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2010 SECONDARY EDUCATION CURRICULUM

Career Pathways in Technology and Livelihood Education


AGRI-FISHERY ARTS II

Career Pathways Technology and Livelihood Education


AGRI-FISHERY ARTS II

[TEACHING GUIDE]

General Standard: The learner demonstrates understanding of his/her Personal


Entrepreneurial Competencies (PECs), the environment and
market, as well as the processes and delivery of products in
plant propagation, pig raising, and freshwater fish culture.
2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Quarter 1&2: Topic: Time Frame:


Plant Propagation Personal Entrepreneurial 5 days
Competencies (PECs)

STAGE 1
Content Standard: Performance Standard:

The learner demonstrates understanding of Personal The learner prepares an activity plan that aligns his/her
Entrepreneurial Competencies (PECs) in plant PECs with the PECs of successful practitioner/entrepreneur
propagation. as plant propagator.

Essential Understanding: Essential Question/s:

Aligning ones PECs with the PECs of successful How does one ensure success in a chosen career?
practitioner/entrepreneur helps ensure success in a chosen
career.

Learners will know: Learners will be able to:

Personal Entrepreneurial Competencies (PECs) Assess their PECs vis--vis:


 Characteristics/ Traits /Attributes  Characteristics/ Traits /Attributes
 Lifestyles  Lifestyles
 Skills  Skills
PECs of a successful Plant propagator/entrepreneur Compare ones PECs with that of an
entrepreneur/practitioners
Make necessary alignment to PECs

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

STAGE 2
Evidence at the level of
Product or Performance Task
Understanding Performance
Activity plan that aligns ones PECS The learners should be able to Assessment of the activity plan based
with the PECS of a demonstrate understanding covering on the following criteria:
practitioner/entrepreneur the six (6) facets of understanding:
Comprehensiveness of personal
Explanation: plan on areas of development;
Describe your PECs focusing on
strengths and developmental areas. Appropriateness of strategies in
Criteria: terms of addressing personal areas
Comprehensiveness (Should of development based on ones
include Characteristics, Attributes, PECs and improving further ones
etc) areas of strength.
Clarity
Conciseness doability

Interpretation:
Compare your PECs with those of
a successful practitioner.

Criteria:
Objectivity
Details/focus
Conclusiveness
Illustration

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Application:
Apply ones PECs in pursuing a
chosen entrepreneurial activity.

Criteria:
Efficiency/Effectiveness
Level of competence
Level of confidence
Attitude/Behavior

Perspective:
Express your thoughts on the
importance of PECs from the
viewpoint of a seasoned
entrepreneur.

Criteria:
Validity
Relevance
Critical
Plausibility
Sensitivity

Empathy
Express your feelings if you are an
entrepreneur who finds difficulty in
coping with the PECs of a chosen
career.

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Criteria:
Openness
Objectivity
Sensitivity

Self-knowledge:
Assess based on the results of PECs,
their level of confidence as a
prospective plant propagator.

Criteria:
Reflective/Insightful
Depth
Objectivity

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

STAGE 3
Teaching-Learning Sequence:

Personal Entrepreneurial Competencies (PECs)

Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics,
attributes, lifestyles, skills, or traits that make a person different from others. When one possesses these competencies,
he/she may become ready to face the challenges of starting a business.

1. EXPLORE

 Ask learners to name people in the community/municipality/city who are successful in their plant propagation
business.
Why are they successful?
Do you wish to be like them?
 Explain to learners the importance of assessing their PECs
 Guide learners in assessing their PECs on the following:
Character
Attribute
Lifestyle
Skills
Traits
(Note: Refer to Appendix A, Activity 1, Assessing ones PECs . This could be reproduced according to the number
of students in class).

 Assist learners in analyzing and interpreting the results of the assessment of their PECs.
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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

 Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career.
Teacher may distribute meta cards for learners to write their answers. These may be posted on the wall and
revisited during the Firming-up.

2. FIRM UP

 In order to firm up their understanding, learners may be asked to work individually or in groups in collecting
information about how entrepreneurs succeed in their chosen careers. Some suggested activities: interview with
successful entrepreneurs, inviting successful entrepreneurs as resource persons in class, video documentaries of
successful entrepreneurs, web searching, etc. Appendix B, Activity 2, Evaluating your PECs.
 Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and
differences among successful entrepreneurs in the following aspects: characteristics, traits, attributes, lifestyles,
skills
 Have learners reflect/rethink their understanding of how entrepreneurs succeed in their chosen field. Refer
learners to their answers posted on the wall.
 Process learners learning and check it against EU.
 Check learners understanding against the content standard.

3. DEEPEN

 Have learners align their PECs with those of successful entrepreneurs of their choice. Appendix C, Activity 3-A,
Aligning ones PECS.
 Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with
them.
 Ask learners to express the EU.
 Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs)
.
4. TRANSFER

 Have learners prepare an activity plan that aligns his/her PECs with the PECS of a successful

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

practitioner/entrepreneur. Appendix D, Activity 3-B, Activity plan in aligning ones PECS.


 Assess learners activity plan based on the criteria provided in Stage 2 (assessment at the level of performance)

Resources/Materials/Equipment Needed
Textbooks/KAB Modules
Scripts
Graphic organizers
Charts/Pictures/Video/Multimedia
Questionnaires/Checklists/Handouts/Survey Forms, etc.
Profile of Entrepreneurs

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Quarter 1&2: Topic: Time Frame:


Plant Propagation Environment and Market 10 days

STAGE 1
Content Standard: Performance Standard:

The learner demonstrates understanding of the The learner formulates a business idea based on the
environment and market that relates with a career choice analysis of environment and market.
in plant propagation.
-
Essential Understanding: Essential Question/s:

A successful business venture starts with generating a good How does one select an entrepreneurial activity to be
business idea. pursued?

