10

TLE
Quarter 2 – Module 4:
Agricultural Crop Production
T L E– Grade 10
Alternative Delivery Mode
Quarter 2 – Module 4: Agricultural Crop Production
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall

subsist in any work of the Government of the Philippines. However, prior
approval of the government agency or office wherein the work is created
shall be necessary for exploitation of such work for profit. Such agency or
office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos,

brand names, trademarks, etc.) included in this module are owned by their
respective copyright holders. Every effort has been exerted to locate and
seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Madeline D. Sarino
Editor: Jonathan L. Bayaton
Reviewers: Jonathan L. Bayaton
Typesetter: Jonathan L. Bayaton
Layout Artist: Madeline D. Sarino
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, Ed.D., Ph.D. Maricel S. Rasid
Adolf P. Aguilar Elmar L. Cabrera
Nilita R. Ragay, EdD
Antonio B. Baguio

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
 10

TLE
Quarter 2 – Module 4:
Agricultural Crop Production
Handle Materials and Equipment
Introductory Message
For the facilitator:

Welcome to the (Technology Livelihood Education Grade 10) Alternative

Delivery Mode (ADM) Module on ( Handle Materials and Equipment !

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.

ii
For the learner:

Welcome to the Technology Livelihood Education 10 Alternative Delivery

Mode (ADM) Module on ( Handle Materials and Equipment ).

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:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
the module.

This part includes an activity that aims to

check what you already know about the
What I Know
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning

iii
 competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of
the lesson learned.

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!

iv
 What I Need to Know

This module was designed and written with you in mind. It is here to help
you master the nature of Agricultural Crop Production. The scope of this
module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The
lessons are arranged to follow the standard sequence of the course. But the
order in which you read them can be changed to correspond with the
textbook you are now using.
Content Standard
The learner demonstrates an understanding of concepts, underlying
theories, and principles in the preparation of materials, tools, and equipment in
agronomic crop production.

Performance Standard

The learner prepares farm tools and equipment for agronomic crop
production based on the required task.

Learning Competency TLE_AFAC9-12CW-IIa-e-3

LO 1. Prepare materials, tools, and equipment for agronomic crop work

3.1. Store/dispose of waste material and debris in a designated

area according to workplace procedure/OHS procedure

The module has one lesson

Lesson 1 – Store/dispose of waste material and debris in a
designated area according to workplace procedure/OHS
procedure

After going through this module, you are expected to:

1. Identify the waste materials and debris in a designated
workplace;
2. Explain Occupational Health and Safety; and
3. Perform OHS procedures

1
 What I Know

Direction: Read and understand the questions below. Choose the letter of the
best answer and write it on your answer quiz notebook

1. It 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
a. .Chemicals b. Exposure c. Risk d. Hazard

2. It is the likelihood that a hazard will cause injury or ill health to anyone at or
near a workplace.
a. Risk b. Exposure c. Hazard d. Chemicals
3. This occurs when a person comes into contact with a hazard.
a. Risk b. Exposure c. Hazard d. Chemicals

4. This 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.

a. Chemicals b. Mechanical and/or electrical

c. Psychosocial environment d. Physical

5. It includes electricity, machinery, equipment, pressure vessels, dangerous

goods, fork lifts, cranes, hoists.

a. Mechanical and/or electrical b. Chemicals

c. Biological d. Psychosocial environment

2
Lesson Store/Dispose of Waste
Materials and Debris to
1 Workplace

What’s In

Direction: Draw 3 materials and 2 equipment s used in agronomic crop work,

make your work neat and attractive. Use long bond paper and fasten it in a folder.

Rubric

Possible Self Teacher

Point

Drawing looks similar to 20

what was observed and/or
taught.
Drawing includes many 20
details (measurements,
shapes, colors, size

Drawing is accurately 20
labeled by its functions.

Drawing has a title that 20

helps explain the content.

The drawing is legible and 20

large enough to see all
details.

