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CHED MEMORANDUM ORDER
No. 2'
Series of 2021

SUBJECT: POLICIES, STANDARDS AND GUtOELINES FOR THE BACHELOR OF

SCIENCE IN AGRICULTURE

In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known
as the "Higher Education Act of 1994," in pursuance of an outcomes-based quality
assurance system as advocated under CMO. 46 s. 2012, and by virtue of
Commission en bane Resolution No. 085-2018 dated March 6,2018 and 361-2021
dated June 22, 2021 the following policies, standards and guidelines (PSGs) are
hereby adopted and promulgated by the Commission. .

ARTICLE I
INTRODUCTION

Section 1 Rationale

This PSG is compliant to CMO No. 46, s. 2012 which implements the shift to learning
competency-based standards and outcomes-based education. It is a skill-based
curriculum where basic technical courses in agriculture are taken during the first two
years with minimal relevant General Education (GE) courses.

A certificate of Agricultural Science is awarded at the end of Year 2 (after completing all
the prescribed courses during the first two years and 240 hours of practlcum). This will
qualify the graduates for employment as technicians or engagement in practical
agribusiness. It covers the skills and competencies of Diploma in Agricultural
Technology (DAT) and Bachelor in Agricultural Technology (BAT) programs. Hence, it
supersedes CMO 48, series of 2007 and all issuances related to OAT and BAT.

The PSG also specifies the core competencies expected of BS Agriculture graduates
regardless of the type of higher education institution (HEI) they graduate from. However,
In recognition of the spirit of outcomes-based education and the typology of HEls, this
PSG also provides ample flexibility for HEls to innovate the curriculum in line with the
assessment of how best to achieve learning outcomes in their particular contexts and
respective mission and vision.

Moreover, the PSG addresses the UN Sustainable Development Goal 2 which aims to
"end hunger, achieve food security and safety, Improve nutrition, and promote
sustainable agriculture". Additionally, it will address the current global issues on climate
change. environmental degradation, food safety and the growing interest In urban
farming, organic agriculture, agricultural entrepreneurship and smart agriculture.

This PSG will transform agricultural education that will produce graduates with regional
and global perspectives.

Higher Education Development Center Building, C.P. Garlcia Ave., UP Campus, Dillman, Quezon City, Philippines
Web Site: wwwr.bed govph Tel. Nos. 844~-1177, 8385-4391. 8441-1169, 8441-1149. 8441-1170, 8441-1216, 8392-5296, 8441-1220
 ARTICLE II
AUTHORITY TO OPERATE

Section 2 Government Recognition

All private higher education institutions (PHEls) intending to offer Bachelor of Science in
Agriculture must first secure proper authority from the Commission in accordance with
this PSG. All PHEls with an existing Bachelor of Agriculture program are required to shift
to an outcomes-based approach based on this PSG. State universities and colleges
(SUCs), and local colleges and universities (LCUs) should likewise strictly adhere to the
provisions in these policies and standards.

ARTICLE III
GENERAL PROVISIONS

Per Section 13 of RA 7722, the higher education institution shall exercise academic
freedom in its curricular offerings but must comply with the minimum requirements and
the specific professional courses.

Section 3 The Articles that follow give minimum standards and other requirements and
prescriptions. The minimum standards are expressed as a minimum set of
desired program outcomes which are given in Article IV, Section 6. CHED
designed a curriculum to attain such outcomes. This curriculum is shown in
Article V of the BS Agriculture curriculum. The number of units of this
curriculum is prescribed herein as the "minimum unit requirement" under
Section 13 of RA 7722. In designing the curriculum, CHED employed a
curriculum map which is shown in Article V, Section 10 of the BS Agriculture
curriculum map.

Using a learner-centered/outcomes-based approach, CHED also determined

appropriate curriculum delivery methods shown in Article V, Section 11. The
sample course syllabi given in Article V, Section 12 show some of these
methods.

Based on the curriculum and the means of its delivery, CHED determined
the physical resource requirements for the library, laboratories and other
facilities, and the human resource requirements in terms of administration
and faculty. See Article VI.

