Agri-Quarter II TG.yr.3 Landscape Gardening (2)

7/29/2019 Agri-Quarter II TG.yr.3 Landscape Gardening (2)

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2010 Secondary Education CurriculumAgri-Fishery Arts Year III

Landscape Gardening

Quarter 2:Landscape

Gardening

Topic: Personal Entrepreneurial

Competencies (PECs)

Timeframe: 3-5 days

STAGE 1Content Standard:

The learner demonstrates understanding ofPersonal Entrepreneurial Competencies(PECs)in Landscape Gardening

Performance Standard:

The learner independently prepares a suitable activity planthat aligns his/her PECs with the PECs of successfulpractitioner/entrepreneur in landscape gardening

Essential Understanding:

Aligning ones PECs with PECs of successful

practitioner/entrepreneur helps ensure successin chosen career.

Essential Question:

How does one ensure success in a chosen entrepreneurial

career in landscape gardening

Learners will know:

Personal Entrepreneurial Competencies(PECs)

Characteristics Attributes Lifestyles

Skills Traits Successful entrepreneurs/practitioners in a

province

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

Product or Performance Evidence at the level of


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Task: Understanding Performance

Plan of action thataddressespersonal --

areas of developmentbased on ones PECs,and

strengths needing furtherenhancement

The learners should be able todemonstrate understanding inlandscape gardening by covering any

of the six (6) facets of understanding:

Describe your PECs focusing onstrengths and developmental areas.Criteria:

Comprehensiveness(Should include Characteristics,Attributes, etc)

Clarity

Conciseness

Compare your PECs with those of asuccessful practitioner.

Criteria:

Objectivity Credibility Conclusiveness

Apply ones PECs in pursuing a chosen

entrepreneurial activity.Criteria:

Efficiency/effectiveness Level of competence Level of confidence

Express your thoughts on theimportance of PECs from the

Assessment of the personal plan ofaction based on the following criteria:

Comprehensiveness:Strength and development areas

are identified and prioritized;Appropriate strategies are

selected;Relevant resources are

employed/considered; andAlternative course of actions are

reflected

FeasibilityCost-effective and realisticTime-bound;Actions/activities are focused on

goals


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viewpoint of a seasonedentrepreneur.Criteria:

Comprehensiveness

RelevanceObjectiveIlluminating

Express your feelings if you are anentrepreneur who easily copes withthe PECs of a chosen career.Criteria:

Objective

Persuasive Sensible

Assess, based on the results of yourPECs, your level of confidence as aprospective manager in landscapegardening.Criteria:

ObjectiveInsightful Conclusive

STAGE 3


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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 EntrepreneurialCompetencies (PECs) that include characteristics, attributes, lifestyles, skills, or traits, what they areexpected to learn and how their learning will be assessed. In this stage, diagnosis of their basicknowledge 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).


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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 theEQ; make their understanding of PECs thorough by validating what experts say about success thatmany aspiring and budding entrepreneurs share their insights that there should be a combination of skillsand traits to succeed; equip them with skills and knowledge to maximize chances of success; andundergo 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


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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 havingstudied, as they reflect, revisit, revise and rethink their ideas; express their understandings and engage inmeaningful self evaluation; and undergo in-depth study of PECs. When they are able to polish thesecharacteristics, 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, theytoo, 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 PECsanalysis 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


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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


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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: Asuccessful 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


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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


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Competencies of anEntrepreneur

Strength Needs to be developed

Hardworking

Self-confident

Builds for the future

Profit-oriented

Goal-oriented

Persistent

Copes with failureResponds to feedback

Demonstrates initiative

Willing to listen

Sets own standards

Copes with uncertainty

Committed

Builds on strengths

Reliable and has integrity

Risk-taker

TOTAL

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


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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 developedActivities to align PECs with that

of a successful entrepreneurResources needed Time Frame

1. Creative 1.

2.

3.

2. Organized 1.

2.

3.

3. Competent 1.

2.

4. 1.

2.

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


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My strong PECs Activities to further improvePECs

Resources needed Time Frame

1. Resourceful 1.

2.

3.

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 thatneed to be developed; and (b) PECs that are already strong. (Note: The above matrix has few examples. Pleasetell 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 holisticdevelopment of ones PECs.