3
 Notes to the Teacher
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.

4
 What’s New

MAKE POSTER ON PROPER WASTE DISPOSAL

MATERIALS NEEDED:

Quantity Description

1pc. White cartolina

1pc. Pencil

1pc. Ruler

1 set Crayon

INSTRUCTIONS:
1. Prepare the needed materials
2. You learned about the proper way of disposing of waste and the government laws
regarding this. Imagine you are a farmer and you need to dispose of your farm
waste, what will you do?
3. Answer the question in the previous number by drawing or illustration
EVALUATION:
Your work will be evaluated by your teacher using the following criteria:
1. Content and Message 70%
2. Creativity 20%
3. Neatness 10 %

What is It

Cleaning, Storing, and Waste Management

Protect Tools from the Elements

Blades such as electric hedge trimmer blades, hoe, shovel, and other metal
surfaces can be sprayed with lubricant oil. Spray the blades then turn them on to
make sure oil works into all areas. All electrical and petrol gardening equipment
needs to be covered over with a blanket or sheet if kept in the shed. This will
prevent dust and dirt from getting to them.

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General Cleaning Procedures:

The farmer and/or farm workers responsible for cleaning must adhere as much as
possible to the following procedures:

 Be properly trained on the cleaning procedures

 Develop a cleaning program and schedule according to the recommended
frequency and the cleaning program should be monitored to ensure its
effectiveness.

 Cleaning must not take place while fresh vegetables are being harvested,
packed, handled, and stored. Water that is used for cleaning must be safe.
 The cleaning of equipment, tools, and containers must take place in a
designated area away from the field and the storage of agricultural inputs
and fresh vegetables.

 When using cleaning and disinfection chemicals, the farmer and/or farm
workers must become familiar with the instruction use of these products.
 Strictly adhere to all precautionary statements and mixing instructions.
 Protect equipment, tools, containers, and fresh vegetables when working
with any chemicals.
Cleaning reusable containers:
The farmer and/or farm workers responsible for cleaning re-usable containers
must adhere as much as possible to the following procedures:

 Remove as much as possible plant debris, soil, and residues of any kind, use
a brush or appropriate tool when necessary.
 Inspect containers for physical damage which might injure, spoil and
contaminate fresh vegetables, if found, repair them.
 Inspect containers for any missed plant debris, soil, and residues, if found,
re-clean.
 If cleaning and/or disinfection chemicals are used, follow label instructions
for mixing.

 Rinse containers with clean water.

 When possible, containers should be placed under the full sun for rapid
drying.

 Store re-usable containers properly to avoid contamination.

Cleaning equipment, tools, and garbage cans:
The farmer and/or farm workers responsible for cleaning the equipment (e.g.
tables, racks, plastic sheet, etc.), tools (e.g. secateurs, knives, brushes, etc.), and
garbage cans must adhere as much as possible to the following procedures:

 Remove as much as possible plant debris, soil, and residues of any kind, use
a brush or another appropriate tool when necessary.
 Inspect equipment for physical damage which might injure, spoil and
contaminate fresh vegetables, if found, repair them.
 Inspect equipment, tools, and garbage cans for any missed plant
debris, soil, and residues, if found, clean again.

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  If cleaning and/or disinfection chemicals are used, follow label
instructions for mixing
. As required, apply cleaning materials such as detergent and/or disinfection
chemicals, and ensure that no spots are missed.

 Rinse with safe water, if there are parts of the equipment that cannot
be rinsed with water, use a clean wet towel, and follow the same
procedures for cleaning.
 Ensure that small equipment and tools do not touch the ground floor
after the cleaning procedures.
 When possible place in the full sun for rapid drying.
 Store equipment and tools properly to avoid contamination.

Cleaning areas for handling and storing fresh produce:

The farmer and/or farm workers responsible for cleaning these areas must adhere
as much as possible to the following procedures:

 Unplug any electrical equipment and if possible, cover with plastic electrical
motors, electrical boxes, connections, light fixtures, etc. do not use
packaging materials for this task.
 Remove trash and any accumulated plant debris from the floors
 Using low-pressure water.
 Rinse the entire ceiling infrastructure and light fixtures to remove any dust
and soil build-up. Rinse walls, windows, and doors from the top downward
Rinse the entire floor surface to remove any soil build-up. Be careful not to
splash water onto the equipment.
 If necessary, scrub areas with brush and cleaning materials such as
detergent, and ensure that no spots are missed.
 After scrubbing areas with cleaning materials, rinse surface areas as
described previously wash out drains; be careful of not splashing water onto
types of equipment.
 If cleaning and/or disinfection chemicals are used, follow label instructions
for mixing.

