Agri-Quarter II TG - Yr.3 Landscape Gardening

2010 Secondary Education Curriculum Agri-Fishery Arts Year III Landscape Gardening
Quarter 2:Landscape Gardening
Topic: Personal Entrepreneurial Timeframe: 3-5 days Competencies (PECs) STAGE 1 Content Standard: Performance Standard: The learner demonstrates understanding of The learner independently prepares a suitable activity plan Personal Entrepreneurial Competencies that aligns his/her PECs with the PECs of successful (PECs)in Landscape Gardening practitioner/entrepreneur in landscape gardening
Essential Understanding: Aligning ones PECs with PECs of successful practitioner/entrepreneur helps ensure success in chosen career. Learners will know: Personal Entrepreneurial Competencies (PECs) Characteristics Attributes Lifestyles Skills Traits Successful entrepreneurs/practitioners in a province
Essential Question: How does one ensure success in a chosen entrepreneurial career in landscape gardening
Product or Performance
Learners will be able to: Assess their PECs vis--vis: Characteristics Attributes Lifestyles Skills Traits Compare their PECs with that of the entrepreneur/practitioner Align development areas based on the results of PECs assessment Make a plan of action on how to improve their development areas and further their areas of strength. STAGE 2 Evidence at the level of
Task: Plan of action that addresses personal - areas of development based on ones PECs, and strengths needing further enhancement
Understanding Performance The learners should be able to Assessment of the personal plan of demonstrate understanding in action based on the following criteria: landscape gardening by covering any of the six (6) facets of understanding: Comprehensiveness: Strength and development areas Describe your PECs focusing on are identified and prioritized; strengths and developmental areas. Appropriate strategies are Criteria: selected; Comprehensiveness Relevant resources are (Should include Characteristics, employed/considered; and Attributes, etc) Alternative course of actions are Clarity reflected Conciseness Feasibility Compare your PECs with those of a Cost-effective and realistic successful practitioner. Time-bound; Criteria: Actions/activities are focused on Objectivity goals Credibility Conclusiveness Apply ones PECs in pursuing a chosen entrepreneurial activity. Criteria: Efficiency/effectiveness Level of competence Level of confidence Express your thoughts on the importance of PECs from the
viewpoint of a seasoned entrepreneur. Criteria: Comprehensiveness Relevance Objective Illuminating Express your feelings if you are an entrepreneur who easily copes with the PECs of a chosen career. Criteria: Objective Persuasive Sensible Assess, based on the results of your PECs, your level of confidence as a prospective manager in landscape gardening. Criteria: Objective Insightful Conclusive
STAGE 3
Teaching/Learning sequence: Individuals possess different Personal Entrepreneurial Competencies (PECs). These include characteristics, attributes, lifestyles, skills, or traits that make a person different from others. When one possesses these attributes, he/she may become ready to face the challenges of starting a business. Hence, the learners shall: 1. EXPLORE As part of initial activities, learners shall be given an overview of the Personal Entrepreneurial Competencies (PECs) that include characteristics, attributes, lifestyles, skills, or traits, what they are expected to learn and how their learning will be assessed. In this stage, diagnosis of their basic knowledge of PECs shall form part of the prerequisites.
a. Ask learners to name people in the province who are successful in their business. Why are they successful? If you were _____ (name one successful business man in the province) what do you think are his/her characteristics? Do you wish to be like him/her? 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 for a copy of the 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 below to draw out their initial understanding on how entrepreneurs succeed in their chosen career. How does one ensure success in a chosen entrepreneurial career in landscape gardening. Encourage learners to participate in the activity. (Teacher may distribute meta cards for learners to write their answers. When done, these may be posted on the wall to be processed. Devote quality time revisit the same during the FIRMING-UP). 2. FIRM-UP Varied learning experiences shall be introduced to help learners challenge initial notion on PECs, examine/assess prior knowledge, and begin to discover the merits of tentative ideas in answering the EQ; make their understanding of PECs thorough by validating what experts say about success that many aspiring and budding entrepreneurs share their insights that there should be a combination of skills and traits to succeed; equip them with skills and knowledge to maximize chances of success; and undergo differentiated instruction to address their unique strengths and needs.