Learners will know: Learners will be able to:

Environment and Market Conduct SWOT analysis


 Consumers needs and wants Seek and seize business opportunity
 Industry that relates with a career choice Generate potential business idea based on the results
 Product/service that satisfies the needs and wants of of environment and market analysis.
customers
 Business idea generation

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

STAGE 2
Evidence at the level of
Product or Performance Task
Understanding Performance
Business idea based on the analysis of The learners should be able to Assessment of the generated business
environment and market. demonstrate understanding covering idea based on the following criteria:
the six (6) facets of understanding: profitability/feasibility
practicality
Explanation: responsiveness to consumer needs
innovativeness
Explain the importance of the
immediate environment and market in
identifying business opportunities.

Criteria:
Comprehensiveness
Clarity
Conciseness
Interpretation:

Interpret the data gathered from


the immediate environment and
market in identifying business
opportunities.

Criteria:
Reliability

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Accuracy
Objectivity
Relevance
Validity

Application:

Generate a business idea from


data analysis.

Criteria:
Appropriateness
Innovativeness
Practicality

Perspective:

Express from the point of view of


a business owner the importance of
scanning the environment and market
in generating business ideas.

Criteria:
Validity
Relevance
Insightfulness

Empathy:

Express their feelings when

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

entrepreneurs offer the same type of


business in a certain community.

Criteria:
Objectivity
Tactfulness
Persuasiveness
Sensitivity
Open-mindedness

Self-knowledge:

Self-assess their levels of confidence in


formulating business ideas.

Criteria:
Reflective
Insightful
Objective

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

STAGE 3
Teaching-Learning Sequence:

Environment and Market

Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural,
and social conditions prevailing in the community. Needs and wants of people in a certain community that are not
met may be considered as business opportunities. Identifying the needs of the community, its resources, available local
specialized skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity.

1. EXPLORE

 Guide learners in assessing their prior knowledge on environment and market as an entrepreneurial lens in
generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools.
 Have learners assess their immediate environment and market to determine the existing industries, needs and
wants of target market with the use of the following:
Survey questionnaire;
Interview guide;
Checklist, etc.
SWOT analysis
 Ask EQs to draw out their understanding of environment and market in generating business ideas. Consider
learner responses as tentative EUs that they need to explore further.

2. FIRM UP

 Lead learners in analyzing the assessment conducted on the environment and market in the town/city.
 Assist learners in conducting a community mapping to identify business establishments or industries in the
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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

town/city.
 Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering
activity such as: interview, survey, community mapping, etc.
 Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target
market.
 Ask learners to do supplementary reading and other complementary activities to support the information
presented.

3. DEEPEN

 Ask learners to conduct interview with a seasoned entrepreneur to gather salient information as regards the
manner he/she was able to seize a business opportunity.
 Compare whether the information collected during the interview will complement/harmonize with their skill in
formulating business ideas.
 Assess the learners level of understanding; refer to the assessment in Stage 2.

4. TRANSFER

 Ask learners to formulate business ideas as a result of the SWOT analysis of environment and market for plant
propagation.
 Assess learners business ideas based on criteria provided in Stage 2 ( Assessment at the Level of Performance)

Resources/Materials/Equipment Needed
Textbooks
KAB Modules
Magazines/Journals/Articles on supply and demand and existing industry

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Quarter 1 & 2: Topic: Time Frame:


Plant Propagation Sexual and Asexual Plant 70 Days
Propagation

STAGE 1
Content Standard: Performance Standard:

The learner demonstrates understanding of the concepts, The learner sexually/asexually propagates and markets
knowledge and skills in sexually/asexually propagating and fruit/forest trees, and ornamental plants demonstrating
marketing fruit/forest trees, and ornamental plants. successful propagating and marketing indices.

Essential Understanding(s): Essential Question(s):

Regular improvement in sexually/asexually propagating 1. How can one become a successful sexual/asexual plant
and marketing of fruit/forest trees, and ornamental plants propagator?
influences greater productivity and success in plant
propagation. 2. How can regular improvement in sexually/asexually
propagating and marketing fruit/forest trees and
ornamental plants influence greater productivity and
success in plant propagation?

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Learners will know: Learners will be able to:

4Ms of sexually/asexually propagating and marketing List the 4Ms needed in sexually/asexually propagating
fruit/forest trees and ornamental plants. and marketing fruit/forest trees, and ornamental plants
Legal forms of business ownership Secure the legal forms of business ownership
Start -up capital Source out the start up capital
Selecting seeds and seed pieces/other planting Select good seeds and seed pieces/other planting
materials materials
methods of sexual propagation Perform sexual/asexual propagation of plants
methods of asexual propagation Prepare soil media
Preparing soil media for seedling production Grow fruit/forest trees and ornamental plants
Growing fruit/forest trees and ornamental plants Perform the cultural practices in maintaining the growth
Maintaining the growth of fruit/forest trees and of fruit/forest trees and ornamental plants
ornamental plants Carry-out pre and post harvest practices
Harvesting and marketing fruit/forest trees and Sell/market fruit/forest trees and ornamental plants
ornamental plants
Computing cost of production
Pricing products

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Stage 2
Evidence at the level of
Product or Performance Task
Understanding Performance
Learners should be able to
demonstrate understanding through
the six (6) facets of understanding
Product: Assessment of sexually/asexually
Marketable fruit/forest trees and Explanation: propagated plants using the following
ornamental plants Explain the activities in criteria:
propagating and marketing fruit/forest size
trees, and ornamental plants. germination and growth efficiency
quality
Criteria
accurate Tools:
in-depth Rubrics/checklist for assessment of
insightful propagated fruit/forest trees and
complete ornamental plants.