Section 4 The HEls are allowed to design curricula suited to their own contexts and
missions provided that they can demonstrate that the same leads to the
attainment of the required minimum set of outcomes, albeit by a different
route. In the same vein, they have latitude in terms of curriculum delivery and
in terms of specification and deployment of human and physical resources as
long as they can show that the attainment of the program outcomes and
satisfaction of program educational objectives can be assured by the
alternative/blended/flexible means they propose.

The HEls can use the CHED Implementation Handbook for Outcomes-
Based Education (OBE) and the Institutional Sustainability Assessment

Page 2 of94
 (ISA) as guides in making their submissions for Sections 18 to 23 of Article
VII.

This PSG is based on the new 12-year basic education system and the
revised GE curriculum. They reflect the reforms towards outcomes-based
education and the K+12 program and are aligned with Republic Act 8435 or
Agriculture and Fisheries Modernization Act (AFMA) of 1997.

ARTICLE IV
PROGRAM SPECIFICATIONS

Section 5. Program Description

5.1 Degree Name

The degree program shall be called Bachelor of Science in Agriculture (BSA).

5.2 Nature of Field of Study

Agriculture is the science, practice, and business of inclusive production of food,

fiber, fuel, and other products. It covers six (6) fields of study, namely: crop
science, animal science. soil science, crop protection, agricultural
entrepreneurship and enterprise developmenVeconomics and marketing, and
agricultural extension and communication.

5.3 Program Educational Objectives/Program Goals

The BSA program aims to educate students in the scientific habit of thought and
entrepreneurial skills and prepare them to become globally competitive
professionals with entry-level competencies in technical agriculture. It
emphasizes the processes and techniques of identifying, diagnosing and
analyzing problems, and in designing, packaging, and applying technologies
needed in the development and conservation of the agriculture and food system
resources. The BSA degree is aligned with the Level 6 of the Philippine
Qualifications Framework (PQF). See Annex A.

5.4 Specific Professions

a. Research, Teaching, and Extension

b. Agriculture and Food Technology
c. Public Administration for Agriculture
d. Farm Management
e. Entrepreneurship and Business in Agriculture'

5.5 Allied Fields

BSA is closely related but not limited to the fields of agribusiness,

agribiotechnology, agroforestry, forestry, and environmental science.

Page 3 of 94
Section 6 Program Outcomes

The minimum standards for the BS Agriculture program are expressed in the following
minimum set of program outcomes:

6.1 Common to all programs in aUtypes of schools

a) Articulate and discuss the latest developments in the specific field of practice
(PQF level 6 descriptor);
b) Effectively communicate orally and in writing using both English and Filipino;
c) Work effectively and independently in multi-disciplinary and multi-cultural
teams (PQF level 6 descriptor);
d) Act in recognition of professional, social. and ethical responsibilities;
e) Preserve and promote ..Filipino historical and cultural heritage" (based on RA
7722);

6.2 Common to the discipline

f) Generate and share knowledge relevant to specific fields in the study of

agriculture;
g) Formulate and implement agricultural development plans and programs;

6.3 Specific to sub-discipline and a major

h) Apply the scientific methods in knowledge generation and knowledge

application;
i) Understand the concepts of agricultural productivity and sustainability in the
context of national, regional, and global developments;
j) Engage in agricultural production and post-production activities;
k) Promote sound agricultural technologies to various clients and in the
manpower development for agriculture
I) Employ relevant tools in information technology in solving agriculture-related
problems;

6.4 Common to a horizontal type as defined In CMO46 s 2012

m) For professional institutions: a service orientation in one's profession;

n) For colleges: an ability to participate in various types of employment,
development activities, and public discourses particularly in response to the
needs of the communities one serves; and
0) For universities: an ability to participate in the generation of new knowledge or
in research and development projects.

Graduates of State Universities and Colleges must, in addition. have the competencies
to support "national, regional. and local development plans." (RA 7722)

A PHEI, at its option. may adopt mission-related program outcomes that are not included
In the minimum set.

Page 4 of94
Section 7 Sample Performance Indicators

Performance Indicators are specific, measurable statements identifying the

performance(s) required to meet the outcome; confirmable through evidence.

