator affected?
3. Why is it important to practice safety procedure and proper wearing and
handling of tools and equipment in the nursery workplace?

Summary
Personal protective equipment (PPE) is equipment worn by a worker to
minimize exposure to specific hazards. Examples of PPE include respirators, gloves,
aprons, fall protection, and full-body suits, as well as the head, eye and, foot
protection. Using PPE is only one element in a complete hazard control program
that would use a variety of strategies to maintain a safe and healthy environment.
PPE does not reduce the hazard itself nor does it guarantee permanent or total
protection.
What I Can Do…..

Directions: Fill-in the blanks with the missing word/words to complete the
table. Write your answer in a separate sheet.

What I Have Learned

Directions: Fill-in the blanks with the missing word/words to complete the
table. Write your answer in a separate sheet.

HAZARD Possible Possible Preventive

Harmful Effect Supervisor Action Student
Action to Pre- Can Do
vent injury/
illness

Handling farm Provide Observe safety

tools 1.._____________ necessary Safety pre-caution
Precaution
Foreign body in
Dust eye Respiratory Wear PPE
Effects 2._____________ provide
Fertilizer Provide Used PPE
3._____________ appropriate PPE provided

Manual Handling Musculoskeletal Provides

(repetitive disorders mechanical aid 4.._______________
motions, including sprains Encourage team
awkward and strains
posture)
Extreme Heat or Provide water in Wear appropriate
Cold weather 5.._____________ hot weather clothing and take
condition regular rest break

Assessment
(Post- Test)
Directions: Choose the letter of the best answer. Write your answer in a separate
sheet.
_____1. It is designed to protect workers from serious workplace injuries or ill-ness.
A. PPA B. PPE C. FPA D. OHS
_____2. The potential for harm or adverse effect on an employee’s health is known
as A. Risk B. Exposure C. Hazard D. Safety
_____3. Which of the following PPE is used to protect hands from injury?
A. Goggles B. Gloves C. Boots D. Earmuffs
_____4. Which is not an example of physical hazards?
A. Electricity B. Floor, Stairs, Ladder
C. Heat, Cold, Radiation D. Excessively loud and prolonged noise
_____5. The first step in reducing the cause of an accident is?
A. Assess the risk B. Identify the hazard
C. Review the process D. Control the risk
_____6. Which of the following is a biological hazard?
A. Machinery B. Pesticides C. Bacteria D. Falling objects
_____7. What preventive action should a student apply when he/she is exposed
to dust? He / She should wear
A. Eye and respiratory production B. Hearing protection
C. Safety footwear D. Hard cap
______8. What work hazard is not possible in the repair of the roof of a nursery
shed?
A. Exposed to hazardous liquid B. Face exposed to extreme heat
C. Prone to fall from above D. Bodies exposed to sharp or rough
surfaces
______9. This includes chemical substances such as acids or poisons and those
could lead to fire or explosion?
A. Physical B. Biological C. Chemical D. Mechanical
_____10. Protection from head injuries?
A. Cap B. Hard hat C. Face shields D. Gloves
_____11. These injuries include bites, kicks, crushing, ramming, trampling and
transmission of certain infectious diseases are caused by
A. Animals B. Heights C. weather D. Workplace
_____12. These include floor, stairs, work platforms steps, ladder, fire, falling
objects, slippery surfaces, manual handling.
 A. Biological B. Chemical C. Physical D.
Mechanical
_____13. In some cases, workers must shield most of their whole
body to protect from
A. Respiratory injuries B. Eye injuries C. Head injuries D. Body injuries
_____14. Risk management is a __________ process.
A. seven-step B. Six-step C. Five-step D. Four-step
_____15. It occurs when a person comes in contact with a hazard.
A. Control B. Risk C. Exposure D. Hazard