Interpretation: Assessment of the production of


Performance Task: Evaluate the cost and return of marketable fruit/forest trees and
Sexually/asexually propagating and sexually/asexually propagating ornamental plants using the following
marketing fruit/forest trees and fruit/forest trees, and ornamental criteria:
ornamental plants. plants. purity
quality
Criteria attractiveness
meaningful productiveness
illustrative

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

significant Tools:
relevant Rubrics/checklist for assessment of
production processes.
Application
Assessment for marketing fruit/forest
Sexual and asexual propagation and Propagate and market fruit/forest trees and ornamental plants using the
marketing of fruit/forest trees and trees, and ornamental plants. following criteria:
ornamental plants marketability
Criteria product pricing
efficient potting medium used
effective demand
profitable record keeping

Perspective: Tools:
Analyze the production Rubrics, checklist for assessment in
effectiveness and efficiency of marketing propagated plants.
propagating fruit/forest trees and
ornamental plants using Assessment of the practices in
sexual/asexual methods. sexual/asexual propagation of plants.
Use of tools/materials
Criteria: Workmanship
informative Speed
revealing Maintenance
credible
accurate Tools:
Rubrics for assessment of the
Empathy: practices in sexual/asexual
Imagine how it feels like to walk propagation of plants.
in a plant propagators shoes that fall
short of production or management Assessment of the practices of

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

standards. propagating forest/fruit tree seedlings


as well as sexually/asexually
Criteria: propagated plants using the following
considerate criteria:
open Use of appropriate tools
persistent Quality of work
Speed
Self-knowledge: Completeness of all the tasks
Self-assess your strengths and
weaknesses in plant propagation Tools:
Criteria: Rubric/scorecard in the assessment of
reflective the practices of growing
Open sexually/asexually propagated
Adapting fruit/forest trees and ornamental
plants.

Assessment for marketing of


sexually/asexually propagated
forest/fruit trees and ornamental
plants.
Price
Demand
Promotion used
Packaging/potting materials used

Tools:
Rubrics/scorecard for assessing
sexually/asexually propagated
forest/fruit trees and ornamental
plants.

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

STAGE 3

Quarter 1 & Quarter 2

Teaching-Learning Sequence:

PLANT PROPAGATION

Sexually/asexually propagating fruit/forest trees and ornamental plants begin in the agricultural nursery. Without
which, there will be no seeds or seedpeices to be used to perpetuate the good qualities and characteristics of plants.
Sexually/asexually propagating plants whether fruit/forest trees, and ornamental plants are still budding industries but a
promising one.

1. EXPLORE

 Guide the learners in assessing their prior knowledge and understanding in the production and marketing of
sexually/asexually propagated fruit/forest trees and ornamental plants.
Formal assessment checks
- oral language
- writing
- test
- questions
- rubric (combination of checklist and rating scales,
Informal assessment checks
- analogy prompt
- web/concept map (ICT-based/traditional)
- misconception check

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

- think and draw (ICT-based/traditional)


 Guide learners in understanding the learning standards (content and performance standards), tools and criteria
in the propagation and marketing of fruit/forest trees and ornamental plants.
 Have the learners clarify their expectations and how their learning shall be assessed.
 Have the learners view pictures/video presentations and other media/ materials on the propagation and
marketing of fruit/forest trees and ornamental plants.
 Stimulate learners interests and elicit their understanding of the pictures/videos or other ICT-based
media/materials presented.
 Process learners understanding of the pictures and video presentation and relating it with their prior knowledge in
propagating and marketing fruit/forest trees and ornamental plants.
 Guide learners in gaining initial understanding of the concepts and principles of propagation and marketing
fruit/forest trees and ornamental plants.
 Encourage learners to ask probing questions: assess their understanding and welcome tentative responses as
guide to further exploration.

2. FIRM UP

 Have learners gather essential information related to propagating and marketing fruit/forest trees and
ornamental plants from sources like:
- successful plant propagators
- web-based resources
- reading materials (books, bulletins, etc.)
 Guide learners to think of an activity where this essential information related to propagating and marketing
fruit/forest trees and ornamental plants can be presented and analyzed.
 Assist the learners in making generalizations/abstractions from the analysis of essential information.
 Have the learners correlate the generalizations/abstractions with the essential questions (EQ) probing questions
and tentative responses raised during the Exploration phase.
 Encourage learners to reflect, revise and rethink their understanding in consideration of the processed
information/learning in propagating and marketing of fruit/ forest trees and ornamental plants.
 Have the learners self-assess their understanding of the concepts in propagating and marketing fruit/forest trees

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

and ornamental plants and check it against the content standard using ICT-based/traditional resources.

3. DEEPEN

 Guide the learners in making a web or concept map (ICT-based/traditional) on the different practices in
propagating and marketing fruit/forest trees and ornamental plants.
 Engage learners into a guided discussion on the factors that may affect the different practices and marketing
strategies.
 Have learners prepare a propagating/marketing plan for fruit/forest trees and ornamental plants of their choice
based on the results of the guided discussion.
 Encourage learners to validate their propagation/marketing plan by experts or successful practitioners in
propagating and marketing fruit/forest trees and ornamental plants.
 Encourage learners to reflect, revise and re-think their understanding.
 Have the learners express their understanding and check their mastery of the essential understanding (EU) and
content standards (CS) using the six (6) facets of understanding.

4. TRANSFER
 Have the learners produce quality and marketable fruit/forest trees and ornamental plants that are grown in the
locality applying new trends in agricultural technology.
 Compute cost of production to determine the profitability of the livelihood activity (using ICT-based/traditional
means).
 Assess learners level of performance using appropriate tools/criteria.
 Apply procedures in propagating and marketing fruit/forest tree seedlings and ornamental plants under
controlled environment.
Resources/Materials/Equipment Needed:
Textbooks/ KAB Modules
Magazines and journals
Video clips
Graphic organizer
TV/ DVD/ LCD/ OHP

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

NOTE:
During the 3rd and 4th Quarter, both Pig Raising and Fish Culture may be
simultaneously undertaken or a choice of either one of them may be tackled,
considering the length of time and availability of resources in the school.

Quarter 3: Topic: Time Frame:


Pig Raising Personal Entrepreneurial 5 days
Competencies (PECs)

STAGE 1
Content Standard: Performance Standard:

The learner demonstrates understanding of Personal The learner prepares an activity plan that aligns his/her
Entrepreneurial Competencies (PECs) as Pig raiser. PECs with the PECs of successful practitioner/entrepreneur
as pig raiser.
Essential Understanding: Essential Question/s:

Aligning ones PECs with the PECs of successful How does one ensure success in a chosen career?
practitioner/entrepreneur helps ensure success in a chosen
career.

