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

General Standard: Quarter 4 (PECS)

The learner demonstrates understanding of his/her Personal Entrepreneurial Competencies (PECs), the environment and market, processes/production of freshwater fish species.

STAGE 1: RESULTS/OUTCOMES Standard Essential Content Performance Understanding Question Learner The learner Successful How does one demonstrates prepares, entrepreneurs, ensure understanding of based on like those success in a Personal PECS, a plan engaged in the chosen Entrepreneurial of action that business of entrepreneurial Competencies addresses producing career, like (PECS): his / her freshwater production of areas of species freshwater fish species. Characteristics development continuously and areas of develop and Attributes strength. improve their Lifestyles PECS. Skills Traits Analysis and interpretation of PECS by cluster Achievement Planning Power

Product/ Performance Plan of action, based on PECS, addressing ones areas of development and areas of strength.

STAGE 2: ASSESSMENT At the level of Understanding Performance Assessment of the plan Explanation: of action based on the Describe your following criteria: PECS focusing on strengths and Comprehensiveness development Appropriateness of areas strategies in terms of Criteria: addressing personal Clear areas of Comprehensive development and improving ones Concise areas of strength. Interpretation: Doability Compare your PECS with those of successful practitioners. Criteria: Clear Comprehensive Concise Application: Apply ones PECS in pursuing a chosen entrepreneurial activity.

STAGE 3: LEARNING PLAN Suggested Instructional Activities Resources or Materials

Teaching/Learning sequence: Entrepreneurship exists because of PECs attributed to certain individuals. These are characteristics, attributes, lifestyles, skills, or traits that make one different from others. When one possesses these attributes, he/she may become ready to face the challenges of starting a business. 1. EXPLORE The learners shall: Make an assessment of ones characteristics, attributes, lifestyles, skills and traits through mirroring, concept mapping and other appropriate teaching/learning strategies. Share the result of assessment to the other members of group Demonstrate awareness of the following important elements of the learning plan in the Personal and Entrepreneurial Competencies (PECS): Content standard Performance standard Essential understanding Product or performance task RESOURCES (Textbooks, KAB Modules, Websites, Software, Graphic organizers, etc.).

Materials/Equipment Needed: 1. Questionnaire/Checklists /Interview Guide/Survey Form 2. Charts/Pictures/Video/ Multi-media materials/ Internet-based materials.

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

Criteria: Appropriate Effective Practical

Analyze criteria used in each tool to evaluate product or performance task Check understanding of the learning plan by asking misconception questions 2. FIRM-UP The learners shall: Conduct interview with successful practitioner. Reflect on the PECS of the practitioner to determine similarities and differences in PECS. Do supplementary reading, simple library work, and peer group discussion to firm up similarities and differences. 3. DEEPEN The learners shall: Analyze result of evaluation of the interview and reflection of the similarities and differences. Check understanding to align learners PECS with that of the successful practitioner.

4.

TRANSFER The learners shall: Prepare plan of action that addresses areas of development and areas of strength based on PECS. Assess knowledge of other livelihood

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2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II activities related to his / her PECS.

STAGE 1: RESULTS/OUTCOMES Standard Content Performance Essential Understanding Question Product/ Performance

STAGE 2: ASSESSMENT At the level of Understanding Perspective: Express your thoughts from the viewpoint of a seasoned entrepreneur the importance of PECS. Criteria: Valid Relevant Plausible Sensitive Empathy: Express your feelings if you are an entrepreneur who finds difficulty in coping with the PECS of a chosen career. Criteria: Open Objective Sensitive Self-Knowledge: Assess, based on the results of your PECS, your level of confidence as a prospective entrepreneur in the Performance time management attitude in the workplace Tools: Rubrics/checklist for assessment of process and practices of culturing freshwater fish species. Assessment for marketing the harvested fish using the following criteria: marketability records keeping product pricing product packaging Tools: Rubrics/checklist for

STAGE 3: LEARNING PLAN Suggested Resources or Instructional Materials Activities

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

production of freshwater fish species. Criteria: Reflective Insightful Objective

assessment marketing of freshwater fish species.

General Standard:

The learner demonstrates understanding of his/her Personal Entrepreneurial Competencies (PECs), the environment and market, processes/production of freshwater fish species.

Quarter 4 (Environment and Market) STAGE 1: RESULTS/OUTCOMES Standard Essential Content Performance Understanding Question
The learner demonstrates understanding of the environment and market for freshwater fish culture as entrepreneurial careers. Key Ideas - Consumers needs and wants - Existing industry related to freshwater fish culture. - Product/servi ce that satisfies the needs and The learner formulates a business idea based on the analysis of the immediate environment and market. The needs and wants of the target market and industry help determine the product to be produced and/or service to be offered. Ones choice of an entrepreneuria l activity is influenced by the needs and wants of the consumers. Seeking and responding How does one determine the needs and wants of the target market and industry in an immediate community?

Product/ Performance
Formulation of a business idea based on the analysis of the immediate environment and market.