Cleaning hygienic facilities:

The farmer and/or farm workers responsible for cleaning hygienic facilities
must adhere as

 much as possible to the following procedures:

 Pick up trash from the floors and put in the trash can
. By using the proper detergent, clean toilets, sinks, and any other
fixtures.
 Using low-pressure water, rinse the entire floor surface to remove any
soil build-up.
 If cleaning and/or disinfection chemicals are used, follow label
instructions for mixing.
 As required, apply cleaning materials or disinfection chemicals to the
entire floor surface area, scrub areas with a brush if needed, and
ensure that no spots are missed. Rinse floor and drains
. Remove excess water and allow drying out at room temperature

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 . Ensure that hygienic facilities have enough toilet paper, soap, and
disposable towels.

The technique in storing chemicals

Chemicals are used on farms for a variety of purposes. The safe

management of chemicals requires access to information and responsible
action. Manufacturers, suppliers, and users of farm chemicals all have an
important role to play. Chemical substances present different types of risks
to people‘s health, safety, and the environment. For this reason, different
laws are controlling them. The purpose of these laws is to ensure that
chemicals are used safely and efficiently so that risks to human health, the
environment, and property damage are minimized.

Safe Management of chemicals involves:

 correct labeling and packaging;

 provision of material safety data sheets (MSDS);
 safe transport, storage, use, and disposal of substances

Labeling and Packaging of Chemicals

Chemicals must be supplied in packages that are correctly labeled

and suitable for the substance. Information provided on the label will
depend on the type of substance and the risks associated with it. Items to
look for are:
1. Signal words such as ‗CAUTION‘, ‗POISON‘ or ‗DANGEROUS
POISON‘, used for scheduled poisons – a signal word alerts users to
the possibility of poisoning if the substance is swallowed, inhaled, or
absorbed through the skin.
2. The Dangerous Goods (ADG) diamond if there is an immediate risk
to health or safety e.g. flammable liquids.
3. Risk phrases describing the type of health effects e.g. ‗irritating the
skin‘, and safety phrases stating precautions for safe handling, storage,
spills, disposal, and fire e.g. ‗keep away from combustible material‘

Ensure that containers remain labeled

Farmers must ensure that the original labels remain on containers of

substances. If a substance is poured into a second container such as a
spray tank then that container must be labeled with the product name and
appropriate risk and safety phrases. These can generally be copied from the
parent container. Labeling is not necessary if a substance is used
immediately and its container is thoroughly cleaned. There are good reasons
for ensuring that proper containers and appropriate labels are used,
including:
• Using food containers to store poisons can result in poisoning due to
accidental swallowing.
• Insurance companies may question liability if something goes
wrong and an unlabeled container has been the cause of an incident.
• Produce cannot be exported if maximum residue limits are
exceeded labels provide advice on permitted use and withholding periods for
agricultural and veterinary chemicals.

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 Material Safety Data Sheets

Material safety data sheets (MSDS) must be produced by the

manufacturer or importer of hazardous substances. The MSDS is not just a
piece of paper. It provides important and useful advice about what is in the
product, its health effects, safe use and handling, storage, disposal, first aid,
and emergency operation. Farmers must obtain the MSDS from their
suppliers and keep them in a register where they are available to people who
could be exposed to the hazardous substance. The register is a collection of
the MSDS and other information that can be kept in a folder, filing cabinet,
or other practical systems. The register can be kept in the house, workplace,
or the chemical store, so long as it remains accessible to emergency service
personnel and any employees who may be exposed to hazardous substances.