Learners will know: Learners will be able to:

Personal Entrepreneurial Competencies (PECs) Assess their PECs vis--vis:


 Characteristics/ Traits /Attributes  Characteristics/ Traits /Attributes

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

 Lifestyles  Lifestyles
 Skills  Skills
PECs of a successful Plant propagator/entrepreneur Compare ones PECs with that of an
entrepreneur/practitioners
Make necessary alignment to PECs

STAGE 2
Evidence at the level of
Product or Performance Task
Understanding Performance
Activity plan that aligns ones PECS The learners should be able to Assessment of the activity plan based
with the PECS of a demonstrate understanding covering on the following criteria:
practitioner/entrepreneur. the six (6) facets of understanding:
Comprehensiveness of personal
Explanation: plan on areas of development;
Describe your PECs focusing on
strengths and developmental areas. Appropriateness of strategies in
Criteria: terms of addressing personal areas
Comprehensiveness (Should of development based on ones
include Characteristics, Attributes, PECs and improving further ones
etc) areas of strength.
Clarity
Conciseness doability

Interpretation:
Compare your PECs with those of
a successful practitioner.

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Criteria:
Objectivity
Details/focus
Conclusiveness
Illustration

Application:
Apply ones PECs in pursuing a
chosen entrepreneurial activity.

Criteria:
Efficiency/Effectiveness
Level of competence
Level of confidence
Attitude/Behavior

Perspective:
Express your thoughts on the
importance of PECs from the
viewpoint of a seasoned
entrepreneur.

Criteria:
Validity
Relevance
Critical
Plausibility
Sensitivity

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Empathy
Express your feelings if you are
an entrepreneur who finds difficulty in
coping with the PECs of a chosen
career.

Criteria:
Openness
Objectivity
Sensitivity

Self-knowledge:
Assess based on the results of
PECs, their level of confidence as a
prospective plant propagator.

Criteria:
Reflective/Insightful
Depth
Objectivity

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

STAGE 3
Teaching-Learning Sequence:

Personal Entrepreneurial Competencies (PECs)

Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics,
attributes, lifestyles, skills, or traits that make a person different from others. When one possesses these competencies,
he/she may become ready to face the challenges of starting a business.

2. EXPLORE

 Ask learners to name people in the community/municipality/city who are successful in their pig raising business.
Why are they successful?
Do you wish to be like them?
 Explain to learners the importance of assessing their PECs
 Guide learners in assessing their PECs on the following:
Character
Attribute
Lifestyle
Skills
Traits
(Note: Refer to Appendix A, Activity 1, Assessing ones PECs . This could be reproduced according to the number
of students in class).

 Assist learners in analyzing and interpreting the results of the assessment of their PECs.
 Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career.
Teacher may distribute meta cards for learners to write their answers. These may be posted on the wall and
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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

revisited during the Firming-up.

2. FIRM UP

 In order to firm up their understanding, learners may be asked to work individually or in groups in collecting
information about how entrepreneurs succeed in their chosen careers. Some suggested activities: interview with
successful entrepreneurs, inviting successful entrepreneurs as resource persons in class, video documentaries of
successful entrepreneurs, web searching, etc. Appendix B, Activity 2, Evaluating your PECs.
 Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and
differences among successful entrepreneurs in the following aspects: characteristics, traits, attributes, lifestyles,
skills
 Have learners reflect/rethink their understanding of how entrepreneurs succeed in their chosen field. Refer
learners to their answers posted on the wall.
 Process learners learning and check it against EU.
 Check learners understanding against the content standard.

3. DEEPEN

 Have learners align their PECs with those of successful entrepreneurs of their choice. Appendix C, Activity 3-A,
Aligning ones PECS.
 Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with
them.
 Ask learners to express the EU.
 Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs)
.

4. TRANSFER

 Have learners prepare an activity plan that aligns his/her PECs with the PECS of a successful
practitioner/entrepreneur. Appendix D, Activity 3-B, Activity plan in aligning ones PECS.

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

 Assess learners activity plan based on the criteria provided in Stage 2 (assessment at the level of performance)

Resources/Materials/Equipment Needed
Textbooks/KAB Modules
Scripts
Graphic organizers
Charts/Pictures/Video/Multimedia
Questionnaires/Checklists/Handouts/Survey Forms, etc.
Profile of Entrepreneurs

Quarter 3: Topic: Time Frame:


Pig Raising Environment and Market 10 days

STAGE 1
Content Standard: Performance Standard:

The learner demonstrates understanding of the The learner formulates a business idea based on the
environment and market that relates with a career choice analysis of the immediate environment and market.
in pig raising.

Essential Understanding: Essential Question/s:

A successful business venture starts with generating a good How does one select an entrepreneurial activity to be
business idea. pursued?

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Learners will know: Learners will be able to:

Environment and Market Conduct SWOT analysis


 Consumers needs and wants Seek and seize business opportunity
 Industry that relates with a career choice Generate potential business idea based on the results
 Product/service that satisfies the needs and wants of of environment and market analysis.
customers
 Business idea generation

STAGE 2
Evidence at the level of
Product or Performance Task
Understanding Performance
Business idea based on the analysis of The learners should be able to Assessment of the generated business
environment and market. demonstrate understanding covering idea based on the following criteria:
the six (6) facets of understanding: profitability/feasibility
practicality
Explanation: responsiveness to consumer needs
innovativeness
Explain the importance of the
immediate environment and market in
identifying business opportunities.

Criteria:
Comprehensiveness
Clarity

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Conciseness
Interpretation:

Interpret the data gathered from


the immediate environment and
market in identifying business
opportunities.

Criteria:
Reliability
Accuracy
Objectivity
Relevance
Validity

Application:

Generate a business idea from


data analysis.

Criteria:
Appropriateness
Innovativeness
Practicality

Perspective:

Express from the point of view of


a business owner the importance of
scanning the environment and market

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

in generating business ideas.

Criteria:
Validity
Relevance
Insightfulness

Empathy:
Express their feelings when
entrepreneurs offer the same type of
business in a certain community.