In order to firm up learners understanding, they may be asked to work individually or in groups in collecting information about how entrepreneurs succeed in their chosen careers. Some suggested activities are the following: interview with successful entrepreneurs, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc. 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. 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 of processes and skills. When there are misconceptions revealed in the
assessment for learning having administered, administer appropriate interventions as remedy to the learning gap. 3. DEEPEN Learners shall be engaged in processing and making meanings out of the information having studied, as they reflect, revisit, revise and rethink their ideas; express their understandings and engage in meaningful self evaluation; and undergo in-depth study of PECs. When they are able to polish these characteristics, they could easily shape the definition of success.
Have learners align their PECs with those of a successful entrepreneur of their choice. Reflect on their development areas as well as their areas of strength. Ask how they would improve further their areas of strength. 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
This phase challenges learners to organize their learning experiences on the practical applications such as in alignment and execution of their plan of action on how to further intensify areas of strength. Likewise, they too, are challenged to transfer their learning in a new setting or specifically when a demand for such PECs are called for. By doing such, they could honestly say that they have the right personality type at this point in time. Have learners prepare a plan of action that addresses their areas of development based on their PECs analysis matrix. Ask learners to make a plan of action on how strong PECs can be further improved. Assess learners plans of action based on the criteria provided in Stage 2 (Assessment at the level of
performance).
Attachment A: Important Entrepreneurial Traits The following are the fundamental characteristics of an entrepreneur: 1. Hard working: If you are determined to run your own business, you must concentrate on your work either as a producer or a seller. The success of your business depends on how much time and effort you will spend on it. 2. Self- Confidence: You must have a strong faith in your ability despite the problems that you will encounter along the way. 3. Future-Oriented: Once a person enters in a line of business, you must understand that you are in a non-stop contract that an entrepreneur should understand. It may take several years to build up a business to a reasonable standard. The goal for most successful business people is to build a secure job and stable income for themselves based on their own ability. 4. Profit-Oriented: When you enter into the world of business, obviously, you are looking for income because you know that this will be your bread and butter not only for you but also for your family. Therefore, you must see to it the business can generate income. Another plan of action is to expand your own business through the use of your generated income. 5. Goal-Oriented: An entrepreneur is forward looking. You have an advanced preparation for your business. You
set a long-term goal for the activities that are needed, an extensive preparation for the production process and procedures that you need to go through to acquire, human and non-human resources. Everything in your business will have to be set clearly, organized, and planned depending on the goal you want to achieve. 6. Persistence: Differences in opinion and judgment. Your opponent can be a part of the rejection on what you
intend to do for your endeavor. As an entrepreneur, you must be firm, strong-willed, and stick or follow your own belief. 7. Copes with Failure: Learn from your mistakes. As an entrepreneur, you must learn how to deal with the