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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.


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Attachment E

PECS SELF RATING QUESTIONNAIRE

RATING

1. I look for things that need to be done. ________2. 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

asked to do so by others. ________

13. I try several times to get people to do

what I would like them to do. ________

14. I keep the promises I make. ________

15. My own work is better than that of

other people I work with. _______16. 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. _________


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Quarter 2:Landscape Gardening Topic: Environment and Market Timeframe: 5-7 days

STAGE 1

Content Standard:

The learner demonstrates understanding ofenvironment and market that relates with careerchoice in Landscape Gardening

Performance Standard:

The learner independently determines a goodbusiness idea based on the analysis of theenvironment and market in ones province for

landscape gardening

Essential Understanding:A successful business venture starts with the generationof a good business idea.

Essential Question:How does one generate 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


Conduct SWOT analysis Seek and seize business opportunity

STAGE 2


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Product or Performance Task:Evidence at the level of

Understanding Performance

Formulation of a business ideabased on the analysis of the

environment and market fromones province.

Explain what is revealed when oneanalyzes the environment and

market in a certain province.Criteria:

ThoroughInsightfulObjective

Make meaning of the information asrevealed in the data analysis of theenvironment and market in ones

province.Criteria:

ConclusiveInsightfulObjective

Propose a method for classifying theneeds and wants of the targetmarket in ones province.Criteria:

PracticalityAppropriatenessEffectiveness

See from the perspectives of buyersand sellers the importance of ones

environment and market.

Assessment of the formulatedbusiness idea based on the

following criteria: profitability / feasibility practicality responsiveness to customers

needs innovativeness


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Criteria:

InsightfulObjectiveConclusive

Assume roles performed byentrepreneurs when they try toexcel over a competition on thesame type of business in a certainprovince.Criteria:

ResponsivenessAppropriatenessEffectiveness

Deepen ones understanding of theimportance of SWOT analysis prior todeciding an entrepreneurial activityto be pursued.Criteria:

InsightfulnessAppropriatenessEffectiveness


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STAGE 3

Environment and Market

Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural,and social conditions prevailing in the community. Needs and wants of people in a certain community that arenot met by existing business establishments may be considered as business opportunities. Identifying the needsof the community, its resources, available local specialized skills, and appropriate technology can help a newentrepreneur 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 theirbasic 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 ofthe lesson.

Guide learners in assessing their prior knowledge on environment and market as an entrepreneurial lensin generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching andlearning tools.

Have learners assess theirprovinces 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.


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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 misconceptionson the importance of invironment and market in seizing a potential business opportunity, examine/assessprior knowledge, and begin to discover the merits of tentative ideas in answering the EQ; make theirunderstanding 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 certainprovince.

Assist learners in conducting a community mapping to identify business establishments or industries in aprovince.

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 ofthe 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 informationpresented.


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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 havingstudied, as they reflect, revisit, revise and rethink their ideas; express their understandings and engage inmeaningful self evaluation; and undergo in-depth study of how to seize a business venture that willmanufacture, 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 wasable to seize a business opportunity.

Compare whether the information collected during the interview will complement/harmonize with theirskill in formulating business ideas.

Assess the students level of understanding by administering an assessment of learning. (Note: Refer tothe 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.


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4. TRANSFER

This phase challenges learners to organize their learning experiences on the practical applications of KSAsin seixing a business idea as answer to market demand. Likewise, they are challenged to transfer their learningin a new setting or when a demand for such competency are called for. By doing such, chances of successcan be predicted.

Ask learners to formulate business ideas as a result of the SWOT analysis of environment and market forlandscape gardening

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

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


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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:Landscape Gardening

Time Frame:35 days

STAGE

2Content Standard:The learner demonstrates understanding of knowledge

and skills in the underlying theories and principles oflandscape gardening based on perceived needs of themarket.

Performance Standards:The learners independently produce landscape

gardens using the acceptable elements of design.

Essential Understanding (s):Producing quality landscape gardens offers varied

opportunities for entrepreneurial activities at home, in

Essential Question (s):Why is there a need to use appropriate plants in

landscaping, dish gardening and bonsai and terrarium


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school and the community. making?