Storage and Transport of Chemicals

Safe storage of farm chemicals is needed to protect them from the

elements, restrict access to them, prevent contamination of the environment,
food, or livestock, and ensure separation from other incompatible chemicals.
Arrangements must be in place to contain any spillage of the chemical.
After considering the potential risk to people‘s health or the
environment, a farmer might decide that a locked shed with a roof and
concrete floor, which is bounded to contain any spills, is the best way to
provide safe storage.
Remember, you should never store oxidizing agents with fuels. That is
– never store substances labeled yellow diamond with a red diamond.
Safe transport of farm chemicals depends on what the substance is,
how much there is, where it is to be transported, and what else is to be
transported with it. In general, small quantities (less than 250 liters) can be
transported by the vehicle provided that the container is properly secured
and safe from spillage. Disposal of Farm Chemicals
Empty farm chemical containers and unwanted chemicals need to be
disposed of properly. Before disposal of empty containers, wash the
container out three times and use the rinse water to dilute further batches of
the chemical to working strength.
To wash a container you do not need to fill it each time. If you only
have six liters of water, it is more efficient to use three washes of two liters
each, than it is to rinse once with the full six liters.

General Farm Waste

Storage

 Locate farm waste storage areas away from food handling, input storage, and
livestock housing areas to prevent cross-contamination and avoid attracting
pests.
 Make sure farm waste storage areas and containers are adequate for the
amount of waste generated between disposal times.
 Clean farm waste storage areas often enough to avoid creating conditions
that can cause cross-contamination or attract pests.

9
  Where possible, use containers with lids for the storage of farm waste until
removal.

Disposal

 Remove farm waste often enough and in a manner to prevent cross-

contamination and avoid attracting pests.
 Dispose of all materials according to municipal by-laws and provincial
regulations.
 If farm waste can be used by other sectors, store and ship them so as not to
pose a food safety hazard. Unless properly sanitized, vehicles used for
transporting farm waste should not be used to transport food products and
farm inputs.

Used Pesticide Containers

Storage

Triple-rinse all empty pesticide containers by following these steps:

1. Fill empty containers with water to a minimum of one-tenth of the container

size.
2. Rinse by recapping the container and shaking or rolling.
3. Empty pesticide container contents into sprayer tank.
4. Repeat steps 1 to 3 two times.

Do not reuse pesticide containers for the storage of other items.

Disposal

Take rinsed containers to a pesticide container collection site for recycling.

There are four options to dispose of unwanted pesticides:

1. Return unopened pesticide containers to the dealer before winter.

2. Apply pesticide to another crop specified on the label.
3. Pay a Hazardous Waste Disposal Company to dispose of the pesticide.

What’s More

Directions: Give at least five reasons why it is very important to observe

occupational health and safety in a designated area according to the workplace.
Write your answer in your activity notebook.

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 What I Have Learned

Write your personal insight of what you have learned from the lesson. Answer the
question below. Write your answer in your activity notebook

1. Why is it necessary to follow occupational health and safety in the

workplace?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

2. What are the benefits when observing occupational health and safety?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Rubric

Above Meets Approaching Below

Expectations Expectations Expectations Expectations

4 3 2 1

Reflective The reflection The reflection The reflection The reflection

Thinking Explains the Explains the Attempts to Does not
address the
Student’s own Student’s Demonstrate
student’s
thinking about
Thinking and Thinking thinking
his/her
learning about learning and/or
learning
processes, as learning
processes. But is vague
well as
and/or
Implications unclear about
for future the personal
learning. learning
process.

Analysis The reflection The reflection The reflection The reflection

does not move
Is an in-depth Is an analysis Attempts to
beyond a

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 Analysis of the Of the learning Analyze the descriptive of
learning the learning
Experience Learning
experience.
Experiences,
And the value Experience but
the value of
the value
the derived Of the derived
Of the learning
Learning to Learning to
to the student
self or others, self or others
or others is
and the
vague and/or
enhancement
unclear.
Of the
student’s
appreciation
For the
discipline

Making The reflection The reflection The reflection The reflection

Connections
Articulates Articulates attempts to Does not
Articulates articulate any
Multiple Connections
connection to
Connections
Connections Between this other learning
Between this or experiences
Between this Learning
Learning
Learning Experience
Experience
Experience And content
and content And content
From other
From other From other
Courses, past
Courses, past Courses, past
Learning
Learning, life Learning
Experiences,
Experiences Experiences,
And/or future
and/or or personal
goal
goals, but the
Future goals.
connection is
vague and/or
unclear.