PROGRAM OUTCOME SAMPLE PERFORMANCE INDICATORS

a. Apply scientific method in the conduct 1. Write research proposals
of research activities 2. Conceptualize and implement scientific
research
b. Discuss and apply the concepts of 1. Conduct seminars and workshops on
agricultural productivity and agricultural productivity and sustainability
sustainability in the context 01 2. Write articles on agricultural productivity
national, regional, and global and sustainability
developments 3. Formulate and design agricultural
projects capturing national, regional, and
global developmental requirements
c. Engage in agricultural production and 1. Demonstrate the application of basic
post productlonl postharvest handling principles in the production of crops and
activities animals
2. Apply basic agricultural management
practices
3. Practice sound post production and
value-adding strategies
d. Promote sound agricultural 1. Conduct on-farm trials
technologies to various clients and in 2. Act as resource persons and facilitators
the manpower development in in the conduct of training programs
agriculture 3. Serve as role model in the practice of
agriculture as a profession
e. Employ relevant tools in information 1. Use IT tools in instruction, research
technology in solving agricultu re- extension, and project implementation
related problems

The program outcomes from (a) to (e) set the minimum requirements for a graduate of
the B.S. Agriculture program. PHElslLUCs/SUCs may include additional outcomes as
necessary and appropriate.

ARTICLE V
CURRICULUM

Section 8 Curriculum Description

The BSA curriculum is based on competency standards for agriculture considering the
latest development of the Agriculture landscape of the Southeast Asian region and
beyond. It emphasizes carrying out the science, art, ethics, management. and
entrepreneurial business in the production, processing and marketing of plants, animals
and other organisms utilized for food, fiber, recreation, biomedicine, industrial and other
purposes within the context of integrated and sustainable agriculture resource systems.

Page 5 of94
Section 9 Sample Curriculum

9. 1 Components:

a) General Education Courses- 36 Units

General Education Courses and legislated courses shall follow the existing
requirements of CHED in accordance with CHED Memorandum Order No. 20,
series 2013

b) Core Courses- 65

c) Major Courses-27

d} Institutions may opt for specialization - HEls have the flexibility to pursue
specialization. In each identified specialization, 27 units of major courses relevant
to the specialization shall be taken in addition to the core courses. However,
schools which will opt for specialization should ensure that there is sufficient
technical expertise, technologies, and resources available.
e) Practicum for the Certificate of Agricultural Science, 240 hours of actual
skill development to satisfy the required competencies and qualify for
TESDA certification (NClJllevel) - 3 units

f) Thesis or Major Farm Practice - 6 Units

For major farm practice, this will be equivalent to 480 hours of actual training and
exposure to institutional/farm operation in specific field of specialization. Thesis
will be an independent research of students in his/her field of specialization.

g) Apprenticeship (Industry Exposure)/OJT - 3 units

All BSA students are required to take a minimum of 240 hours of apprenticeship
(outside campus, local or abroad) in an agricultural Industry or enterprise. This
training shall hone the skills and practical perspectives of students prior to
graduation. This is Intended to give the graduating students a holistic view of
agriculture as a business and profession. Schools should have official industry
and research institution partners covered by Memorandum of Agreements. An
official report of apprenticeship shall be required for both the student and the
institution. The institution should attest that the competency requirements are
met prior to the issuance of certificate of completion. The student output shall be
a business plan or an action plan that should reflect experiences gained and
recommendations regarding the apprenticeship. It is recommended that the
apprenticeship be done during the Second Semester of Fourth Year. See Annex
B.
h) Sum total of units of the Curriculum
Components Units
General Education 36 units
Core Courses 65 units
Major Courses (12 units prescribed, 27 units
15 units specialized courses)
Practicum for Skill development for CAS 3 units

Page6 of94
Thesis I Major Farm Practice 6 units
Apprenticeship IOJT (Industry Exposure) 3 units
Physical Education (PE) 6 units
National Service Training Program (NSTP) 6 units
Total 154 units