Criteria:
Objectivity
Tactfulness
Persuasiveness
Sensitivity
Open-mindedness

Self-knowledge:

Self-assess their levels of confidence in


formulating business ideas.

Criteria:
Reflective
Insightful
Objective

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

STAGE 3
Teaching-Learning Sequence:

Environment and Market


Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural,
and social conditions prevailing in the community. Needs and wants of people in a certain community that are not
met may be considered as business opportunities. Identifying the needs of the community, its resources, available local
specialized skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity.

1. EXPLORE

 Guide learners in assessing their prior knowledge on environment and market as an entrepreneurial lens in
generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools.
 Have learners assess their immediate environment and market to determine the existing industries, needs and
wants of target market with the use of the following:
Survey questionnaire;
Interview guide;
Checklist, etc.
SWOT analysis

 Ask EQs to draw out their understanding of environment and market in generating business ideas. Consider
learner responses as tentative EUs that they need to explore further.

2. FIRM UP

 Lead learners in analyzing the assessment conducted on the environment and market in the town/city.
 Assist learners in conducting a community mapping to identify business establishments or industries in the

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

town/city.
 Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering
activity such as: interview, survey, community mapping, etc.
 Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target
market.
 Ask learners to do supplementary reading and other compensatory activity to support the information presented.

3. DEEPEN

 Ask learners to conduct interview with a seasoned entrepreneur to gather salient information as regards the
manner he/she was able to seize a business opportunity.
 Compare whether the information collected during the interview will complement/harmonize with their skill in
formulating business ideas.
 Assess the learners level of understanding; refer to the assessment in Stage 2.

4. TRANSFER

 Ask learners to formulate business ideas as a result of the SWOT analysis of environment and market for plant
propagation.
 Assess learners business ideas based on criteria provided in Stage 2 ( Assessment at the Level of Performance)

Resources/Materials/Equipment Needed
Textbooks
KAB Modules
Magazines/Journals/Articles on supply and demand and existing industry

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Quarter 3: Topic: Time Frame:


Pig Raising Fattener / Piglets / Boar 35 Days
Servicing

STAGE 1
Content Standard: Performance Standard:

The learner demonstrates knowledge and skills in The learner produces and markets piggery products and
producing and marketing fatteners/piglets/boars for services based on the perceived needs of the market.
servicing.

Essential Understanding: Essential Questions:

Functional knowledge, skills and attitudes on the theories 1. Why is there a need to acquire functional knowledge,
and principles in pig raising can generate a financially skills and attitude on the theories and principles in pig
viable pig raising business raising?
2. How can one become a successful pig raiser?
3. Why is there a need to discuss the 4 Ms of production
in pig raising?
Learners will know: Learners will be able to:

4 Ms in pig raising List down the 4 Ms needed in the production and


Direct and indirect costs in pig raising marketing processes in pig raising.
Forms of business ownership in pig raising Compute direct and indirect costs in pig raising
Types of business in pig raising Choose the forms of business ownership in pig raising
Selecting breeds: gilt for piglet production and boar Map-up the type of business in pig raising
for servicing Choose the breeds to raise
Housing and equipment in raising pigs Provide housing and equipment

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Raising pigs for fattening, piglet production and Raise pigs for fattening, piglets and boar for servicing
boar for servicing Perform feed density and feeding
Feeds and feeding Vaccinate and mange treat the animals
Health and sanitation Calculate selling price for fatteners/piglets
Pricing Method of piggery products Sell fatteners/piglets
Marketing fatteners/piglets Advertise boar servicing.
Advertising boar servicing

Stage 2
Evidence at the level of
Product or Performance Task
Understanding Performance
Product: Learners should be able to Assessment of fatteners/piglets/boar
demonstrate understanding through for servicing using the following
Marketable fatteners/piglets/boars for the six (6) facets of understanding criteria:
servicing (Products) Feed conversion efficiency
Size and quality
Performance Task: Explanation: Production efficiency
Production and marketing of Explain the different theories and
fatteners/piglets/boar servicing principles in pig raising and marketing Tools:
(Performance) Rubrics/scorecard for
Criteria: assessment of
Clear fatteners/piglets/boar for
Convincing servicing
Comprehensively
Assessment of the production process
Interpretation: of raising fatteners/piglets/boar for
Evaluate the cost and return of servicing using the following criteria:

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

pig raising Completeness of tasks


Use of tools and materials
Criteria: Time management
Meaningful Attitude in the workplace
Illustrative
Significant Tools:
Rubrics/checklist for the
Application: assessment of production
Raise and market processes in raising
fatteners/piglets/ boar for servicing fatteners/piglets/boar for
Criteria: servicing
Purposeful
Efficient Assessment for marketing
Productive fatteners/piglets/boar for servicing
using the following criteria:
Perspective: Marketability
Analyze the feed conversion Profitability
efficiency of your pigs Records keeping

Criteria: Tools:
Informative Rubrics/checklist for assessment
Revealing of marketing
Realistic fatteners/piglets/boar for
servicing.
Empathy:
Relate the feeling of a successful
pig raiser

Criteria:
Valuable

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Gratifying

Self-Knowledge:
Reflect on the raising and
marketing of fatteners/piglets/boar for
servicing based on your experience.

Criteria:
Awareness
Reflective
Insightful

Stage 3
Teaching/Learning Sequence:

There are various opportunities for anyone contemplating to engage in pig raising business. Raising pigs in the
backyard or at a larger number of heads are profitable due to the ever increasing and continuous market demand for
pork and its by-products. Business in pig raising comes in many ways like pig breeding to produce parent stocks,
production of piglets, and fattening of pigs which is the most common moneymaker.
Select any one of these operations where you can work well and become a member of the list of entrepreneurs
who economically had improved their life because of their love in pig raising.