frustrations and failures instead, turn these into productive learning experiences. 8. Responds to Feedback or Open to Feedback: You must be concerned to know how well you are doing and
keep track of your performance. You must obtain useful feedback and advice from others. 9. Take the Initiative: A successful entrepreneur takes the initiative. You must put yourself in a position where you personally are responsible for the failure or success of your business. 10. Willing to Listen: Take time to listen to the advice, suggestions, and recommendations of fellow entrepreneurs. It will help your business grow. 11. Set your Own Standards: This involves developing and using logical, step-by-step plans to reach the goals, or offering evaluation alternatives, monitoring progress, and switching to successful strategies for the goal you want to achieve. To be a successful entrepreneur you must take into consideration that sales and production depend on your own standards. 12. Copes with Uncertainty: Pursue your vision to be a successful entrepreneur, you should know how to handle unusual events that may happen in the business which include problems in managing the workers, problems on the delivery of goods and services, and the problems on demand and production. You must be patient in dealing with these uncertainties. 13. Committed: You should know that in your business, personal needs, attachment to your friends, families and relatives are set aside. You must separate the money for your business from the amount that you need to spend
for personal obligations and lifestyles. 14. Builds on Strengths: Successful business people base their work on strengths. Use your manual skills, knowledge in creating products or services, knowledge in trade and industry, ability to make and use of a wide network of contacts to build your business. 15. Reliable and has Integrity: An entrepreneur must build a good reputation, possess the courage to do the right thing, do what you say, walk your talk, be loyal, and be fair in dealing with the subordinates and costumers. 16. Risk-Taker: Risk sometimes cannot be anticipated. When misfortunes happen, consider these as challenges and work them out and set good alternatives. Risks may result to loss of your business or even bankruptcy.
Personal Entrepreneurial
My Personal Entrepreneurial Competencies
Competencies of an Entrepreneur Hardworking Self-confident Builds for the future Profit-oriented Goal-oriented Persistent Copes with failure Responds to feedback Demonstrates initiative Willing to listen Sets own standards Copes with uncertainty Committed Builds on strengths Reliable and has integrity Risk-taker TOTAL
Strength
Needs to be developed
1. Ask learners to thoughtfully study and understand the meanings of PECs as described in the preceding page; 2. Let them objectively assess themselves by indicating a check (/) mark in either strengths and/or development
areas column; 3. Have them interpret the results by counting the total number of check marks in each of the columns; 4. Ask learners to work in groups. Let them compare and/or validate their own interpretation. Challenge each group to prepare a presentation that describes their groups profile.
Attachment B: Plan of action on PECs that need to be developed My PECs that need to be developed 1. Creative
Activities to align PECs with that of a successful entrepreneur 1. 2. 3.
Resources needed
Time Frame
2. Organized
1. 2. 3.
3. Competent 4.
1. 2. 1. 2.
Attachment C: Plan of Action on how PECS can be further improved
My strong PECs 1. Resourceful
Activities to further improve PECs 1. 2. 3.
Resources needed
Time Frame
2. Observant
1. 2. 3.
3. Committed
1. 2.
4.
1. 2.
Instructions: 1. Let learners use the suggested matrices above to indicate their plan of actions on the two areas: (a) PECs that need to be developed; and (b) PECs that are already strong. (Note: The above matrix has few examples. Please tell learners not to copy the examples indicated therein); 2. Challenge them to supply information in all of the columns to indicate their plans, activities, resources needed, and time frame to attain the desired level of PECs; 3. Ask volunteers to present before the class the results of this activity. 4. Conduct a short processing by highlighting the importance of these matrices to their lives as future entrepreneurs. Remind learners that the same would keep track of their plans and timelines of activities that will ensure a holistic development of ones PECs.
Attachment D
PERSONAL ENTREPRENEURIAL COMPETENCIES (PECs)