STAGE 2: ASSESSMENT At the level of Understanding Performance

Learners should be able to demonstrate understanding through the six (6) facets of understanding. Explanation: Explain the importance of the immediate environment and market in identifying business opportunity Criteria: Clear Comprehensive Concise Coherent Assessment of the formulated business idea based on the following criteria: Profitable Feasible Practical Responsive to consumer needs Innovative

STAGE 3: LEARNING PLAN Suggested Instructional Activities Resources or Materials

Teaching/Learning sequence: Entrepreneurs who want 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, appropriate technology can help a new entrepreneur in seizing a business opportunity. 1. EXPLORE The learners shall: Manifest prior knowledge on environment and market as an entrepreneurial lens in formulating a business idea through diagnostic test, K-W-L (What do we already KNOW about the topic; WHAT would we like to find out; what have we LEARNED RESOURCES (Textbooks, KAB Modules, Websites, Magazines, Journals, etc.) Materials/Equipment Needed: 1. Reading materials and other sources of information on demand and supply 2. Articles on existing industry Stories on business opportunity

How does one select an entrepreneurial activity to be pursued?

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2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II wants of target consumers Key Processes - SWOT analysis - Formulation of business ideas - Opportunity seeking and seizing effectively to a business opportunity are the bases for starting and maintaining successful business venture. about?) and other appropriate teaching / learning tools. Assess his/ her environment and market to determine the existing industry that relates with entrepreneurial activity by using appropriate tools like: Survey questionnaire Interview guide Checklist Demonstrate awareness of the following important elements of the learning plan for environment and market: Content and standard Performance standard Essential understanding Product or performance tasks Analyze criteria used in each tool to evaluate product or performance tasks. Check understanding of the learning plan Asking misconception questions. Write self-reflections Create concept map/model 2. FIRM-UP The learners shall: Analyze result of assessment on environment and market. Develop visual organizer to reveal needs and wants and the product or service that satisfies consumers needs and wants. Do supplementary reading, simple library work and peer group discussion to support what has been

Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities. Criteria: Reliable Accurate Objective Relevant Valid Application: Generate business ideas from data analysis. Criteria: Appropriate Innovative Practical Perspective: Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas. Criteria: Valid

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2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education AGRI-FISHERY ARTS II Relevant Insightful Sensitive Empathy: Express your feelings when entrepreneurs offer the same type of business in a certain community. reflected, revisited and revised. 3. DEEPEN The learners shall: Conduct SWOT analysis on consumers needs and wants, and products / services that satisfies consumers needs and wants. Self-assess his / her understanding of the result of the SWOT analysis through the six (6) facets of understanding. TRANSFER The learners shall: Formulate business ideas based on the result of the SWOT analysis and assessment of environment and market. Make use of the business idea as lens / cue for opportunity seeking and seizing. Self-assess his / her knowledge and readiness to start an entrepreneurial activity. Self-assess knowledge and readiness in starting business.

Criteria: Objective Persuasive Sensitive Open-minded Self-Knowledge: Self-assess your level of confidence in formulating business ideas Criteria: Reflective Insightful Objective

4.

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

STAGE 1: RESULTS/OUTCOMES Standard Content The learner demonstrates understanding of the process and delivery in freshwater fish culture Key Ideas selecting the legal forms of business ownership complying with the legal requirements and regulations securing a capital to start the business choosing the business location designing a store layout applying the 4 Ms of production selecting the appropriate marketing strategy: - product - price Performance The learner applies/ follows the 4 Ms of production in determining the resources needed to produce/render a marketable product. Essential Understanding An efficient application of the 4 Ms of production helps one create/ produce a saleable product/service Question How does one produce a marketable product and/or render service that relates with freshwater fish culture Product/ Performance Production plan that adheres to the 4 Ms of production required to render a service

STAGE 2: ASSESSMENT At the level of Understanding Explanation Prove the importance of adhering to the 4 Ms of production Criteria: comprehensive clarity conciseness Interpretation What are the implications when a freshwater fish farmer deviates from the process flow? Criteria: insightfulness significance objectivity Application Design new ways in maximizing effectiveness and efficiency in the production process Criteria: appropriateness efficiency/effectiveness practicality Perspective If you own a big manufacturing business, what might be your view of the production process? Performance Assessment of 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

STAGE 3: LEARNING PLAN Suggested Resources or Instructional Materials Activities Panel Discussion: KAB Modules Factors affecting (Modules 6, 7, and trends in the 8) production process, considering the Parts 3 and 5 The following indicators: Business Environment Book local products/ by Skinner services imported Chapters 7, 8, 9 products/ and 10 services Group Activity: Determining the events and trends and patterns of supply found in a particular province Document Analysis: The Buying Habits of Filipinos Creative Game: Advertising a product Business in Action, 2nd Ed., by Bittle, Burke, La Forge Go Negosyo Materials Sample Product Advertisement in different media Multimedia materials

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

STAGE 1: RESULTS/OUTCOMES Standard Content - promotion - distribution performing a simple record keeping bookkeeping and other financial procedures Performance Essential Understanding Question Product/ Performance

