Career Pathways Technology and Livelihood Education AGRI-FISHERY ARTS II [TEACHING GUIDE] General Standard: The learner demonstrates

s 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. 2 2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II Quarter 1&2: Plant Propagation Topic: Personal Entrepreneurial Competencies (PECs) Time Frame: 5 days STAGE 1 Content Standard: The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) in plant propagation. Performance Standard: The learner prepares an activity plan that aligns his/her PECs with the PECs of successful practitioner/entrepreneur

as plant propagator. Essential Understanding: Aligning ones PECs with the PECs of successful practitioner/entrepreneur helps ensure success in a chosen career. Essential Question/s: How does one ensure success in a chosen career? Learners will know: Personal Entrepreneurial Competencies (PECs) Characteristics/ Traits /Attributes Lifestyles Skills PECs of a successful Plant propagator/entrepreneur Learners will be able to: Assess their PECs vis--vis: Characteristics/ Traits /Attributes Lifestyles Skills Compare ones PECs with that of an entrepreneur/practitioners Make necessary alignment to PECs 3 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 with the PECS of a practitioner/entrepreneur The learners should be able to demonstrate understanding covering the six (6) facets of understanding: Explanation: Describe your PECs focusing on strengths and developmental areas. Criteria: Comprehensiveness (Should include Characteristics, Attributes, etc) Clarity Conciseness Interpretation: Compare your PECs with those of a successful practitioner. Criteria: Objectivity Details/focus Conclusiveness

 Illustration Assessment of the activity plan based on the following criteria: Comprehensiveness of personal plan on areas of development; Appropriateness of strategies in terms of addressing personal areas of development based on ones PECs and improving further ones areas of strength. doability 4 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. 5 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 6 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. 7 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 8 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 9 2010 SECONDARY EDUCATION CURRICULUM

Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II Quarter 1&2: Plant Propagation Topic: Environment and Market Time Frame: 10 days STAGE 1 Content Standard: The learner demonstrates understanding of the environment and market that relates with a career choice in plant propagation. Performance Standard: The learner formulates a business idea based on the analysis of environment and market. Essential Understanding: A successful business venture starts with generating a good business idea. Essential Question/s: How does one select an entrepreneurial activity to be pursued? Learners will know: Environment and Market

Consumers needs and wants Industry that relates with a career choice Product/service that satisfies the needs and wants of customers Business idea generation Learners will be able to: Conduct SWOT analysis Seek and seize business opportunity Generate potential business idea based on the results of environment and market analysis.10 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 environment and market. The learners should be able to demonstrate understanding covering the six (6) facets of understanding: Explanation: 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 Assessment of the generated business idea based on the following criteria: profitability/feasibility practicality responsiveness to consumer needs innovativeness 11 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 12 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 13 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 14 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 datagathering 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 15 2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II Quarter 1 & 2: Plant Propagation Topic:

Sexual and Asexual Plant Propagation Time Frame: 70 Days STAGE 1 Content Standard: The learner demonstrates understanding of the concepts, knowledge and skills in sexually/asexually propagating and marketing fruit/forest trees, and ornamental plants. Performance Standard: The learner sexually/asexually propagates and markets fruit/forest trees, and ornamental plants demonstrating successful propagating and marketing indices. Essential Understanding(s): Regular improvement in sexually/asexually propagating and marketing of fruit/forest trees, and ornamental plants influences greater productivity and success in plant propagation. Essential Question(s): 1. How can one become a successful sexual/asexual plant propagator? 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? 16

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II Learners will know: 4Ms of sexually/asexually propagating and marketing fruit/forest trees and ornamental plants. Legal forms of business ownership Start -up capital Selecting seeds and seed pieces/other planting materials methods of sexual propagation methods of asexual propagation Preparing soil media for seedling production Growing fruit/forest trees and ornamental plants Maintaining the growth of fruit/forest trees and ornamental plants Harvesting and marketing fruit/forest trees and ornamental plants Computing cost of production Pricing products Learners will be able to: List the 4Ms needed in sexually/asexually propagating and marketing fruit/forest trees, and ornamental plants Secure the legal forms of business ownership Source out the start up capital