Instructions
1. This questionnaire consists of 55 brief statements. Read each statement and decide how well it describes you. Be honest about yourself. Remember, no one does anything very well, nor is it even good to do everything very well. Besides that, your rating of the individual questions remains your secret and you may take this questionnaire home. 2. Select one of the numbers below to indicate how well the statement describes you: 5 Always 4 Usually 3 Sometimes 2 Rarely 1 Never 3. Write the number you select on the line to the right of each statement. Here is an example: I remain calm in stressful situations 2
The person who responded to the item above wrote a 2 to indicate that the statement describes him very little.
4. Some statements may be similar but no two are exactly alike. 5. Please answer all questions.
Attachment E
PECS SELF RATING QUESTIONNAIRE RATING 1. 2. I look for things that need to be done. When faced with a difficult problem, I spend time trying to find a solution. 3. I complete my work on time. 4. It bothers me when things are not done very well. 5. I prefer situations in which I can control the outcomes as much as possible. 6. I like to think about the future. 7. When starting a new task or project, I gather a great deal information before going ahead. 8. I plan a large project by breaking it down into smaller task. 9. I get others to support my recommendations. 10. I feel confident that I will succeed at whatever I try to do. 11. No matter whom Im talking to, Im a good listener. 12. I do things that need to be done before being 13. 14. 15. 16. ________ ________ ________ ________ ________ ________ ________ ________ ________ ________
_______
________ ________ ________
asked to do so by others. I try several times to get people to do what I would like them to do. I keep the promises I make. My own work is better than that of other people I work with. I dont try something new without making sure I will succeed.
_______
________
________ _________ _________
17. Its a waste of time to worry about what to do with your life. 18. I seek the advice of people who know a lot about the tasks Im working on. 19. I think about the advantages and disadvantages or different ways of accomplishing things.
Quarter 2:Landscape Gardening
Topic: Environment and Market
Timeframe: 5-7 days
STAGE 1 Content Standard: Performance Standard: The learner demonstrates understanding of environment and market that relates with career The learner independently determines a good choice in Landscape Gardening business idea based on the analysis of the environment and market in ones province for landscape gardening Essential Understanding: A successful business venture starts with the generation of a good business idea. 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 Essential Question: How does one generate a good business idea ?
Learners will be able to: Conduct SWOT analysis Seek and seize business opportunity
STAGE 2
Product or Performance Task: Formulation of a business idea based on the analysis of the environment and market from ones province.
Evidence at the level of Understanding Performance Explain what is revealed when one Assessment of the formulated analyzes the environment and business idea based on the market in a certain province. following criteria: Criteria: profitability / feasibility Thorough practicality Insightful responsiveness to customers Objective needs innovativeness Make meaning of the information as revealed in the data analysis of the environment and market in ones province. Criteria: Conclusive Insightful Objective Propose a method for classifying the needs and wants of the target market in ones province. Criteria: Practicality Appropriateness Effectiveness See from the perspectives of buyers and sellers the importance of ones environment and market.
Criteria: Insightful Objective Conclusive Assume roles performed by entrepreneurs when they try to excel over a competition on the same type of business in a certain province. Criteria: Responsiveness Appropriateness Effectiveness Deepen ones understanding of the importance of SWOT analysis prior to deciding an entrepreneurial activity to be pursued. Criteria: Insightfulness Appropriateness Effectiveness
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 by existing business establishments 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 As part of initial activities, learners shall be given an overview of topics on environment and market, what they are expected to learn and how their learning will be assessed. In this stage, diagnosis of their basic knowledge of the socio-political conditions in community, the needs and wants of the target market, business opportunities that they might be seized for possible business venture shall serve as prerequisites of the lesson. 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 provinces 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 student responses as tentative EUs that they need to explore further.
How does one generate a good business idea that relates with landscape gardening?