Components
General Education Courses 36 Units
GE 1: Understanding the Selfl Paq-unawa Sa Sarili 3
GE 2: Readings in Philippine History/Mga Babasahin hinggll 3
sa Kasavsavan ng Pilipinas
GE 3: The Contemporary World/Ang Kasalukuyang Daigdig 3
GE 4: Mathematics in the Modern Worldl Matematika sa 3
Makabagong Daigdig
GE 5: Purposive Communication/Malayuning Komunikasyon 3
GE 6: Art Appreciation! Pagpapahalaga sa mga sining sa 3
kasalukuyang lipunan
GE 7: Science, Technology, and Society/Agham, 3
Teknolohiya at Lipunan
GE 8: Ethics/Etika 3
GE Elective 1 3
GE Elective 2 3
GE Elective 3 3
Mandated Course: Life and Works of Rizal 3
Core Courses 65
Crop Science 1- Principles of Crop Production 3
Croe Science 2- Practices of Cro~ Science and Management 3
Crop Protection 1- Principles of Crop Protection 3
Crop Protection 2 - Approaches and Practices in Pest 3
Management
Soil Science 1 - Principles of Soil Science 3
Soil Science 2 - Soil Fertilit~1Conservation and Management 3
Animal Science 1- Introduction to Animal Science 3
Animal Science 2 - Introduction to Livestock and Poultry 3
Production
Introduction to Organic Agriculture 3
Introduction to Agriculture 3
Principles of Aortcultural Extension and Communication 3
Principles of Agricultural Entrepreneurship and Enterprise 3
Development
Basic Farm Machineries, Mechanization, and Water 3
Management
Principles of Genetics 3
Agricu Itural Biotech nology 3
Methods of Agricultural Research 3
oroamc Chemistry 3
General Biochemistry 3
Natural Resource and Environmental Management 3

Page 70f94
 Introduction to Agricultural Policy and Development 3
Introduction to Agricultural Commodity Systems 3
Seminar A 1
Seminar B 1
Major Courses 27
"Post-Harvest Handling and Seed Technology 3
"'General Physiology and Toxicology 3
"Beneficial Arthropods and Micro-Organism 3
·Slaughter of Animals and Animal Product Processing 3
Major Course 1 3
Maior Course 2 3
Maier Course 3 3
Maior Course 4 3
Maior Course 5 3
Practicum for Skills Development 3
Thesis/Major Farm Practice 6
Apprenticeship/OJT (Industry Exposure) 3
Phvsical Education (PE) 8
National Service Training Program (NSTP) 6
Total 154
"Required courses plus 15 units to be selected from appropriate major courses
depending on the availability of expertise and resources of the institutions.
However, there ;s a list of suggested courses for the major. See Annex C.
1< HEls have the flexibility of developing 15 units of specialized courses for the
non-major option to capture their mission and vision.

Section 9. 2 Sample Program of Study

The institution may enrich the sample/model program of study depending on the needs of the
industry, provided that all prescribed courses/competencies required in the curriculum outline
are complied with and prerequisites and co-requisites are satisfied.

First Year
First Semester Units Lect Lab Second Semester Units Lect Lab
Introduction to 3 Crop Science 2 3 2 1
Agriculture
GE 1 3 3 0 Introduction to Organic 3 3 0
Agriculture
Animal Science 1 3 2 1 Animal Science 2 3 2 1
Soil Science 1 3 2 1 Crop Protection 2 3 2 1
Crop Protection 1 3 2 1 Soil Science 2 3 2 1
Crop Science 1 3 2 1 GE8 3 3 0
PE 1 2 PE2 2
NSTP 3 NSTP 3
Total 23 Total 23

Summer
Practicum (Skills Development): 3 units or equivalent to 240 hours

Page 80f94
 Second Year
First Semester Units Lect lab Second Semester Units Lect Lab
GE4 3 3 0 General Biochemistrv 3 3 0
Slaughter of Animals and 3 2 1 GE Elective 1 3 3 0
Animal Products
Processin!:l
Principles of Genetics 3 2 1 Methods of Agricultural 3 3 0
Research
Organic Chemistry 3 2 1 Basic Farm Machineries, 3 2 1
Mechanization and Water
Manaqement
Principles of Agricultural 3 3 0 Natural Resource and 3 3 0
Extension and Environmental
Communication Manaoernent
GE 7 3 Principles of Agricultural 3 3 0
Entrepreneurship and
Enterprise Development
Introduction to Agriculture 3 3 0 PE4 2
Commodity Systems
PE3 2
Total 23 Total 20

All students who satisfactorily completed the first two (2) years shall be awarded the Certificate of
Agricultural Science (CAS) which they may use for immediate employment or application for TESDA
Skills Certification, subject to the requirement of the specific TESDA Training Regulation (NC III)
being applied for.
Third Year