1. EXPLORE

 Guide learners in assessing their prior knowledge and understanding in pig raising through:
Formal assessment checks

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

- oral language
- writing
- test
- questions
- rubric (combination of checklist and rating scales)
Informal assessment checks
- analogy prompt
- web/concept map (ICT- based/ Traditional material)
- misconception check
- think and draw (ICT- based/traditional)
 Guide learners in understanding the learning standards (content and performance standards), tools and criteria
in starting a pig raising business.
 Have learners clarify their expectations and how their learning shall be assessed.
 Have learners view pictures/video presentations and other ICT- based media/ materials in pig raising.
 Stimulate learners interests and elicit their understanding of the pictures/videos, ICT- based or other
media/materials presented.
 Process learners understanding of the pictures and video and other ICT- based presentation and relating it with
their prior knowledge in pig raising.
 Guide learners in gaining initial understanding of the concepts and principles in pig raising.
 Encourage learners to ask probing questions: assess their understanding and welcome tentative responses as
guide to further exploration.

2. FIRM UP

 Have learners gather essential information related to pig raising from sources like:
- successful pig raiser
- web-based resources
- reading materials (books, bulletins, etc.)
 Guide learners to think of an activity where this essential information related to pig raising can be presented and
analyzed.

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

 Assist learners in making generalizations/abstractions from the analysis of essential information.


 Have learners correlate the generalizations/abstractions with the essential questions (EQ) probing questions and
tentative responses raised during the Exploration phase.
 Encourage learners to reflect, revise and rethink their understanding in consideration of the processed
information/learning in pig raising.
 Have learners self-assess their understanding of the concepts in pig raising and check it against the content
standard.

3. DEEPEN

 Guide learners in making a web or concept map (ICT- based/traditional) on the different production and
marketing practices in fatteners, piglets and boar for servicing.
 Engage learners into a guided discussion on the factors that may affect the different practices and marketing
strategies.
 Process guided discussion and the result of which as basis for learners in preparing a pig production and
marketing plan of their choice.
 Encourage learners to validate their production/ marketing plan by experts or successful practitioners in pig
raising
 Encourage learners to reflect, revise and re-think their understanding.
 Have learners express their understanding and check their mastery of the essential understanding (EU) and
content standards (CS) using the six (6) facets of understanding.

4. TRANSFER

 Have learners produce quality and marketable fatteners, piglets and boar for servicing applying new trends in pig
raising technology.
 Compute cost of production to determine the profitability of the livelihood activity.
 Assess learners level of performance using appropriate tools/criteria.
 Apply procedures in production and marketing higher sow level.

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Resources (websites, softwares, etc.)


1. Video clips
2. CDs

Materials/Equipment needed
1. Multi Media equipment
2. Piggery pens/facilities
3. stocks
4. Feeds
5. Veterinary Supplies
6. Etc.

Quarter 4 Topic: Time Frame:


Freshwater Fish Culture Personal Entrepreneurial 5 days
Competencies (PECs)

STAGE 1
Content Standard: Performance Standard:
The learner demonstrates understanding of Personal The learner prepares an activity plan that aligns his/her
Entrepreneurial Competencies (PECs) as Freshwater fish PECs with the PECs of successful practitioner/entrepreneur
farmer. as freshwater fish farmer.

Essential Understanding: Essential Question/s:

Aligning ones PECs with the PECs of successful How does one ensure success in a chosen career?
practitioner/entrepreneur helps ensure success in a chosen

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

career.

Learners will know: Learners will be able to:

Personal Entrepreneurial Competencies (PECs) Assess their PECs vis--vis:


 Characteristics/ Traits /Attributes  Characteristics/ Traits /Attributes
 Lifestyles  Lifestyles
 Skills  Skills
PECs of a successful Plant propagator/entrepreneur
Compare ones PECs with that of an
entrepreneur/practitioners
Make necessary alignment to PECs

STAGE 2
Evidence at the level of
Product or Performance Task
Understanding Performance
Activity plan that aligns ones PECS The learners should be able to Assessment of the activity plan based
with the PECS of a demonstrate understanding covering on the following criteria:
practitioner/entrepreneur. the six (6) facets of understanding:
Comprehensiveness of personal
Explanation: plan on areas of development;
Describe your PECs focusing on
strengths and developmental areas. Appropriateness of strategies in
terms of addressing personal areas
Criteria: of development based on ones

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Comprehensiveness (Should PECs and improving further ones


include Characteristics, Attributes, areas of strength.
etc)
Clarity doability
Conciseness

Interpretation:
Compare your PECs with those of
a successful practitioner.

Criteria:
Objectivity
Details/focus
Conclusiveness
Illustration

Application:
Apply ones PECs in pursuing a
chosen entrepreneurial activity.

Criteria:
Efficiency/Effectiveness
Level of competence
Level of confidence
Attitude/Behavior

Perspective:
Express your thoughts on the
importance of PECs from the
viewpoint of a seasoned

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

entrepreneur.

Criteria:
Validity
Relevance
Critical
Plausibility
Sensitivity

Empathy
Express your feelings if you are an
entrepreneur who finds difficulty in
coping with the PECs of a chosen
career.

Criteria:
Openness
Objectivity
Sensitivity

Self-knowledge:
Assess based on the results of PECs,
their level of confidence as a
prospective plant propagator.

Criteria:
Reflective/Insightful
Depth
Objectivity

44
2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

STAGE 3
Teaching-Learning Sequence:

Personal Entrepreneurial Competencies (PECs)

Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics,
attributes, lifestyles, skills, or traits that make a person different from others. When one possesses these competencies,
he/she may become ready to face the challenges of starting a business.

1. EXPLORE

 Ask learners to name people in the community/municipality/city who are successful in their freshwater fish culture
business.
Why are they successful?
Do you wish to be like them?
 Explain to learners the importance of assessing their PECs
 Guide learners in assessing their PECs on the following:
Character
Attribute
Lifestyle
Skills
Traits
(Note: Refer to Appendix A, Activity 1, Assessing ones PECs . This could be reproduced according to the number
of students in class).

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

 Assist learners in analyzing and interpreting the results of the assessment of their PECs.
 Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career.
Teacher may distribute meta cards for learners to write their answers. These may be posted on the wall and
revisited during the Firming-up.

