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

Quarter 3: Poultry Production

Topic: Meat and Egg Production

Time Frame: 38 days

STAGE 1 Performance Standard: The learner: Prepares, based on PECs a plan of action addressing ones development areas and improving further ones areas of strength The learner demonstrates understanding of the process formulates a business idea based on the analysis of and delivery in poultry production. environment and market for poultry production selects a suitable entrepreneurial undertaking in poultry production that would satisfy the needs and wants of customers applies/follows the 4 Ms of production in determining the resources needed to produce a marketable product. Content Standard: The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) and market relative to poultry production as career choice. Essential Understanding: Successful entrepreneurs continuously develop and improve their PECs. PECs and environment and market are essential elements in determining ones choice of business undertaking. Ones choice of entrepreneurial activity is influenced by the needs and wants of consumers. Seeking and responding effectively to a business 20 Essential Question/s: How does one ensure success in a chosen career? How do PECs and the environment and market help determine ones choice of entrepreneurial undertaking? How does one select an entrepreneurial activity to be pursued? How can one respond effectively to a business opportunity?

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

opportunity are basis for starting and maintaining successful business ventures. An efficient application of the 4 Ms of production helps one create/produce a marketable product or service. A good marketing strategy helps position a product/service in the market and differentiates them from competitors. A sound record-keeping helps communicate the results of business operations. Adherence to the correct process flow helps maintain the quality of poultry products and services. Learners will know: Personal Entrepreneurial Competencies (PECs) Characteristics Attributes Lifestyles Skills Traits PECs interpretation by cluster: Achievement Planning Power

When can one say that 4 Ms of production are efficiently used? How does one come up with a marketable product or service? When can one say that a business undertaking is doing well? How does one ensure the production of a marketable product and/or render quality service in poultry production? How does one maintain the quality, marketability and profitability of products/services in poultry production? Learners will be able to: Assess their PECs vis--vis: Characteristics Attributes Lifestyles Skills Traits Compare their PECs with practitioners Analyze and interpret PECs by cluster Achievement Planning Power 21

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

Environment and Market Consumers needs and wants Industry that relates with a career choice Product/service that satisfies the needs and wants of customers Process and Delivery Legal form of business ownership Legal requirements and regulations Start-up capital Business location Store layout 4 Ms of production Marketing strategy - Product - Price - Promotion - Distribution Record keeping Bookkeeping and other financial procedures Product or Performance Task:

Conduct SWOT analysis Seek and seize business opportunity

Estimating the start-up capital Choosing the right business location Designing a store layout Composing/designing advertisement/promotion Computing the selling price, mark-up, mark-down, and break-even-selling price

Performing a simple record keeping Bookkeeping and accounting day-to-day transactions the level of Performance Assessment of the plan of action based on the following criteria: Comprehensiveness of personal plan on areas of development; appropriateness of strategies in terms of addressing personal areas 22

STAGE 2 Plan of action that addresses personal - areas of development based on ones PECs, and strengths needing further improvement Evidence at Understanding The learners should be able to demonstrate understanding covering the six (6) facets of understanding by: Describing your PECs focusing on

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

strengths and developmental areas Criteria: Comprehensiveness (Should include Characteristics, Attributes, etc) Clarity Conciseness Comparing your PECs with those of a successful practitioner Criteria: Objectivity Details/focus Conclusiveness Illustration Applying ones PECs in pursuing a chosen entrepreneurial activity Criteria: Efficiency/effectiveness Level of competence Level of confidence Attitude behavior Expressing your thoughts from the viewpoint of a seasoned entrepreneur the importance of PECs Criteria: Validity

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

23

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

Relevance Critical Depth Plausibility Sensitivity

Expressing your feelings if you are an entrepreneur who finds difficulty in coping with the PECs of a chosen career Criteria: Openness Objectivity Formulation of a business idea based Sensitivity on the analysis of the immediate environment and market Assessing, based on the results of PECs, their level of confidence as a prospective letter artist. Criteria: Reflective/Insightful Depth Report on the SWOT Analysis reflective of the product or service to Objectivity offer and/or an entrepreneurial Explaining the importance of the undertaking to be pursued immediate environment and market in identifying a business opportunities Criteria: Comprehensiveness Clarity

Assessment of the formulated business idea based on the following criteria: profitability/feasibility practicality responsiveness to consumer needs innovativeness Assessment of the paper report on the SWOT Analysis shall be based on the following criteria: completeness/thoroughness of the analysis practicality and relevance to the needs

24

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

Conciseness Interpreting the data gathered from the immediate environment and market in identifying business opportunities Criteria: Reliability Accuracy Objectivity Relevance Validity Generating a business idea from data analysis Criteria: Appropriateness Innovativeness Practicality Expressing 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

25

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

Expressing their feelings when entrepreneurs offer the same type of business in a certain locality. Criteria: Objectivity Tactfulness Persuasiveness Sensitivity Open-mindedness Self-assessing their levels of confidence in formulating business ideas Criteria: Reflective Insightful Objective Explaining the importance of adhering to the 4 Ms of production Criteria: Comprehensiveness Clarity Conciseness Interpreting the implications when a technician deviates from the process flow Criteria: Insightfulness 26

Production plan that adheres to the 4 Ms of production required to render a service

Assessment for the production plan shall be based on the following criteria: Adherence to the principles of 4 Ms of production Completeness/thoroughness of the analysis Practicality and profitability of the product/service