First Semester Units Lect. lab Second Semester Units Lect. Lab

GE Elective 2 3 3 0 GE3 3 2 1
GE5 3 3 0 Seminar B 1 1 0
Major Course 1 3 2 1 Thesis 2 I Major Farm 2 0 2
Practice (Experimental)
General Physiology and 3 2 1 Introduction to 3 3 0
Toxicology Agricultural Policy and
Development
Major Course 2 3 2 1 Maior Course 3 3 2 1
Seminar A 1 1 0 Major Course 4 3 2 1
Thesis 11 Major Farm 2 2 0 GE Elective 3 3
Practice (Outline)
Agricultural 3 2 1 GE6 3
BiotechnoloQY
Total 21 Total 21

Page 9 of94
 Fourth Year
First Semester Units Lect. Lab Second Semester Units Lect. Lab
Major Course 5 3 2 1 Thesis 31 Major Farm 2 2 0
Practice (Manuscript
and Defense
Beneficial Arthropods 3 3 0 Apprenticeshipl OJT 3 0
and Microorganism (Industry Exposure)
(240 hours)
Post Harvest Handling 3 2 1 Total 5
and Seed Technology
Ufe and Works of Rizal 3
GE2 3
Total 15
Summary: 1ST Year 1st Sem 23 Untts
2nd Sem 23 units
Summer: 3 units
2ndYear 1st Sem 23 units
2nd Sem 20 units
3fd Year 1st Sem 21 units
2nd Sem 21 units
4th Year 1st Sem 15 units
2nd Sem 5 units
Total: 154 units

Section 10. Sample Curriculum Map (Please see Annex C)

Section 11. Sample Means of Curriculum Delivery

Sample Means of Curriculum Delivery

The BS Agriculture curriculum adheres to a learner-centered paradigm. It begins with

clearly stated competencies that students must acquire and demonstrate at the end of
the four-year program. Appropriate teaching-learning strategies facilitate the acquisition
of these competencies. Under this paradigm, students are the subject of the learning
process enabling them to achieve their full potential. The teaching-learning process is
interactive, participatory, collaborative, and experiential. The teacher is a mentor,
facilitator, and collaborator.

The following methodologies/strategies may be used (based on the sample means of

curriculum delivery):

1. Lecture IDiscussion - The teacher serves as mentor facilitator. He introduces the

topic with a background lecture then catalyze interactive learning discussion I
problem solving as appropriate.

2. library Research and Term Paper Presentation - A student will pick up a topic
related to the subject, research the global development! global perspectives and
present a paper in class to allow intellectual discussion and knowledge sharing.

3. Case Study Research - individual mini research to allow students to generate data
as a vehicle for problem solving and critical thinking.

Page 10 of94
4. Field Tours and Farm Visits - visits to modern farms and specialty farms (organic
agriculture and ecotourism farms) to allow better appreciation of principles and
concepts discussed in class.

5. Multimedia Instruction - integrating various forms of instruction for better

communication of concepts and ideas and to allow students a working experience
and be comfortable with various multimedia forms.

6. Thesis or Farm Practice - a mentor-guided research as a requirement for graduation.

This part of the program allows students to appreciate, experience, and integrate all
concepts and principles learned in class to solve specific problems.

7. Practicum for the CAS requirement is a skill development course for students to
acquire the necessary competencies required for TESDA level III certification (NC In).

8. Apprenticeship or industry exposure is required for all graduating students to give

them a holistic view of the agribusiness industry.

Section 12 Sample Course Outlines for Selected Core Agriculture Courses

(Please see Annex D)

ARTICLE VI REQUIRED RESOURCES

(Please refer to Annex E)

Section 13 Administration

Section 13.1 - Program Administration

The minimum qualifications of the head of the unit that implements the degree program
are the following:

a. Dean of the uniUcoliege. The dean of a uniUcollege must be at least a doctorate

degree holder in Agriculture or any of its allied fields as cited in Article IV, Section 5.5
and a holder of a valid professional license.
b. Chair of the uniUdepartment. The chair of the department must be at least master's
degree holder in the discipline for which the unit/department offers a program or a
master's degree holder in an allied program identified in the policies and standards,
and a holder of a valid professional license. In addition, in case where the department
offers a Ph.D. program, then the Chair must be a holder of Ph.D. degree in
agriculture.