12
 What I Can Do

From the lesson on how to store/dispose of waste material and debris in a

designated area according to workplace procedure/OHS procedure, you are asked
to perform at home based on what you have learned.
Directions: Follow the steps on how to dispose of waste material and debris in a
designated workplace. Let somebody in your family take a picture while you are
doing the steps and send it to my messenger account. After doing the activity
make a reflection. Write it in your activity notebook.
. Rubric for Student Reflections

Above Meets Approaching Below

Expectations Expectations Expectations Expectations

4 3 2 1

The reflection The reflection The reflection The reflection

explains the explains the attempts to does not
student’s student’s demonstrate address the
thinking and thinking about thinking about student’s
learning his/her learning but is thinking
Reflective processes, as learning vague and/or and/or
Thinking well as processes. unclear about learning
implications the personal
for future learning
learning. process.

The reflection The reflection The reflection The reflection

is an in-depth is an analysis attempts to does not move
analysis of the of the learning analyze the beyond a
learning experience and learning description of
experience, the the value of experience but the learning
value of the the derived the value of experience.
derived learning to self the learning to
learning to self or others. the student or
Analysis or others, and others is vague
the and/or
enhancement unclear.
of the
student’s
appreciation
for the
discipline.

The reflection The reflection The reflection The reflection

articulates articulates attempts to does not

13
Making multiple connections articulate articulate any
Connections connections between this connections connection to
between this learning between this other learning
learning experience and learning or experiences.
experience and content from experience and
content from other courses, content from
other courses, past learning other courses,
past learning, experiences, past learning
life and/or future experiences, or
experiences, goals. personal goals,
and/or future but the
goals. connection is
vague and/or
unclear.

Assessment

Direction: Multiple Choice. Choose the letter of the best answer. Write the chosen
letter in your quiz notebook.

1. It includes chemical substances such as acids or poisons and those that could
lead to fire or explosion, like pesticides, herbicides, cleaning agents, dust, and
fumes from various processes such as welding.
a. Chemicals b. Psychosocial environment
c. Mechanical and/or electrical d. Biological

2. It includes bacteria, viruses, mold, mildew, insects, vermin, animals

a. Biological b. Chemicals
c. Mechanical and/or electrical d. Psychosocial environment

3. It includes workplace stressors arising from a variety of sources.

a. Psychosocial environment b. Biological
c. .Chemicals d. Mechanical and/or electrical
4. It is the physical or environmental conditions of work which comply with the
prescribed Occupational Health Safety (OHS) standards and which allow the
workers to perform his or her job without or within acceptable exposure to hazards.
a. Safety b. Biological c. Psychosocial environment d. Chemicals
5. It is the practices related to production and work process
a. Occupational safety b. Safety
c. Psychosocial environment d. Biological

14
6. It 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
a. .Chemicals b. Exposure c. Risk d. Hazard
7. It is the likelihood that a hazard will cause injury or ill health to anyone at or
near a workplace.
a. Risk b. Exposure c. Hazard d. Chemicals
8. This occurs when a person comes into contact with a hazard.
a. Risk b. Exposure c. Hazard d. Chemicals

9. This 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.

a. Chemicals b. Mechanical and/or electrical

c. Psychosocial environment d. Physical

10. It includes electricity, machinery, equipment, pressure vessels, dangerous

goods, fork lifts, cranes, hoists.

a. Mechanical and/or electrical b. Chemicals

c. Biological d. Psychosocial environment

Additional Activities

Direction: Make a plot in your backyard using any available gardening tools
at home. Ask your parents to take a video for at least 15 minutes and send
it to the messenger account that I gave you. Reminders: Please use proper
personal protective equipment and with the supervision of your
guardian/parent.
RUBRICS
Score
Criteria 20 10 5

Proper handling of farm tools

The complete wearing of Personal
Protective Equipment

15
 Answer Key

Assessment What I Know

1. b 1. b
2. b 2. b
3. b 3. d
4. d 4. d
5. a 5. a
6. b
7. b
8. d
9. d
10. a

16
References
https://www2.gov.bc.ca/gov/content/industry/agriculture-seafood/food-
safety/good-agricultural-practices/6-4-storage-disposal-of-farm-wastes

http://www.depedbataan.com/resources/9/k_to_12_crop_production_learning_
modules.pdf
For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net