Learners will know:

Following the 4ms of production

Planning a landscape garden using the elements ofdesign

Selecting plants, ornamental and other ornamentmaterials for landscape gardening

Using appropriate tools, gadgets and equipment forlandscape gardening

Preparing soil media for landscape gardening

Caring and maintaining landscaped garden

Preparing dish gardens

Making bonsai Making terrarium

Marketing finished products in landscape gardening

Analyzing break-even point in terms of number ofgoods and the selling price per unit.


Produce landscape garden plan using the elements ofdesign

Gather various plants, ornamentals and otherornaments for dish garden, bonsai and terrariumgarden based on the design

Use appropriate tools, gadgets and equipmentproperly for landscape gardening

Prepare suitable soil media for landscaped gardens

Maintain a landscaped garden

Produce dish garden, bonsai, and terrarium gardens

Plan effective advertisement for the products Sell landscape garden products

Offer landscaping services based on the prevailingcost

Determine the profitability productivity by employingthe break-even analysis formula

Prepare financial plan using the correct formula

STAGE 2

Evidence at the level ofUnderstanding Performance

Product:Marketable landscaped products

Learners should be able todemonstrate understanding throughthe six (6) facets of understanding

Explanation:Discuss the steps involved in

Assessment of production andmarketing of landscaped gardens

Procedural

Quality of plants

Use of Elements

Steps followed


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Performance Task:Production and marketing of

landscaped gardens

landscape gardening.

Criteria:

Comprehension

Thorough Complete

Accurate

InterpretationEvaluate the profitability of

landscape gardening

Criteria:

Correct

Significant Meaningful

Relevant

ApplicationProduce landscaped gardens

Criteria:

Profitable

Productive

Logical

Inputs use

PerspectiveCompare bonsai making from dish

gardening

Informative

Credible

Precise

Tools:

Rubrics of assessment ofproduction and marketing of landscapegardens.

Assessment of cultural practices ofproducing landscaped gardens

Use of tools

Workmanship

Timing

Use of local materialsTools:

Rubrics scorecard forassessment of the culturalpractices in landscapegardening

Assessment for marketinglandscape gardens

Price

Promotion

Demand

Standardization use

ToolsRubrics/scorecard for marketing

landscaped gardens.


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Revealing

SympathyRelate the feelings of a successful

landscape gardener

Criteria:

Gratifying

Fulfilling

Sense of worth

Sense of pride

Self-knowledgeReflect your experiences with

landscape gardening

Criteria:

Awareness

Insightful

Objective

Self-adjusting

STAGE - 3

Teaching/Learning Sequence

LANDSCAPE GARDENING

The growing popularity of landscape gardening most especially in the urban areas can generate income forgrowers of ornamental plants throughout the archipelago. Since landscape gardeners draw most of their inputs from thegardens of these growers they are somehow related to each other. With the quest for beauty in the garden, home andoffices among the enthusiasts, the demand for landscape gardening is steadily ever increasing.


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This form of art heavily lean on the artistic and aesthetic prowess of anyone who could excel in landscaping andthe 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 oflandscaped 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 inthe 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 topicor 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 befollowed 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 oflandscaped gardens.


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Encourage learners to ask probing questions: assess their understanding and welcome tentative responses asguide 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 OrangeB. Violet and BlueC. Green and BlueD. Red and Orange

_____ 2. Bonsai garden which is a Japanese art is composed of

A. Young trees which are shortenedB. Old trees which are shortenedC. Tall trees which are shortenedD. Small trees which are shortened

_______ 3. Small-leafed plants, ornaments, pebbles, etc. are materials used in

A. Landscape gardeningB. Bonsai gardenC. Terrarium makingD. Dish gardening

_______ 4. The best marketing strategy for bonsai, terrarium and dish garden is

A. Selling in public marketsB. Selling around the communityC. Selling in roadsideD. Selling in mall


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________ 5. An ideal soil media are those with

A. All the elements neededB. Some of the elements neededC. None of the elements neededD. Nitrogen only

Post-assessment for knowledge

1. In your own experience, which is the most popular among the following:

A. BonsaiB. TerrariumC. Dish gardenD. Landscape garden

2. Which of the following are secondary colors

A. Red and blueB. Yellow and greenC. Orange and greenD. Blue and green

3. Dish garden can be a high earning project if the plants used are :A. CommonB. ExpensiveC. RareD. Colorful

4. How will you sell your landscape gardening skills?


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A. Develop more designsB. Conduct training workshopsC. Organize Agricultural exhibitsD. Ask help from government officials

