TLE Agri Fishery

2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education

AGRI-FISHERY ARTS II
Career Pathways Technology and Livelihood Education

[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.
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
2
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
3
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.
4
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
5
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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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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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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Quarter 1&2: Topic: Time Frame:

Plant Propagation Environment and Market 10 days
STAGE 1
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.
-
A successful business venture starts with generating a good How does one select an entrepreneurial activity to be
business idea. pursued?
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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STAGE 2
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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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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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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STAGE 3
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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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
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)
Textbooks
KAB Modules
Magazines/Journals/Articles on supply and demand and existing industry
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Quarter 1 & 2: Topic: Time Frame:

Plant Propagation Sexual and Asexual Plant 70 Days
Propagation
STAGE 1
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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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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Stage 2
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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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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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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STAGE 3
Quarter 1 & Quarter 2
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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- 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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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
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
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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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
Entrepreneurial Competencies (PECs) as Pig raiser. PECs with the PECs of successful practitioner/entrepreneur
as pig raiser.
career.

23
Skills Skills
PECs of a successful Plant propagator/entrepreneur Compare ones PECs with that of an
STAGE 2
practitioner/entrepreneur. the six (6) facets of understanding:
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:
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Criteria:
Objectivity
Details/focus
Conclusiveness
Illustration
Application:
Criteria:
Level of competence
Level of confidence
Attitude/Behavior
Perspective:
entrepreneur.
Criteria:
Validity
Relevance
Critical
Plausibility
Sensitivity
25
Empathy
Express your feelings if you are
an entrepreneur who finds difficulty in
career.
Criteria:
Openness
Objectivity
Sensitivity
Self-knowledge:
Assess based on the results of
PECs, their level of confidence as a
Criteria:
Depth
Objectivity
26
STAGE 3
2. EXPLORE
Ask learners to name people in the community/municipality/city who are successful in their pig raising business.
Character
Attribute
Lifestyle
Skills
Traits
27
2. FIRM UP
skills
3. DEEPEN
Aligning ones PECS.
them.
.
4. TRANSFER
28
Scripts
Graphic organizers

Pig Raising Environment and Market 10 days
STAGE 1
environment and market that relates with a career choice analysis of the immediate environment and market.
in pig raising.
29

customers
STAGE 2
practicality
innovativeness
Criteria:
Comprehensiveness
Clarity
30
Conciseness
Interpretation:

opportunities.
Criteria:
Reliability
Accuracy
Objectivity
Relevance
Validity
Application:

data analysis.
Criteria:
Appropriateness
Innovativeness
Practicality
Perspective:

31
Criteria:
Validity
Relevance
Insightfulness
Empathy:
Criteria:
Objectivity
Tactfulness
Persuasiveness
Sensitivity
Open-mindedness
Self-knowledge:

Criteria:
Reflective
Insightful
Objective
32
STAGE 3

1. EXPLORE
Interview guide;
Checklist, etc.
SWOT analysis
2. FIRM UP
33
town/city.
market.
Ask learners to do supplementary reading and other compensatory activity to support the information presented.
3. DEEPEN
4. TRANSFER
Ask learners to formulate business ideas as a result of the SWOT analysis of environment and market for plant
propagation.
Textbooks
KAB Modules
34

Pig Raising Fattener / Piglets / Boar 35 Days
Servicing
STAGE 1
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?
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
35
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
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:
36
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
37
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:
38
- oral language
- writing
- test
- questions
- rubric (combination of checklist and rating scales)
- analogy prompt
- web/concept map (ICT- based/ Traditional material)
- think and draw (ICT- based/traditional)
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
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.
2. FIRM UP
Have learners gather essential information related to pig raising from sources like:
- successful pig raiser
Guide learners to think of an activity where this essential information related to pig raising can be presented and
analyzed.
39
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.
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
Have learners express their understanding and check their mastery of the essential understanding (EU) and
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.
Apply procedures in production and marketing higher sow level.
40
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
Entrepreneurial Competencies (PECs) as Freshwater fish PECs with the PECs of successful practitioner/entrepreneur
farmer. as freshwater fish farmer.
41
career.