 Select good seeds and seed pieces/other planting materials Perform sexual/asexual propagation of plants Prepare soil media Grow fruit/forest trees and ornamental plants Perform the cultural practices in maintaining the growth of fruit/forest trees and ornamental plants Carry-out pre and post harvest practices Sell/market fruit/forest trees and ornamental plants 17 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: Marketable fruit/forest trees and ornamental plants Performance Task: Sexually/asexually propagating and marketing fruit/forest trees and ornamental plants. Learners should be able to demonstrate understanding through

the six (6) facets of understanding Explanation: Explain the activities in propagating and marketing fruit/forest trees, and ornamental plants. Criteria accurate in-depth insightful complete Interpretation: Evaluate the cost and return of sexually/asexually propagating fruit/forest trees, and ornamental plants. Criteria meaningful illustrative Assessment of sexually/asexually propagated plants using the following criteria: size germination and growth efficiency quality Tools:

Rubrics/checklist for assessment of propagated fruit/forest trees and ornamental plants. Assessment of the production of marketable fruit/forest trees and ornamental plants using the following criteria: purity quality attractiveness productiveness 18 2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II Sexual and asexual propagation and marketing of fruit/forest trees and ornamental plants significant relevant Application Propagate and market fruit/forest trees, and ornamental plants. Criteria efficient effective

 profitable Perspective: Analyze the production effectiveness and efficiency of propagating fruit/forest trees and ornamental plants using sexual/asexual methods. Criteria: informative revealing credible accurate Empathy: Imagine how it feels like to walk in a plant propagators shoes that fall short of production or management Tools: Rubrics/checklist for assessment of production processes. Assessment for marketing fruit/forest trees and ornamental plants using the following criteria: marketability product pricing potting medium used

 demand record keeping Tools: Rubrics, checklist for assessment in marketing propagated plants. Assessment of the practices in sexual/asexual propagation of plants. Use of tools/materials Workmanship Speed Maintenance Tools: Rubrics for assessment of the practices in sexual/asexual propagation of plants. Assessment of the practices of 19 2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II standards. Criteria: considerate open persistent Self-knowledge:

Self-assess your strengths and weaknesses in plant propagation Criteria: reflective Open Adapting propagating forest/fruit tree seedlings as well as sexually/asexually propagated plants using the following criteria: Use of appropriate tools Quality of work Speed Completeness of all the tasks Tools: Rubric/scorecard in the assessment of the practices of growing sexually/asexually propagated 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.20 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 21 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 22 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 ICTbased/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 23 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: Pig Raising Topic: Personal Entrepreneurial Competencies (PECs) Time Frame: 5 days STAGE 1 Content Standard: The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) as Pig raiser. Performance Standard: The learner prepares an activity plan that aligns his/her PECs with the PECs of successful practitioner/entrepreneur as pig raiser. Essential Understanding:

Aligning ones PECs with the PECs of successful practitioner/entrepreneur helps ensure success in a chosen career. Essential Question/s: How does one ensure success in a chosen career? Learners will know: Personal Entrepreneurial Competencies (PECs) Characteristics/ Traits /Attributes Learners will be able to: Assess their PECs vis--vis: Characteristics/ Traits /Attributes 24 2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II Lifestyles Skills PECs of a successful Plant propagator/entrepreneur Lifestyles Skills 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 with the PECS of a practitioner/entrepreneur. The learners should be able to demonstrate understanding covering the six (6) facets of understanding: Explanation: Describe your PECs focusing on strengths and developmental areas. Criteria: Comprehensiveness (Should include Characteristics, Attributes, etc) Clarity Conciseness Interpretation: Compare your PECs with those of a successful practitioner. Assessment of the activity plan based on the following criteria: Comprehensiveness of personal plan on areas of development; Appropriateness of strategies in terms of addressing personal areas

of development based on ones PECs and improving further ones areas of strength. doability 25 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 26 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

Objectivity27 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 28 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. 29 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: Pig Raising Topic:

Environment and Market Time Frame: 10 days STAGE 1 Content Standard: The learner demonstrates understanding of the environment and market that relates with a career choice in pig raising. Performance Standard: The learner formulates a business idea based on the analysis of the immediate environment and market. Essential Understanding: A successful business venture starts with generating a good business idea. Essential Question/s: How does one select an entrepreneurial activity to be pursued? 30 2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II Learners will know: Environment and Market Consumers needs and wants Industry that relates with a career choice Product/service that satisfies the needs and wants of

customers Business idea generation Learners will be able to: Conduct SWOT analysis Seek and seize business opportunity Generate potential business idea based on the results of environment and market analysis. STAGE 2 Evidence at the level of Product or Performance Task Understanding Performance Business idea based on the analysis of environment and market. The learners should be able to demonstrate understanding covering the six (6) facets of understanding: Explanation: Explain the importance of the immediate environment and market in identifying business opportunities. Criteria: Comprehensiveness Clarity Assessment of the generated business idea based on the following criteria:

 profitability/feasibility practicality responsiveness to consumer needs innovativeness 31 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 32 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 33 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 34 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 datagathering 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 35 2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II Quarter 3: Pig Raising Topic: Fattener / Piglets / Boar Servicing Time Frame: 35 Days STAGE 1 Content Standard: The learner demonstrates knowledge and skills in producing and marketing fatteners/piglets/boars for

servicing. Performance Standard: The learner produces and markets piggery products and services based on the perceived needs of the market. Essential Understanding: Functional knowledge, skills and attitudes on the theories and principles in pig raising can generate a financially viable pig raising business Essential Questions: 1. Why is there a need to acquire functional knowledge, skills and attitude on the theories and principles in pig 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: 4 Ms in pig raising Direct and indirect costs in pig raising Forms of business ownership in pig raising Types of business in pig raising Selecting breeds: gilt for piglet production and boar for servicing Housing and equipment in raising pigs Learners will be able to: List down the 4 Ms needed in the production and

marketing processes in pig raising. Compute direct and indirect costs in pig raising Choose the forms of business ownership in pig raising Map-up the type of business in pig raising Choose the breeds to raise Provide housing and equipment 36 2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II Raising pigs for fattening, piglet production and boar for servicing Feeds and feeding Health and sanitation Pricing Method of piggery products Marketing fatteners/piglets Advertising boar servicing Raise pigs for fattening, piglets and boar for servicing Perform feed density and feeding Vaccinate and mange treat the animals Calculate selling price for fatteners/piglets Sell fatteners/piglets Advertise boar servicing. Stage 2 Evidence at the level of Product or Performance Task

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

 Production efficiency Tools: Rubrics/scorecard for assessment of fatteners/piglets/boar for servicing Assessment of the production process of raising fatteners/piglets/boar for servicing using the following criteria: 37 2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II pig raising Criteria: Meaningful Illustrative Significant Application: Raise and market fatteners/piglets/ boar for servicing Criteria: Purposeful Efficient Productive Perspective:

Analyze the feed conversion efficiency of your pigs Criteria: Informative Revealing Realistic Empathy: Relate the feeling of a successful pig raiser Criteria: Valuable Completeness of tasks Use of tools and materials Time management Attitude in the workplace Tools: Rubrics/checklist for the assessment of production processes in raising fatteners/piglets/boar for servicing Assessment for marketing fatteners/piglets/boar for servicing using the following criteria: Marketability

 Profitability Records keeping Tools: Rubrics/checklist for assessment of marketing fatteners/piglets/boar for servicing. 38 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 39 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. 40 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. 41 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 Freshwater Fish Culture Topic: Personal Entrepreneurial Competencies (PECs) Time Frame: 5 days STAGE 1 Content Standard: The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) as Freshwater fish farmer. Performance Standard: The learner prepares an activity plan that aligns his/her PECs with the PECs of successful practitioner/entrepreneur as freshwater fish farmer.

Essential Understanding: Aligning ones PECs with the PECs of successful practitioner/entrepreneur helps ensure success in a chosen Essential Question/s: How does one ensure success in a chosen career? 42 2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II career. Learners will know: Personal Entrepreneurial Competencies (PECs) Characteristics/ Traits /Attributes Lifestyles Skills PECs of a successful Plant propagator/entrepreneur Learners will be able to: Assess their PECs vis--vis: Characteristics/ Traits /Attributes Lifestyles Skills 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 with the PECS of a practitioner/entrepreneur. The learners should be able to demonstrate understanding covering the six (6) facets of understanding: Explanation: Describe your PECs focusing on strengths and developmental areas. Criteria: Assessment of the activity plan based on the following criteria: Comprehensiveness of personal plan on areas of development; Appropriateness of strategies in terms of addressing personal areas of development based on ones 43 2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II Comprehensiveness (Should include Characteristics, Attributes, etc)

 Clarity 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 PECs and improving further ones areas of strength. doability 44