Encourage learners to work in group to come up with tentative answers to the question posted. (Teacher may distribute meta cards for learners to write their answers. When done, these may be posted on the wall to be processed. Devote quality time revisit the same during the FIRMING-UP). 2. FIRM-UP
Varied learning experiences shall be introduced to help learners challenge their misconceptions on the importance of invironment and market in seizing a potential business opportunity, examine/assess prior knowledge, and begin to discover the merits of tentative ideas in answering the EQ; make their understanding of the needs and wants of market and industries in aid of predicting their chances of success; and undergo differentiated instruction to address their diverse strengths and needs.
Lead learners in analyzing the assessment conducted on the environment and market in a certain province. Assist learners in conducting a community mapping to identify business establishments or industries in a province. 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. Encourage learners to reflect/rethink their understanding of how entrepreneurs succeed in seizing a potential business venture. Process learners learning of processes and acquisition of skills. Ask learners to do supplementary reading and other compensatory activity to support the information presented.
Administer assessment for learning to gauge whether there are misconceptions revealed. Administer appropriate interventions whenever necessary as a remediation activity to the learning gap. 3. DEEPEN
Learners shall be engaged in processing and making meanings out of the information having studied, as they reflect, revisit, revise and rethink their ideas; express their understandings and engage in meaningful self evaluation; and undergo in-depth study of how to seize a business venture that will manufacture, render or deliver products and services to ultimately meet the discriminating needs and wants of the markets.
Ask learners to interview seasoned entrepreneur to gather salient information on 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 students level of understanding by administering an assessment of learning. (Note: Refer to the assessment in Stage 2). Check learners understanding to determine whether they are: still far from the desired level of understanding/ already close to the desired level of understanding/ beyond the targeted level. Consider an intervention and appropriate compensatory activity/practical exercises to help learners who are still struggling to achieve the desired level of understanding.
4. TRANSFER
This phase challenges learners to organize their learning experiences on the practical applications of KSAs in seixing a business idea as answer to market demand. Likewise, they are challenged to transfer their learning in a new setting or when a demand for such competency are called for. By doing such, chances of success can be predicted.
Ask learners to formulate business ideas as a result of the SWOT analysis of environment and market for landscape gardening Assess learners business ideas based on the criteria provided in Stage 2. (Assessment at the Level of Performance). Attachment A: Seizing a Business Opportunity Instructions: 1. Challenge learners ability to generate a business idea? Ask them to study the sample vicinity map of a community with a population of one thousand people. The OCESTH Empire, a housing project will be
constructed along Gen Aguinaldo Hi-Way, its main road, where the commercial establishments are situated. This housing project as the brochure announces, targets young couples with two kids.
2. Ask learners to answer questions below that may lead to the generation of a probable business. The answers to these questions will serve as bases in formulating their own business ideas.
a. Who do you think are your target consumers/markets? b. Where is the most ideal location to situate your business? c. Which products or services would appeal to your target consumers/markets? d. Can you say that you have seized the most feasible business opportunity? 3. Request learners to present the result of this activity. Assess the merits of their accomplishments using the suggested rubric.
Quarter II
Topic:
Time Frame:
Landscape Gardening 35 days STAGE 2 Content Standard: Performance Standards: The learner demonstrates understanding of knowledge The learners independently produce landscape and skills in the underlying theories and principles of gardens using the acceptable elements of design. landscape gardening based on perceived needs of the market. Essential Understanding (s): Essential Question (s): Producing quality landscape gardens offers varied Why is there a need to use appropriate plants in opportunities for entrepreneurial activities at home, in landscaping, dish gardening and bonsai and terrarium
school and the community.
making?