Skills Skills
PECs of a successful Plant propagator/entrepreneur
Compare ones PECs with that of an
STAGE 2
practitioner/entrepreneur. the six (6) facets of understanding:
terms of addressing personal areas
Criteria: of development based on ones
42
Comprehensiveness (Should PECs and improving further ones

include Characteristics, Attributes, areas of strength.
etc)
Clarity doability
Conciseness
Interpretation:
Criteria:
Objectivity
Details/focus
Conclusiveness
Illustration
Application:
Criteria:
Level of competence
Level of confidence
Attitude/Behavior
Perspective:
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entrepreneur.
Criteria:
Validity
Relevance
Critical
Plausibility
Sensitivity
Empathy
Express your feelings if you are an
entrepreneur who finds difficulty in
career.
Criteria:
Openness
Objectivity
Sensitivity
Self-knowledge:
Assess based on the results of PECs,
their level of confidence as a
Criteria:
Depth
Objectivity
44
STAGE 3
1. EXPLORE
Ask learners to name people in the community/municipality/city who are successful in their freshwater fish culture
business.
Character
Attribute
Lifestyle
Skills
Traits
45
2. FIRM UP
skills
3. DEEPEN
Aligning ones PECS.
them.
.
46
4. TRANSFER
Scripts
Graphic organizers

Freshwater Fish Culture Environment and Market 10 days
STAGE 1
environment and market that relates with a career choice analysis of environment and market.
in freshwater fish culture.
47

customers
STAGE 2
practicality
48

innovativeness
Criteria:
Comprehensiveness
Clarity
Conciseness
Interpretation:

opportunities.
Criteria:
Reliability
Accuracy
Objectivity
Relevance
Validity
Application:

data analysis.
Criteria:
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Appropriateness
Innovativeness
Practicality
Perspective:

Criteria:
Validity
Relevance
Insightfulness
Empathy:
Criteria:
Objectivity
Tactfulness
Persuasiveness
Sensitivity
Open-mindedness
50
Self-knowledge:

Criteria:
Reflective
Insightful
Objective
STAGE 3

1. EXPLORE
51

Interview guide;
Checklist, etc.
SWOT analysis
5. FIRM UP
town/city.
market.
Ask learners to do supplementary reading and other complementary activities to support the information
presented.
6. DEEPEN
52
7. TRANSFER
Ask learners to formulate business ideas as a result of the SWOT analysis of environment and market for freshwater
fish culture.
Textbooks
KAB Modules

Freshwater Fish Culture Production of Freshwater 35 Days
Fishes
STAGE 1
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
an important determinant in the success of a fishery Freshwater fish culture?

venture.
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
54
Stage 2
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.
55
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
56
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
57
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:
- oral language
- writing
- test
- questions
- rubric (combination of checklist and rating scales,
- analogy prompt
- web/concept map (ICT- based/traditional)
- think and draw(ICT- based/traditional)
in the production and marketing of freshwater fishes.
58
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
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.
2. FIRM UP
Have learners gather essential information related to producing and marketing of freshwater fishes from sources
like:
- Successful fish farmers
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.
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.
59
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.
Have learners express their understanding and check their mastery of the essential understanding (EU) and
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.
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

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2010 SECONDARY EDUCATION CURRICULUM

Career Pathways in Technology and Livelihood Education

Career Pathways Technology and Livelihood Education

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

Quarter 1&2: Topic: Time Frame:

Essential Understanding: Essential Question/s:

Learners will know: Learners will be able to:

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

Personal Entrepreneurial Competencies (PECs)

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

Quarter 1&2: Topic: Time Frame:

Learners will know: Learners will be able to:

Environment and Market Conduct SWOT analysis

Interpret the data gathered from

Generate a business idea from

Express from the point of view of

Express their feelings when

entrepreneurs offer the same type of

Self-assess their levels of confidence in

Environment and Market

Quarter 1 & 2: Topic: Time Frame:

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

Learners will know: Learners will be able to:

Interpretation: Assessment of the production of

standards. propagating forest/fruit tree seedlings

Assessment for marketing of

Quarter 1 & Quarter 2

- think and draw (ICT-based/traditional)

Quarter 3: Topic: Time Frame:

Learners will know: Learners will be able to:

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

Personal Entrepreneurial Competencies (PECs)

revisited during the Firming-up.

Quarter 3: Topic: Time Frame:

Essential Understanding: Essential Question/s:

Learners will know: Learners will be able to:

Environment and Market Conduct SWOT analysis

Interpret the data gathered from

Generate a business idea from

Express from the point of view of

in generating business ideas.

Self-assess their levels of confidence in

Environment and Market

Quarter 3: Topic: Time Frame:

Essential Understanding: Essential Questions:

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

pig raising Completeness of tasks

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

Resources (websites, softwares, etc.)

Quarter 4 Topic: Time Frame:

Essential Understanding: Essential Question/s:

Learners will know: Learners will be able to:

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

Comprehensiveness (Should PECs and improving further ones

Personal Entrepreneurial Competencies (PECs)

Quarter 4: Topic: Time Frame:

Essential Understanding: Essential Question/s:

Learners will know: Learners will be able to:

Environment and Market Conduct SWOT analysis

Explanation: responsiveness to consumer needs

Interpret the data gathered from

Generate a business idea from

Express from the point of view of

Self-assess their levels of confidence in