5. How will you start your landscape gardening businessA. Grow your own plantsB. Purchase samplesC. Develop landscape gardensD. 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 andterrarium.________________ 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 fromsources 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 oflandscaped 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 andtentative 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


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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 gardenerC. It is the demand of the buyersD. 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 equipmentB. Precautionary measures on the use of tools and equipmentC. Quality of the tools and equipmentD. Skills of the user

____________ 3. A landscape gardener has to have various ornamental plant to choose from so that he could select

the bestA. Propagated plantsB. HarmonyC. Dish gardenD. Bonsai

_____________ 4. What type of dish garden are you going to make for the market?A. One which is uniqueB. One which is colorful


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C. One which is appealing to consumersD. One which has all the elements of design

_____________ 5. Upon evaluation of the landscape gardening as a business enterprise for learners like you, it willcontinue to flourish because

A. Most of the business has break-even conditionB. Most of the business has no profitC. Most of the business has large profitD. 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 gardenA. _______________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 inproducing landscaped gardens.

Engage learners to a guided discussion on the factors that may affect different cultural practices and marketing


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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 aproduction/marketing plan for landscaped garden of their choice.

Encourage learners to reflect, revise and rethink their understanding of principles and concepts in producing andmarketing landscaped gardens.

Have learners express their understanding and check their mastery of the essential understanding (EU) andcontent 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 gardeningA. Sales of dish gardens Php 500.00B. Expenses

i. Soil media 50.00ii. Plants 100.00iii. Ornaments 50.00iv. Pots 20.00v. Fertilizer 10.00

Total Php 230.00Profit/Loss ________

2. Application: Produce landscape gardens

Criteria 3 2 1

Profitable 25% Highly profitable Slightly profitable Not profitableProductive 25% Highly productive Slightly productive Not productiveLogic 25% Logical Slightly logical IllogicalInputs used 25% Less expensive Slightly expensive Expensive


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3. Empathy: Relate the feelings of a successful landscape gardener

Criteria 3 2 1

Gratifying 25% Highly gratified Slightly gratified Not gratifiedFulfilling 25% Highly fulfilled Slightly fulfilled Not fulfilledSense of worth 25% High Less NoSense of pride 25% High Less No

4. T RANSFER

Checking for transfer.Pre-assessment: Identify the cultural practices of producing landscape gardens1. ____________________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

2010 S d Ed ti C i l


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Assessment on the Evidence at the level of Performance

Interpretation: Evaluate the profitability of landscape gardening

Criteria 5 pts 2 pts 1 pt

Correctness 25%

Significance 25%

Meaningful 25%

Relevance 25%

Correct computation

Highly significant

Meaningful

Very relevant

Some are correctOthers are incorrect

Partly significant

Partly meaningful

Partly relevant

Incorrect computation

Not significant

Not meaningful

Not relevant

Note: The teacher will distribute a list and amount of expenses and income in landscape gardening business for thelearners to determine the profit/loss.

1. Sales of dish gardens Php 500.002. Expenses

vi. Soil media 50.00vii. Plants 100.00viii. Ornaments 50.00ix. Pots 20.00x. Fertilizer 10.00

Total Php 230.00Profit/Loss ________

2010 S d Ed ti C i l


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Rubrics for assessment of cultural practices of producing landscaped gardens.

Criteria 3 2 1

Use of tools 25%

Workmanship 25%

Speed 25%

Use of local materials 25%

Used tools properly

Excellently done

Finish tasks ahead of time

Use mostly local materials

Sometimes use toolsproperly

Not very well done

Finished task on time

Use some local materials

Did not used tools properly

Poorly done

Did not finished tasks ontime

Did not use local materials

GoalYour task is to make dish garden.

RoleYou are a landscape gardener.

AudienceThe 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

2010 Secondar Ed cation C rric l m


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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

Date post:	14-Apr-2018
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Agri-Quarter II TG.yr.3 Landscape Gardening (2)

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