Learners will know: Learners will be able to: Following the 4ms of production Produce landscape garden plan using the elements of design Planning a landscape garden using the elements of design Gather various plants, ornamentals and other ornaments for dish garden, bonsai and terrarium Selecting plants, ornamental and other ornament garden based on the design materials for landscape gardening Use appropriate tools, gadgets and equipment Using appropriate tools, gadgets and equipment for properly for landscape gardening landscape gardening Prepare suitable soil media for landscaped gardens Preparing soil media for landscape gardening Maintain a landscaped garden Caring and maintaining landscaped garden Produce dish garden, bonsai, and terrarium gardens Preparing dish gardens Plan effective advertisement for the products Making bonsai Sell landscape garden products Making terrarium Offer landscaping services based on the prevailing Marketing finished products in landscape gardening cost Analyzing break-even point in terms of number of Determine the profitability productivity by employing goods and the selling price per unit. the break-even analysis formula Prepare financial plan using the correct formula STAGE 2 Evidence at the level of Understanding Product: Marketable landscaped products Performance Learners should be able to Assessment of production and demonstrate understanding through marketing of landscaped gardens the six (6) facets of understanding Procedural Quality of plants Explanation: Use of Elements Discuss the steps involved in Steps followed
landscape gardening. Tools: Criteria: Comprehension Thorough Complete Accurate Performance Task: Production and landscaped gardens Interpretation Evaluate the profitability of landscape gardening Criteria: Correct Significant Meaningful Relevant Application Produce landscaped Criteria: Profitable Productive Logical Inputs use Rubrics of assessment of production and marketing of landscape gardens. Assessment of cultural practices of producing landscaped gardens Use of tools of Workmanship Timing Use of local materials Tools: Rubrics scorecard for assessment of the cultural practices in landscape gardening Assessment for landscape gardens Price Promotion Demand Standardization use marketing
marketing
gardens
Tools Perspective Rubrics/scorecard for marketing Compare bonsai making from dish landscaped gardens. gardening Informative Credible Precise
Revealing
Sympathy Relate the feelings of a successful landscape gardener Criteria: Gratifying Fulfilling Sense of worth Sense of pride Self-knowledge Reflect your experiences landscape gardening Criteria: Awareness Insightful Objective Self-adjusting
with
STAGE - 3 Teaching/Learning Sequence LANDSCAPE GARDENING The growing popularity of landscape gardening most especially in the urban areas can generate income for growers of ornamental plants throughout the archipelago. Since landscape gardeners draw most of their inputs from the gardens of these growers they are somehow related to each other. With the quest for beauty in the garden, home and offices among the enthusiasts, the demand for landscape gardening is steadily ever increasing.
This form of art heavily lean on the artistic and aesthetic prowess of anyone who could excel in landscaping and the production of other landscaped gardens such as bonsai, dish gardens, terrarium and the like. 1. EXPLORE Guide Learners in assessing their prior knowledge and understanding in the production and marketing of landscaped gardens through Formal assessment checks The teacher may use any of the following: Oral What I know about landscape gardening _______________________________________________ What I want to know about landscape gardening _________________________________________ Test - Paper and Pencil Question and Answer
Informal assessment checks Anyone of the following can be need to informally assess prior knowledge and understanding of learners in the production and marketing of landscaped gardens: 1. Analogy prompt present the learners an analogy prompt using the format. (designated concepts/principles/or process is like_______________________because__________________. 2. Web/concept map-ask learners to create a web or concept map to show the elements or components of a topic or process. Guide learners in understanding the content and performance standards, the direction of the course and the tools and criteria in the production and marketing of landscaped gardens to be used. Have learners clarify their expectation and how their learning shall be assessed as evidence at the level of understanding and performance through an essay type of writing. To draw their interest further, have the learners visit a well manicured lawn/landscaped garden nearby to be followed by a video presentation on how gardens are landscaped. Stimulate learners interests and elicit their understanding of the video presentation. Process the learners understanding of the video presented in producing landscaped gardens . Guide learners in gaining initial understanding of the concepts and principles in the production and marketing of landscaped gardens.
Encourage learners to ask probing questions: assess their understanding and welcome tentative responses as guide to further exploration. Ask the learners the essential questions and accept all responses from them. Assessment for knowledge. Select the word or group of words that corresponds the correct answer. _____1. Based on color wheel, complimentary colors make a good combination such as: A. Blue and Orange B. Violet and Blue C. Green and Blue D. Red and Orange