2. FIRM UP

 In order to firm up their understanding, learners may be asked to work individually or in groups in collecting
information about how entrepreneurs succeed in their chosen careers. Some suggested activities: interview with
successful entrepreneurs, inviting successful entrepreneurs as resource persons in class, video documentaries of
successful entrepreneurs, web searching, etc. Appendix B, Activity 2, Evaluating your PECs.
 Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and
differences among successful entrepreneurs in the following aspects: characteristics, traits, attributes, lifestyles,
skills
 Have learners reflect/rethink their understanding of how entrepreneurs succeed in their chosen field. Refer
learners to their answers posted on the wall.
 Process learners learning and check it against EU.
 Check learners understanding against the content standard.

3. DEEPEN

 Have learners align their PECs with those of successful entrepreneurs of their choice. Appendix C, Activity 3-A,
Aligning ones PECS.
 Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with
them.
 Ask learners to express the EU.
 Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs)
.

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

4. TRANSFER

 Have learners prepare an activity plan that aligns his/her PECs with the PECS of a successful
practitioner/entrepreneur. Appendix D, Activity 3-B, Activity plan in aligning ones PECS.
 Assess learners activity plan based on the criteria provided in Stage 2 (assessment at the level of performance)

Resources/Materials/Equipment Needed
Textbooks/KAB Modules
Scripts
Graphic organizers
Charts/Pictures/Video/Multimedia
Questionnaires/Checklists/Handouts/Survey Forms, etc.
Profile of Entrepreneurs

Quarter 4: Topic: Time Frame:


Freshwater Fish Culture Environment and Market 10 days

STAGE 1
Content Standard: Performance Standard:

The learner demonstrates understanding of the The learner formulates a business idea based on the
environment and market that relates with a career choice analysis of environment and market.
in freshwater fish culture.

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Essential Understanding: Essential Question/s:

A successful business venture starts with generating a good How does one select an entrepreneurial activity to be
business idea. pursued?

Learners will know: Learners will be able to:

Environment and Market Conduct SWOT analysis


 Consumers needs and wants Seek and seize business opportunity
 Industry that relates with a career choice Generate potential business idea based on the results
 Product/service that satisfies the needs and wants of of environment and market analysis.
customers
 Business idea generation

STAGE 2
Evidence at the level of
Product or Performance Task
Understanding Performance
Business idea based on the analysis of The learners should be able to Assessment of the generated business
environment and market. demonstrate understanding covering idea based on the following criteria:
the six (6) facets of understanding: profitability/feasibility
practicality

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Explanation: responsiveness to consumer needs


innovativeness
Explain the importance of the
immediate environment and market in
identifying business opportunities.

Criteria:
Comprehensiveness
Clarity
Conciseness
Interpretation:

Interpret the data gathered from


the immediate environment and
market in identifying business
opportunities.

Criteria:
Reliability
Accuracy
Objectivity
Relevance
Validity

Application:

Generate a business idea from


data analysis.

Criteria:

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Appropriateness
Innovativeness
Practicality

Perspective:

Express from the point of view of


a business owner the importance of
scanning the environment and market
in generating business ideas.

Criteria:
Validity
Relevance
Insightfulness

Empathy:
Express their feelings when
entrepreneurs offer the same type of
business in a certain community.

Criteria:
Objectivity
Tactfulness
Persuasiveness
Sensitivity
Open-mindedness

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Self-knowledge:

Self-assess their levels of confidence in


formulating business ideas.

Criteria:
Reflective
Insightful
Objective

STAGE 3
Teaching-Learning Sequence:

Environment and Market


Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural,
and social conditions prevailing in the community. Needs and wants of people in a certain community that are not
met may be considered as business opportunities. Identifying the needs of the community, its resources, available local
specialized skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity.

1. EXPLORE

 Guide learners in assessing their prior knowledge on environment and market as an entrepreneurial lens in
generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools.
 Have learners assess their immediate environment and market to determine the existing industries, needs and

51
2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

wants of target market with the use of the following:


Survey questionnaire;
Interview guide;
Checklist, etc.
SWOT analysis

 Ask EQs to draw out their understanding of environment and market in generating business ideas. Consider
learner responses as tentative EUs that they need to explore further.

5. FIRM UP

 Lead learners in analyzing the assessment conducted on the environment and market in the town/city.
 Assist learners in conducting a community mapping to identify business establishments or industries in the
town/city.
 Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering
activity such as: interview, survey, community mapping, etc.
 Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target
market.
 Ask learners to do supplementary reading and other complementary activities to support the information
presented.

6. DEEPEN

 Ask learners to conduct interview with a seasoned entrepreneur to gather salient information as regards the
manner he/she was able to seize a business opportunity.
 Compare whether the information collected during the interview will complement/harmonize with their skill in
formulating business ideas.
 Assess the learners level of understanding; refer to the assessment in Stage 2.

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

7. TRANSFER

 Ask learners to formulate business ideas as a result of the SWOT analysis of environment and market for freshwater
fish culture.
 Assess learners business ideas based on criteria provided in Stage 2 ( Assessment at the Level of Performance)

Resources/Materials/Equipment Needed
Textbooks
KAB Modules
Magazines/Journals/Articles on supply and demand and existing industry

Quarter 4: Topic: Time Frame:


Freshwater Fish Culture Production of Freshwater 35 Days
Fishes

STAGE 1
Content Standard: Performance Standard:

The learner demonstrates understanding of the The learner produces and markets freshwater fish
production and marketing of freshwater species. species based on the perceived needs of the market.

Essential Understanding: Essential Questions

Acquired knowledge and skills in freshwater fish culture is Why is there a need to acquire knowledge and skills in
53
2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

an important determinant in the success of a fishery Freshwater fish culture?


venture.