Key Answers
What’s More What I Know
Independent Activity 2 1. B
1. E 2. C
2. C 3. B
3. B 4. A
4. A 5. B
5. D 6. C
7. A
What’s More 8. A
Independent Assessment 2 9. C
1. Fall / Cuts 10. B
2. Poisoning, lost of consciousness and 11. A
fatality 12. C
3. Rashes, cramps, dehydration, sunburn 13. D
4. Long-term exposure may result to chronic 14. D
respiratory illness 15. C
5. Musculoskeletal disorders including
sprains and strains What’s In
1. Gloves
What’s More 2. Hard hat
Independent Activity 3 3. Goggles
1. B 4. Boots
2. C 5. Earplug
3. E
4. G What’s New
5. A 1. Critical
6. D 2. Protective
7. F 3. Safety
Independent Assessment 3 4. Analysis
1. 2
2. 4 What’s More
3. 3 Independent Activity 1
4. 1 1. SAFETY EYE GLASS
2. FACE MASK
3. RESPIRATOR
4. SAFETY SHOES
5. GLOVES
6. GOGGLES
7. FACE SHIELDS
8. COVERALL SUIT
9. RUBBER BOOTS
10. EAR PLUG

Independent Assessment 1
1. Gloves - Protection from hand injury
2. Goggles - Protection from eye injury
3. Coverall suit - Protection from body injury
4. Hard hat - Protection from head injury
5. Boots - Protection from leg and foot injury

What I Can Do What I Have Learned

1. Wounds / cuts I have learned that there are different types
2. Provide eye and respiratory protection of hazards in the farm
3. Skin contact may result in allergic reaction 1. Physical
4. Seek help when you think a team lift is 2. Mechanical and / or electrical
required 3. Chemical
5. Rashes, cramps heat stress, dehydration, 4. Biological
sunburn 5. Psychosocial environment
What I Have Learned
Assessment I have learned that there are appropriate
1. C PPE to be used to avoid hazards
2. A 1. Hard hat – protection from head injury
3. A 2. Rubber boots – protection from leg and foot
4. B injury
5. B 3. Goggles / face mask / face shields – protec-
6. D tion from eyes and face injury
7. C 4. Earplugs / earmuffs – protection from
8. D hearing injury
9. A 5. Gloves – protection from hand injury
10. C 6. Coverall suit – protection from body injury
11. A 7. Respirators – for respiratory protection
12. A
13. C
14. B
15. A

Additional Activity
(Answer may vary)

References
Agricultural Arts for Secondary
Agricultural Arts (T.H.E., SEDP, NSEC series) by Ramon G. Asuncion et.al.
Farm Mechanics Textbook by Phipps, McColly, Scranton, & Cook p.393 – 689
Growing Vegetables by Tony Biggs p.6 – 7
Growing Rich, Tasty Veggies in Harmony with Nature, vol. 1 by Jef Van Haunte-
Lyds Quileste Van Haunte p.117-120
A Practical Safety Guide for the Horticulture Industry in the Murray Valley
TESDA, CBLM - Agricultural Crop Production NC I
LM / TG, TLE - Agricultural Arts Crop Production NC I
LM / TG, TLE –Agricultural Arts Horticulture NCII
LM, TLE - Horticulture Exploratory Course
rs-online.com (https://ph.rs-online.com/web/p/hard-hats/9076160/)
UW Navigation (https://www.uwyo.edu/uw/news/2012/11/uw-extension-
bulletin-outlines-personal-protective-equipment-for-farm,-ranch-safety.html)
Indiamart.com (https://www.indiamart.com/proddetail/3m-safety-eye-wear-
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Monotaro.ph (https://www.monotaro.ph/g/1001413786.html)
Division of Farmtek Growers Supply
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gs_lawn_and_garden-gs_safety_protection;gs_garden_work_gloves.html)
AG Gear Performance Farmwear
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 For inquiries or feedback, please write or call:

Department of Education – Region VII, Division of Bohol

Office Address: 50 Lino Chatto Drive, Cogon District,Tagbilaran City,Bohol

Telephone Nos. (038) 412- 4938 (038) 411-2544 (038) 501-7550
Telefax: (038) 501-7550
E-mail Address: deped.bohol@deped.gov.ph
For inquiries or feedback, please write or call:

Department of Education – Region VII, Division of Bohol

Office Address: 50 Lino Chatto Drive, Cogon District,

Tagbilaran City, Bohol
Telephone Nos. (038) 412- 4938 (038) 411-2544 (038) 501-7550
Telefax: (038) 501-7550
E-mail Address: deped.bohol@deped.gov.ph