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 Objectivity45 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). 46 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) . 47 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:

Freshwater Fish Culture Topic: Environment and Market Time Frame: 10 days STAGE 1 Content Standard: The learner demonstrates understanding of the environment and market that relates with a career choice in freshwater fish culture. Performance Standard: The learner formulates a business idea based on the analysis of environment and market. 48 2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II Essential Understanding: A successful business venture starts with generating a good business idea. Essential Question/s: How does one select an entrepreneurial activity to be pursued? Learners will know: Environment and Market Consumers needs and wants

Industry that relates with a career choice Product/service that satisfies the needs and wants of customers Business idea generation Learners will be able to: Conduct SWOT analysis Seek and seize business opportunity Generate potential business idea based on the results of environment and market analysis. STAGE 2 Evidence at the level of Product or Performance Task Understanding Performance Business idea based on the analysis of environment and market. The learners should be able to demonstrate understanding covering the six (6) facets of understanding: Assessment of the generated business idea based on the following criteria: profitability/feasibility practicality 49 2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II

Explanation: 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: responsiveness to consumer needs innovativeness 50

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 51

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 52

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 datagathering 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. 53 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: Freshwater Fish Culture Topic: Production of Freshwater Fishes Time Frame: 35 Days STAGE 1 Content Standard:

The learner demonstrates understanding of the production and marketing of freshwater species. Performance Standard: The learner produces and markets freshwater fish species based on the perceived needs of the market. Essential Understanding: Acquired knowledge and skills in freshwater fish culture is Essential Questions Why is there a need to acquire knowledge and skills in 54 2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II an important determinant in the success of a fishery venture. Freshwater fish culture? Learners will know: Freshwater fish species Site selection for fish pond Fish pond construction Cultural practices in the production of freshwater fish species. Fertilizer application Fish pond stocking Water management and algal bloom in the fish pond

 Feeds and feeding Harvesting and post-harvest practices Marketing of freshwater fish species Record keeping and other financial procedures Learners will be able to: Select freshwater fish species Design and layout fishpond Construct the fishpond Follow cultural practices in the production of freshwater fish species Operationalize the fishpond - apply fertilizer - stock the desired fish species - water, algal quality and maintenance Harvest freshwater fish Compute for selling price, mark-up/mark-down and break even selling prices Compare/design advertisement/promotion Sell freshwater fish species Perform simple record keeping 55 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: Marketable freshwater fishes. Performance Task: Production and marketing of freshwater fishes. Explanation: Discuss and follow the steps involved in freshwater fish culture. Criteria: Comprehensive Exact Complete Interpretation: Evaluate the cost and return of investment ratio in the process of freshwater fish culture. Criteria: Accuracy Reliability Productivity Application: Develop and operationalize a freshwater fishpond in the school or at

home. Criteria: Productive Profitable Assessment of the harvested freshwater fishes grown: Criteria: Quality Purity of species harvested Size and weight at maturity age Tools Rubrics for assessment of freshwater fishes grown and harvested Assessment of the Cultural Practices in growing freshwater fishes Criteria: Use of appropriate tools & equipment Quality of work Speed Completeness of all tools Tools: Checklist for the assessment of cultural practices involved in freshwater fish culture. 56

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II Purposeful Practical Perspective: Compare the profitability of the chosen freshwater fish species reared, with other groups/established farms. Criteria: Informative Revealing Convincing Precise Empathy: Relate to the feelings of successful freshwater fish grower. Satisfying Self actualizing Generous Open Self-knowledge: Self assess your strengths and weaknesses and use the result as a guide if you can cope up with the

demands of freshwater fish culture management and operation. Criteria: Reflective Understanding Rubrics/scorecards Checklists for amount of cultural practices involved Assessment of the marketing process of the harvested fishes. Criteria: Price Demand Promotion Package Tools: Rubrics/scorecards Checklist for marketing process of the harvested freshwater fishes. Assessment of the established/developed fishpond Criteria: Location of the pond Soil quality and algae

population Distance from the market Presence of farm inputs/stocks Tools: Rubrics/checklist for assessment 57 2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II Openness Self adjusting of the established/developed 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 58 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. 59 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. 60 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 ICTbased/traditional means. Assess learners level of performance using appropriate tools/criteria. Apply procedures in producing and marketing freshwater fishes under controlled environment.