Learners will know: Learners will be able to:

Freshwater fish species Select freshwater fish species


Site selection for fish pond Design and layout fishpond
Fish pond construction Construct the fishpond
Cultural practices in the production of freshwater fish Follow cultural practices in the production of
species. freshwater fish species
Fertilizer application Operationalize the fishpond
Fish pond stocking - apply fertilizer
Water management and algal bloom in the fish - stock the desired fish species
pond - water, algal quality and maintenance
Feeds and feeding Harvest freshwater fish
Harvesting and post-harvest practices Compute for selling price, mark-up/mark-down and
Marketing of freshwater fish species break even selling prices
Record keeping and other financial procedures Compare/design advertisement/promotion
Sell freshwater fish species
Perform simple record keeping

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Stage 2
Evidence at the level of
Product or Performance Task
Understanding Performance
Product: Explanation: Assessment of the harvested
Discuss and follow the steps freshwater fishes grown:
Marketable freshwater fishes. involved in freshwater fish culture. Criteria:
Criteria: Quality
Performance Task: Comprehensive Purity of species harvested
Production and marketing of Exact Size and weight at maturity age
freshwater fishes. Complete
Tools
Interpretation: Rubrics for assessment of freshwater
Evaluate the cost and return of fishes grown and harvested
investment ratio in the process of
freshwater fish culture.
Criteria: Assessment of the Cultural Practices in
Accuracy growing freshwater fishes
Reliability Criteria:
Productivity Use of appropriate tools &
equipment
Application: Quality of work
Develop and operationalize a Speed
freshwater fishpond in the school or at Completeness of all tools
home. Tools:
Criteria: Checklist for the assessment of cultural
Productive practices involved in freshwater fish
Profitable culture.

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Purposeful Rubrics/scorecards
Practical Checklists for amount of cultural
practices involved
Perspective:
Compare the profitability of the
chosen freshwater fish species reared, Assessment of the marketing process
with other groups/established farms. of the harvested fishes.
Criteria: Criteria:
Informative Price
Revealing Demand
Convincing Promotion
Precise Package

Empathy: Tools:
Relate to the feelings of successful
freshwater fish grower. Rubrics/scorecards
Satisfying Checklist for marketing process
Self actualizing of the harvested freshwater
Generous fishes.
Open Assessment of the
established/developed fishpond
Self-knowledge: Criteria:
Self assess your strengths and Location of the pond
weaknesses and use the result as a Soil quality and algae
guide if you can cope up with the population
demands of freshwater fish culture Distance from the market
management and operation. Presence of farm inputs/stocks
Criteria:
Reflective Tools:
Understanding Rubrics/checklist for assessment

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Openness of the established/developed


Self adjusting fishpond

Assessment of the cultural practices


in establishing/developing fishpond
Criteria:
Use of tools
Workmanship
Maximization of space/inputs
Maintenance

Tools:
Rubrics for assessment of
cultural practices in
establishing/developing
fishponds

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Stage 3

Teaching/Learning Sequence:

FRESHWATER FISH CULTURE

The presence of inland bodies of water in the localities such as rivers, lakes, creeks, ponds, dams, water reservoirs
for irrigation and the likes provides everyone the opportunity to produce freshwater species. The necessity of freshwater
species production is punctuated by the great demand for the product which is believed to be a growing industry
because of its profitability.

1.EXPLORE

 Guide learners in assessing their prior knowledge and understanding in the production and marketing of
freshwater species through:
Formal assessment checks
- oral language
- writing
- test
- questions
- rubric (combination of checklist and rating scales,
Informal assessment checks
- analogy prompt
- web/concept map (ICT- based/traditional)
- misconception check
- think and draw(ICT- based/traditional)
 Guide learners in understanding the learning standards (content and performance standards), tools and criteria
in the production and marketing of freshwater fishes.

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

 Have learners clarify their expectations and how their learning shall be assessed.
 Have learners view pictures/video presentations and other ICT- based media/materials on the production and
marketing of freshwater fishes.
 Stimulate learners interests and elicit their understanding of the pictures/videos or other ICT- based
media/materials presented.
 Process learners understanding of the pictures and video and other ICT- based presentation and relating it with
their prior knowledge in producing freshwater fishes.
 Guide learners in gaining initial understanding of the concepts and principles of production and marketing of
freshwater fishes.
 Encourage learners to ask probing questions: assess their understanding and welcome tentative responses as
guide to further exploration.

2. FIRM UP

 Have learners gather essential information related to producing and marketing of freshwater fishes from sources
like:
- Successful fish farmers
- web-based resources
- reading materials (books, bulletins, etc.)
 Guide learners to think of an activity where this essential information related to producing and marketing
freshwater fishes can be presented and analyzed.
 Assist the learners in making generalizations/abstractions from the analysis of essential information.
 Have learners correlate the generalizations/abstractions with the essential questions (EQ) probing questions and
tentative responses raised during the Exploration phase.
 Encourage learners to reflect, revise and rethink their understanding in consideration of the processed
information/learning in management and production of freshwater fishes.
 Have learners self-assess their understanding of the concepts in producing and marketing freshwater fishes and
check it against the content standard using ICT- based media resources.

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

3. DEEPEN
 Guide learners in making a web or concept map (ICT- based/traditional) on the different cultural practices and
marketing strategies in producing freshwater fishes.
 Engage learners into a guided discussion on the factors that may affect the different cultural practices and
marketing strategies.
 Process guided discussion and the result of which as basis for learners in preparing a production/ marketing plan
for freshwater fishes of their choice.
 Encourage learners to validate their production/ marketing plan by experts or successful practitioners in
producing and marketing freshwater fishes.
 Encourage learners to reflect, revise and re-think their understanding.
 Have learners express their understanding and check their mastery of the essential understanding (EU) and
content standards (CS) using the six (6) facets of understanding.

4. TRANSFER
 Have learners produce quality and marketable freshwater fishes that are raised in the locality applying new
trends in fishery technology.
 Compute cost of production to determine the profitability of the livelihood activity using ICT- based/traditional
means.
 Assess learners level of performance using appropriate tools/criteria.
 Apply procedures in producing and marketing freshwater fishes under controlled environment.

Suggested Teaching Tools:


- Performance Matrix
- Video Taping
- Using blogs to integrate Technology in the classrooms
- Zoom: A Creativity Game
- Bookkeeping / Journal
- Business log

60