_____ 2. Bonsai garden which is a Japanese art is composed of A. B. C. D. Young trees which are shortened Old trees which are shortened Tall trees which are shortened Small trees which are shortened
_______ 3. Small-leafed plants, ornaments, pebbles, etc. are materials used in A. B. C. D. Landscape gardening Bonsai garden Terrarium making Dish gardening
_______ 4. The best marketing strategy for bonsai, terrarium and dish garden is A. B. C. D. Selling in public markets Selling around the community Selling in roadside Selling in mall
________ 5. An ideal soil media are those with A. B. C. D. All the elements needed Some of the elements needed None of the elements needed Nitrogen only
Post-assessment for knowledge 1. In your own experience, which is the most popular among the following: A. Bonsai B. Terrarium C. Dish garden D. Landscape garden 2. Which of the following are secondary colors A. B. C. D. Red and blue Yellow and green Orange and green Blue and green
3. Dish garden can be a high earning project if the plants used are : A. Common B. Expensive C. Rare D. Colorful 4. How will you sell your landscape gardening skills?
A. Develop more designs B. Conduct training workshops C. Organize Agricultural exhibits D. Ask help from government officials 5. How will you start your landscape gardening business A. Grow your own plants B. Purchase samples C. Develop landscape gardens D. Conduct feasibility study 2. FIRM UP Pre-assessment. Checking for skills ________________ 1. The ideal combination of colors based on the principles of design. ________________ 2. The proper way of providing moisture to the small plants in dish garden, bonsai and terrarium. ________________ 3. Mixing different types of soil, compost and other materials. ________________ 4. Decreasing the height of an old tree to make it to looks like a miniature tree. ________________ 5. By putting together various elements to produce a plan for landscape gardening. Have learners gather essential information related to producing and marketing of landscaped gardens from sources like - Successful landscape gardeners and growers of ornamental and flowering plants. - Web-based resources - Reading materials (books, pamphlets, etc) Guide learners to think of an activity where this essential information related to the producing and marketing of landscaped gardens can be presented and analyzed. Assist the learners in making generalizations/abstractions from the analysis of essential information by group. 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 marketing and production of landscaped garden. Have learners self-assess their understanding of the concepts in producing and marketing of landscaped gardens
and check it against the content standards. Self-Assessment in landscape gardening. Checking for skills _____________ 1. Right and left sides of a design have exactly the same elements _____________ 2. There are non-living parts of a landscape gardens _____________ 3. Types of plants used in dish garden, bonsai and terrarium making _____________ 4. The most important elements in soil media ____________ 5. What is the process of putting thing together in a blue print Post-assessment. Identify what is being asked. ____________ 1. Why do we base our design on color harmony? A. It is the request of the owner B. It is the decision of the landscape gardener C. It is the demand of the buyers D. It is the desire of the helper ____________ 2. In using the tools and equipment for landscape gardening, the foremost consideration is A. The condition of the tools and equipment B. Precautionary measures on the use of tools and equipment C. Quality of the tools and equipment D. Skills of the user ____________ 3. A landscape gardener has to have various ornamental plant to choose from so that he could select the best A. Propagated plants B. Harmony C. Dish garden D. Bonsai _____________ 4. What type of dish garden are you going to make for the market? A. One which is unique B. One which is colorful
C. One which is appealing to consumers D. One which has all the elements of design _____________ 5. Upon evaluation of the landscape gardening as a business enterprise for learners like you, it will continue to flourish because A. Most of the business has break-even condition B. Most of the business has no profit C. Most of the business has large profit D. Most of the business has reached bankruptcy 3. DEEPEN Checking for understanding. 1. Pre-assessment. Identify whether business is profitable, not profitable, break-even ___________________ 1. Sales are equal to expenses ___________________ 2. Sales are more than expenses ___________________ 3. Sales are less than expenses ___________________ 4. Expenses are less than income ___________________ 5. Expenses are more than income 2. What are the inputs needed in producing landscape garden A. _______________ B. _______________ C. _______________ D. _______________ E. _______________ F. _______________ G. _______________ H. _______________ 3. Make a reaction paper on LANDSCAPE GARDENING AS A GRATIFYING BUSINESS Guide learners in making a web or concept map on the different cultural practices and marketing strategies in producing landscaped gardens. Engage learners to a guided discussion on the factors that may affect different cultural practices and marketing
