agri-fishery i q3 poultry production

8/3/2019 Agri-Fishery I Q3 Poultry Production

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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways in Technology and

Livelihood EducationAGRI-FISHERY ARTS I

Quarter 3: Poultry Production Topic: Meat and Egg Production Time Frame: 38 days

STAGE 1Content Standard:The learner demonstrates understanding of PersonalEntrepreneurial Competencies (PECs) and marketrelative to poultry production as career choice.

The learner demonstrates understanding of the processand delivery in poultry production.

Performance Standard:The learner:

Prepares, based on PECs a plan of action addressingones development areas and improving further onesareas of strength

formulates a business idea based on the analysis ofenvironment and market for poultry production

selects a suitable entrepreneurial undertaking inpoultry production that would satisfy the needs andwants of customers

applies/follows the 4 Ms of production in determiningthe resources needed to produce a marketableproduct.

Essential Understanding:Successful entrepreneurs continuously develop andimprove their PECs.

PECs and environment and market are essential

elements in determining ones choice of businessundertaking.

Ones choice of entrepreneurial activity is influenced bythe needs and wants of consumers.

Seeking and responding effectively to a business

Essential Question/s:How does one ensure success in a chosen career?

How do PECs and the environment and market helpdetermine ones choice of entrepreneurial undertaking?

How does one select an entrepreneurial activity to bepursued?

How can one respond effectively to a businessopportunity?

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opportunity are basis for starting and maintainingsuccessful business ventures.

An efficient application of the 4 Ms of production helpsone create/produce a marketable product or service.

A good marketing strategy helps position aproduct/service in the market and differentiates themfrom competitors.

A sound record-keeping helps communicate the resultsof business operations.

Adherence to the correct process flow helps maintainthe quality of poultry products and services.

When can one say that 4 Ms of production are efficientlyused?

How does one come up with a marketable product orservice?

When can one say that a business undertaking is doingwell?

How does one ensure the production of a marketableproduct and/or render quality service in poultryproduction?

How does one maintain the quality, marketability andprofitability of products/services in poultry production?

Learners will know:

Personal Entrepreneurial Competencies (PECs)

Characteristics Attributes Lifestyles

Skills

Traits PECs interpretation by cluster: Achievement Planning

Power

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

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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

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

STAGE 2

Product or Performance Task:Evidence at the level of

Understanding PerformancePlan of action that addressespersonal -- areas of development based on

ones PECs, and strengths needing further

improvement

The learners should be able todemonstrate understanding coveringthe six (6) facets of understandingby:

Describing your PECs focusing on

Assessment of the plan of actionbased on the following criteria: Comprehensiveness of personal

plan on areas of development;appropriateness of strategies interms of addressing personal areas

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strengths and developmental areas

Criteria:

Comprehensiveness (Shouldinclude Characteristics, Attributes,etc)

Clarity

Conciseness

Comparing your PECs with those ofa successful practitionerCriteria:

Objectivity Details/focus

Conclusiveness Illustration

Applying ones PECs in pursuing achosen entrepreneurial activityCriteria:

Efficiency/effectiveness

Level of competence Level of confidence

Attitude behavior

Expressing your thoughts from theviewpoint of a seasonedentrepreneur the importance of PECsCriteria:

Validity

of development based on onesPECs and improving further onesareas of strength

doability

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Formulation of a business idea based

on the analysis of the immediateenvironment and market

Report on the SWOT Analysisreflective of the product or service tooffer and/or an entrepreneurialundertaking to be pursued

Relevance Critical

Depth

Plausibility Sensitivity

Expressing your feelings if you arean entrepreneur who finds difficultyin coping with the PECs of a chosencareerCriteria:

Openness Objectivity

Sensitivity

Assessing, based on the results ofPECs, their level of confidence as aprospective letter artist.Criteria:

Reflective/Insightful Depth

Objectivity

Explaining the importance of the

immediate environment and marketin identifying a businessopportunitiesCriteria:

Comprehensiveness

Clarity

Assessment of the formulated

business idea based on the followingcriteria:

profitability/feasibility

practicality responsiveness to consumer needs

innovativeness

Assessment of the paper report onthe SWOT Analysis shall be based on

the following criteria: completeness/thoroughness of the

analysis

practicality and relevance to theneeds

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Conciseness

Interpreting the data gatheredfrom the immediate environmentand market in identifying businessopportunitiesCriteria:

Reliability

Accuracy

Objectivity Relevance

Validity

Generating a business idea fromdata analysisCriteria:

Appropriateness

Innovativeness

Practicality

Expressing from the point of viewof a business owner the importanceof scanning the environment and

market in generating business ideas.Criteria:

Validity

Relevance Insightfulness

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Production plan that adheres to the

4 Ms of production required torender a service

Expressing their feelings whenentrepreneurs offer the same type ofbusiness in a certain locality.Criteria:

Objectivity Tactfulness

Persuasiveness

Sensitivity Open-mindedness

Self-assessing their levels ofconfidence in formulating businessideasCriteria:

Reflective Insightful

Objective

Explaining the importance ofadhering to the 4 Ms of productionCriteria:

Comprehensiveness Clarity

Conciseness

Interpreting the implications whena technician deviates from theprocess flowCriteria:

Insightfulness

Assessment for the production planshall be based on the followingcriteria:

Adherence to the principles of 4Ms of production

Completeness/thoroughness of theanalysis

Practicality and profitability of theproduct/service

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Significance Objectivity

Designing new ways in maximizingeffectiveness and efficiency in theproduction processCriteria:

Appropriateness

Efficiency/effectiveness Practicality

Expressing their views of theproduction process, if they are theowners of a big manufacturing

businessCriteria:

Relevance Critical

Sensitivity

Expressing their imagination ofworkers who deviate from theprocess flowCriteria:

Responsiveness Objectiveness

Persuasiveness

Self-assessing the importance ofbuying a product/service of good

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qualityCriteria:

Appropriateness

Depth Objectivity

STAGE 3Teaching/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 thesecompetencies, 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 ofstudents in class).

Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer toAppendix 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

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chosen career. Teacher may distribute meta cards for students to write their answers. These may be postedon 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 incollecting information about how entrepreneurs succeed in their chosen careers. Some suggested activities:interview with successful entrepreneurs, inviting successful entrepreneurs as resource persons in class, videodocumentaries of successful entrepreneurs, web searching, etc.

Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities anddifferences 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 ofperformance)

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Environment and MarketEntrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, andsocial conditions prevailing in the community. Needs and wants of people in a certain community that are not metby existing business establishments may be considered as business opportunities. Identifying the needs of thecommunity, its resources, available local specialized skills, appropriate technology can help a new entrepreneur inseizing a business opportunity. Hence, the learners shall:

1. EXPLORE

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

Have learners assess their immediate environment and market to determine the existing industries, needsand 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 immediatelocality.

Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering activitysuch 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 targetmarket

Ask learners to do supplementary reading and other compensatory activity to support the information presented.

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3. DEEPEN

Ask learners to conduct interview with a seasoned entrepreneur to gather salient information as regards the mannerhe/she was able to seize a business opportunity.

Compare whether the information collected during the interview will complement/harmonize with their skill informulating 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)

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Quarter 3: Poultry Production Topic: Meat and Egg Production Time Frame: 38 days

STAGE 1Content Standard:

The Learners demonstrated understanding of theconcepts in producing and marketing poultry products(meat and eggs)

Performance Standard:The learners produces and market poultry (meat andeggs) demonstrating successful production andmarketing indices

Essential Understanding(s):Applying updated technological and entrepreneurialapproaches in producing and marketing poultry (meatand eggs) simplifies poultry work and reducesproduction cost.

Essential Question(s):1. To what extent do technology and

entrepreneurship influence success in producing andmarketing poultry meat and eggs?

2. How can one become a successful poultry raiser?

3. How does the application of updated technologicaland entrepreneurial approaches in producing andmarketing poultry products (meat and eggs) simplifypoultry works and reduce production costs.

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

Learners will be able to:

List down the 4Ms needed in the production andmarketing 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

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Marketing poultry productsStage 2

Product or Performance TaskEvidence at the level of

Understanding PerformanceMarketable poultry products(Product)

Production and marketing of poultryproducts (Performance)

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

Explanation: Explain the activitiesin raising and marketing poultryproductsCriteria

accurate in-depth

insightful complete

Interpretation: Evaluate the costand return of raising poultryCriteria

meaningful

illustrative significant

relevant

Application

Produce and market poultryproducts

Criteria

logical

Assessment of poultry productsproduces using the following criteria:

size and weight production efficiency

quality

Tools:Rubrics/checklist for assessment ofpoultry products produced

Assessment of the production ofpoultry products using the followingcriteria:

completeness of the task use of materials and

equipment

workmanship time management

attitude in the workplace

Tools:Rubrics/checklist for assessment ofproduction processes.

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efficient effective

profitable

Perspective: Analyze the feedconversion efficiency ofbroiler/layerCriteria:

informative informative revealing credible

accurate

Empathy: Imagine how it feels tobe like to walk in poultry raisers

shoes who falls short of productionstandardsCriteria:

responsive tactful

open

persistent

Self-knowledge: Self-assess yourdecision-making abilities in poultry

raising

Assessment for marketing poultryproducts using the following criteria: marketability product pricing

product packaging

demand record keeping

Tools:Rubrics, checklist for assessment inmarketing poultry products

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Stage 3

1. EXPLORE

Guide the learners in assessing their prior knowledge and understanding in poultry production and marketingusing:

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 andcriteria 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 responsesas guide to further exploration.

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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 canbe 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) probingquestions and tentative responses raised during the Exploration phase.

Encourage learners to reflect, revise and rethink their understanding in consideration of the processedinformation/learning in poultry raising.

Have the learners self-assess their understanding of the concepts of raising broiler/eggs and check itagainst 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/ marketingplan for poultry of their choice.

Encourage learners to validate their production/ marketing plan by experts or successful practitioners inraising 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.

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

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agri-fishery i q3 poultry production

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