STAGE 2: ASSESSMENT At the level of Understanding Criteria: validity relevance critical sensitivity Empathy What would be your imagination when workers deviate from the process flow Criteria: responsiveness openness objectiveness persuasiveness Self-Knowledge Why do you buy product/service of good quality? Criteria: appropriateness depth objectivity Performance

STAGE 3: LEARNING PLAN Suggested Resources or Instructional Materials Activities

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

Quarter 4 STAGE 1: RESULTS/OUTCOMES Standard Content Learner demonstrates knowledge, skills and attitudes needed the practice of freshwater fish production based on the perceived needs of the market Learner identifies different types of freshwater fish culture business Learner differentiate the different legal forms of business ownership Learner makes decisions on the 4Ms of production Performance The learner possessing the desirable knowledge, skills and attitudes needed to be an successful/ profitable fish farmer Learner makes a comparative analysis of an existing freshwater fish culture business in a certain country Essential Understanding Exhibit continuous improvement in the acquisition of appropriate knowledge, skills and attitudes needed for a successful/ profitable business venture Question How can one adopt to the demands of freshwater fish culture to make the venture profitable? How can one avail of a professional business help from a professional to ensure the business profitability? Product/ Performance Performance matrix anchored on established principles Table of attributes Illustrated production process/ flowchart STAGE 2: ASSESSMENT At the level of Understanding Explanation Explain/elaborate the established theories and principles of freshwater fish culture Criteria: thorough in-depth credible Interpretation Make analogies of the cost and return of growing various species of freshwater fishes and its adaptability to the perceived market Criteria: meaningful conclusive significant Application Prepare a business plan Criteria: coherent purposeful accurate Perspective Analyze factors of production that greatly influence freshwater fish culture in a certain country Criteria: Performance Performance matrix Tools: Worksheets Template Business plan with Gantt chart Rubric tools STAGE 3: LEARNING PLAN Suggested Resources or Instructional Materials Activities Concept model, OHP Socialized Transparencies discussion, Video clips Hands-on, Active Books participation, Talk/ Related references interview with a field Business Operator practitioner, Performance demand, Show Fault Trees, Selfevaluation

Learner predict results based on the application of the 4Ms of production Learner identifies the ideal site for freshwater fish How can one exhibit improvement in the acquisition of Constructed/ repaired fishpond

Learner engages in the culture of freshwater fishes

Practicum

Pool ideas and experiences from the learner

Fishpond, fishpond implements

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

production based on production requirements and/or experiences of fisher folks Site selection Construction/repair/ innovate/renovate pond Learner clears out weeds/debris in the identified site according to established practices with appropriate tools Follow procedure and design in the construction of primary and secondary gates, canals based on production concerns Learner applies fertilizers needed in the pond Learner drains pond and employs use of poison (chemical/organic) to rid pond of unwanted organisms (predators) Learner fertilizes the pond with the use of inorganic/ organic fertilizers according to acceptable

appropriate knowledge and skills needed for a successful business enterprise? How can one adapt to the demands of freshwater fish farming to make the venture profitable? What would you predict/infer results based from the realization of absence of the factors of production? Identify, select and stock pond with appropriate species to raise based on the acceptability of the market and community Secure stocks from reputable sources Performance matrix anchored on the established principles relative to project/ business planning for freshwater fish culture

appropriate sufficient efficient Empathy Be open to possible changes that could be adopted in the process of production (i.e. marketing process) Criteria: responsive perceptive proactive Self-Knowledge Recognize variations that may influence the fish farming process and adjust remedies to protect business Criteria: insightful reflective pro-active

Process skills development Multi-media presentation Practicum on pond construction/repair/ renovation a. Workmanship b. Finance Management c. Teamwork Performance Matrix Tools: Worksheets Checklist Business/Project plan with Gantt Chart Assessment of the cultural practices in freshwater fish culture using the following criteria: Completeness of task Choice of materials Product quality: - purity - quality - attractiveness - productiveSocialized Recitation Divide students into groups and have them prepare the business plan Construction spiral Concept model Forecasting Video Analysis Presentation and defense of a business plan Talk with an: Established owner Entrepreneur engaged in the related business Pool ideas and experiences from the group Effective Fishpond implements locally available materials for freshwater fish culture Chemicals Fertilizers (organic/ inorganic) Transparencies, Multi-media materials, Video clips, Books, Related References Business lending Institution/Bank/ Cooperative

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

standards Learner stocks pond with the appropriate species from reputable sources Learner identifies/selects the appropriate species to raise based on the acceptability of the market community Secure stocks for reputable sources with proper handling Learner computes for accurate stocking density Learner manages water level and quality Learner monitors, records water level/ quality in the pond to the recommended and acceptable level Learner determines diet requirements/ feed ration Feeds and Feeding Learner computes for dietary requirements and determines feed ration Learner incorporates

ness

presentation through OHP, multimedia presentation Process Skills Development

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

supplemental feeds from locally available sources and within acceptable practices Harvest a market fish Post harvest Learner harvest, sort and market fish

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