strategies in the production and marketing of landscaped gardens. Process guided discussion and the result of which shall be used as basis for learners in preparing a production/marketing plan for landscaped garden of their choice. Encourage learners to reflect, revise and rethink their understanding of principles and concepts in producing and marketing landscaped gardens. Have learners express their understanding and check their mastery of the essential understanding (EU) and content standards using the six (6) facets of understanding.
Assessment on the Evidence at the level of Understanding 1. Interpretation: Evaluate the profitability of a landscape gardening A. Sales of dish gardens Php 500.00 B. Expenses i. Soil media 50.00 ii. Plants 100.00 iii. Ornaments 50.00 iv. Pots 20.00 v. Fertilizer 10.00 Total Php 230.00 Profit/Loss ________ 2. Application: Produce landscape gardens Criteria Profitable 25% Productive 25% Logic 25% Inputs used 25% 3 Highly profitable Highly productive Logical Less expensive 2 Slightly profitable Slightly productive Slightly logical Slightly expensive 1 Not profitable Not productive Illogical Expensive
3. Empathy: Relate the feelings of a successful landscape gardener Criteria Gratifying 25% Fulfilling 25% Sense of worth 25% Sense of pride 25% 3 Highly gratified Highly fulfilled High High 2 Slightly gratified Slightly fulfilled Less Less 1 Not gratified Not fulfilled No No
4. T RANSFER Checking for transfer. Pre-assessment: Identify the cultural practices of producing landscape gardens 1. ____________________ 2. ____________________ 3. ____________________ 4. ____________________ 5. ____________________ 6. ____________________ 7. ____________________ 8. ____________________ 9. ____________________ 10. ____________________ Have learners produce quality and marketable landscaped gardens that are produced in the locality applying new trends in landscape gardening. Have the learners compute for the cost of production to determine the profitability of the project Assess learners level of performance using appropriate tools/criteria (See attached sample Attachment C) Apply procedure in producing and marketing landscaped gardens under new and different environment
Assessment on the Evidence at the level of Performance Interpretation: Evaluate the profitability of landscape gardening Criteria Correctness 25% 5 pts Correct computation 2 pts Some are correct Others are incorrect Partly significant Partly meaningful Partly relevant 1 pt Incorrect computation
Significance 25% Meaningful 25% Relevance 25%
Highly significant Meaningful Very relevant
Not significant Not meaningful Not relevant
Note: The teacher will distribute a list and amount of expenses and income in landscape gardening business for the learners to determine the profit/loss. 1. Sales of dish gardens 2. Expenses vi. Soil media vii. Plants viii. Ornaments ix. Pots x. Fertilizer Php 500.00
50.00 100.00 50.00 20.00 10.00 Total Php 230.00 Profit/Loss ________
Rubrics for assessment of cultural practices of producing landscaped gardens. Criteria Use of tools 25% 3 Used tools properly 2 Sometimes use tools properly Not very well done Finished task on time 1 Did not used tools properly
Workmanship 25% Speed 25%
Excellently done Finish tasks ahead of time
Poorly done Did not finished tasks on time Did not use local materials
Use of local materials 25%
Use mostly local materials
Use some local materials
Goal Your task is to make dish garden. Role You are a landscape gardener. Audience The target audience is schoolmates. Situation The challenge involves dealing with the teachers who have knowledge in dish gardening. Product, Performance and Purpose You need to create a dish gardener in order to convince that landscape gardening is a entrepreneurial activity. Standards and Criteria for Success
Your product must meet the following standards: Saleable SUGGESTED TEACHING TOOLS Performance Matrix Video tapes Using blogs to integrate Technology in the classroom Zoom: A creativity game Word factory game Business log Bookkeeping journal

Agri-Quarter II TG - Yr.3 Landscape Gardening

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Agri-Quarter II TG - Yr.3 Landscape Gardening

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2010 Secondary Education Curriculum Agri-Fishery Arts Year III Landscape Gardening

Quarter 2:Landscape Gardening

My Personal Entrepreneurial Competencies

Activities to align PECs with that of a successful entrepreneur 1. 2. 3.

Attachment C: Plan of Action on how PECS can be further improved

My strong PECs 1. Resourceful

Activities to further improve PECs 1. 2. 3.

PERSONAL ENTREPRENEURIAL COMPETENCIES (PECs)

Quarter 2:Landscape Gardening

Topic: Environment and Market

Timeframe: 5-7 days

school and the community.

Significance 25% Meaningful 25% Relevance 25%

Highly significant Meaningful Very relevant

Not significant Not meaningful Not relevant

Workmanship 25% Speed 25%

Excellently done Finish tasks ahead of time

Use of local materials 25%

Use mostly local materials

Use some local materials

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