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

Significance Objectivity Designing new ways in maximizing effectiveness and efficiency in the production process Criteria: Appropriateness Efficiency/effectiveness Practicality Expressing their views of the production process, if they are the owners of a big manufacturing business Criteria: Relevance Critical Sensitivity Expressing their imagination of workers who deviate from the process flow Criteria: Responsiveness Objectiveness Persuasiveness Self-assessing the importance of buying a product/service of good 27

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

quality Criteria: Appropriateness Depth Objectivity STAGE 3 Teaching/Learning sequence: Personal Entrepreneurial Competencies (PECs) Individual 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. Hence, the learners shall: 1. EXPLORE Ask learners to name people in the community who are successful in their 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 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. Refer to Appendix B on how to interpret the results of PECs Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their 28

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

chosen career. Teacher may distribute meta cards for students 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. 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 a successful entrepreneur of their choice. 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 a plan of action that addresses their areas of development and strength based on their PECs. Assess learners plan of action based on the criteria provided in Stage 2 (assessment at the level of performance)

29

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

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, appropriate technology can help a new entrepreneur in seizing a business opportunity. Hence, the learners shall: 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 immediate locality. Assist learners in conducting a community mapping to identify business establishments or industries in the immediate
locality. Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering activity such as: interview, survey, community mapping, etc., Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market Ask learners to do supplementary reading and other compensatory activity to support the information presented.

30

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

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 Assess learners business ideas based on criteria provided in Stage 2 ( Assessment at the Level of Performance)

31

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

Quarter 3: Poultry Production

Topic: Meat and Egg Production

Time Frame: 38 days

STAGE 1 Content Standard: Performance Standard: The Learners demonstrated understanding of the The learners produces and market poultry (meat and concepts in producing and marketing poultry products eggs) demonstrating successful production and (meat and eggs) marketing indices Essential Understanding(s): Applying updated technological and entrepreneurial approaches in producing and marketing poultry (meat and eggs) simplifies poultry work and reduces production cost. Essential Question(s): 1. To what extent do technology and entrepreneurship influence success in producing and marketing poultry meat and eggs? 2. How can one become a successful poultry raiser? 3. How does the application of updated technological and entrepreneurial approaches in producing and marketing poultry products (meat and eggs) simplify poultry works and reduce production costs. Learners will be able to: List down the 4Ms needed in the production and marketing process Compute the cost of production Source-out business capital Choose the breeds to raise Provide the housing and other facilities Raise poultry (meat and eggs) Perform feed density and feeding Calculate prices of poultry products Sell poultry products 32

Learners will know: 4Ms of poultry production Computing costs of production Basic steps in starting a business Start up capital Selecting breeds to raise Providing housing and other facilities Raising poultry (meat and eggs) Feeds and feeding Health and sanitation Pricing methods of poultry products

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

Marketing poultry products Stage 2 Product or Performance Task Evidence at Understanding Learners should be able to demonstrate understanding through the six(6) facets of understanding: Explanation: Explain the activities in raising and marketing poultry products Criteria accurate in-depth insightful complete Interpretation: Evaluate the cost and return of raising poultry Criteria meaningful illustrative significant relevant Application Produce and market poultry products Criteria logical the level of Performance Assessment of poultry products produces using the following criteria: size and weight production efficiency quality Tools: Rubrics/checklist for assessment of poultry products produced

Marketable poultry products (Product) Production and marketing of poultry products (Performance)

Assessment of the production of poultry products using the following criteria: completeness of the task use of materials and equipment workmanship time management attitude in the workplace Tools: Rubrics/checklist for assessment of production processes.

33

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

efficient effective profitable

Perspective: Analyze the feed conversion efficiency of broiler/layer Criteria: informative informative revealing credible accurate Empathy: Imagine how it feels to be like to walk in poultry raisers shoes who falls short of production standards Criteria: responsive tactful open persistent Self-knowledge: Self-assess your decision-making abilities in poultry raising

Assessment for marketing poultry products using the following criteria: marketability product pricing product packaging demand record keeping Tools: Rubrics, checklist for assessment in marketing poultry products

34

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

Stage 3 1. EXPLORE Guide the learners in assessing their prior knowledge and understanding in poultry production and marketing using: Formal assessment checks - oral language - writing - test - questions - rubric (combination of checklist and rating scales, Informal assessment checks - analogy prompt - web/concept map - misconception check - think and draw Guide learners in understanding the learning standards (content and performance standards), tools and criteria in poultry production. Have the learners clarify their expectations and how their learning shall be assessed. Have the learners view pictures/video presentations on the poultry production. Stimulate learners interests and elicit their understanding of the pictures/videos presented. Process learners understanding of the pictures and video presentation and relating it with their prior knowledge in producing poultry products. Guide learners in gaining initial understanding of the concepts and principles of poultry production. Encourage learners to ask probing questions: assess their understanding and welcome tentative responses as guide to further exploration.

35

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

2. FIRM-UP Have learners gather essential information related to broiler/egg production from sources like: - successful poultry raisers - web-based resources - reading materials (books, bulletins, etc.) Guide learners to think of an activity where this essential information related to broiler/egg production 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 poultry raising. Have the learners self-assess their understanding of the concepts of raising broiler/eggs and check it against the content standard. 3. DEEPEN Guide the learners in making a web or concept map on the different production process and marketing strategies in raising broiler/eggs. 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 poultry of their choice. Encourage learners to validate their production/ marketing plan by experts or successful practitioners in raising and marketing broiler/eggs. 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). 4. TRANSFER
Have the learners raise quality and marketable broiler/eggs that are raised in the locality applying new trends in poultry raising technology. Compute cost of production to determine the profitability of the livelihood activity.

36

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

Assess learners level of performance using appropriate tools/criteria. Apply procedures in raising broiler/eggs to other species of poultry.

37