Section 13.2 - Faculty

a. General Requirements

1. As a rule, a master's degree in the discipline or its equivalent is required for

teaching in the tertiary level. Further, he/she must be a holder of a valid
professional license.

2. A college offering a BSA program should have at least six (6) regular faculty
members representing the following fields: crop science, crop protection, soil
science, animal science, agricultural entrepreneurship and enterprise

Page11 of94
 development/economics and marketing, and agricultural extension and
communication; and one agriculture and biosystems engineering {agricultural
engineering (may not be a full-time faculty under the college but from other units of
the university).

3. All HEls without specialization must have 100% of the faculty with at least a
master's degree in the discipline or its equivalent. For HEls which will opt for
specialization. 75% of the additional faculty must have at least a master's degree
in the discipline.

b. Qualification of faculty

In addition to the qualification requirements of faculty in Section 13.2, faculty

teaching in a BSA program must have an appropriate master's degree in
agriculture or in any allied fields as mentioned in Article IV Section 5.S.

c. Full-time faculty members

The institution shall maintain 70% of the faculty members teaching in the BSA
program as full-time.

d. Teaching Load

Teaching load requirements for the BSA program is suggested to be at least as

follows:
1. A faculty should not be assigned more than four (4) different courses/subjects
within a semester.
2. Teaching hours per day should not exceed 6 hours.

e. Faculty Development

The institution should have a system of faculty development. It should encourage

the faculty to:

1. Pursue graduate studies;

2. Attend seminars, symposia, and conferences for continuing education;
3. Undertake research activities and publish their research output; and
4. Give lectures and present papers in nationallintemational conferences,
symposia. and seminars.

The institution should also provide opportunities and incentives such as:

1. Tuition subsidy for graduate studies;

2. Study leave with pay;
3. De-loading to finish a thesis or carry out research activities;
4. Travel grants for academic development activities such as special skills
training and attendance in nationall international conferences. symposia and
seminars; and
S. Awards and recognition.

Page 12 of 94
Section 14 Library

Library personnel, facilities, and holdings should conform to existing CHED requirements
for libraries which are embodied in a separate CHED issuance. For the BSA program.
the libraries must provide five (5) book titles per professional course found in the
curriculum at a ratio of 1 volume per 15 students enrolled in the program. These titles
must have been published within the last 10 years.

The library must maintain a collection of updated and appropriate/suitable textbooks and
digital references used for the core courses in the curriculum. Library resources should
complement curriculum delivery to optimize the achievement of the program outcomes
for the BSA program.

The HEI is likewise encouraged to maintain periodicals and other non-print materials
relevant to agriculture. business, and economics to aid the faculty and students in their
academic work. Digital references should complement a library's book collection but
should otherwise not be considered as replacement for the same.

Section 15 Facilities and Equipment

a. Laboratory requirements (See Annex E)

Laboratories should conform to existing requirements as specified by law (RA 6541,

"The National Building Code of the Philippines" and Presidential Decree 856, "Code
of Sanitation of the Philippines").

b. Classrooms

1. Classrooms should be well-lighted and well-ventilated to comfortably

accommodate the students.

2. Laboratory rooms should be provided with the necessary instruments and

facilities needed for the courses being taught.

3. Large classes may be allowed as long as the attendant facilities are provided.

c. Educational Technology Centers

The institution should provide facilities to allow preparation, presentation. and

viewing of multi-media materials to support instruction.

Section 16 Land

There should be a minimum area of 10 hectares available/accessed by the agriculture

program for instruction and demonstration. Areas for production will depend on the
capacity of the institution to engage in income- generating projects.

Page13 of94
Section 17 Admission and Retention

The basic requirement for eligibility for admission of a student to any tertiary level degree
program shall be graduation from the secondary level recognized by the Department of
Education. HEls must specify admission, retention, and residency requirements. They
should ensure that all students are aware of these policies.

ARTICLE VII
COMPLIANCE OF HEls

Using the CHEDImplementation Handbook for OBE and ISA as reference, an HEI
shall develop the following items which will be submitted to CHED when they apply for a
permit for a new program:

Section 18 The complete set of program outcomes, including its proposed additional

program outcomes.

Section 19 Its proposed curriculum, and its justification including a curriculum map,

Section 20 Proposed performance indicators for each outcome. Proposed

measurement system for the level of attainment of each indicator.

Section 21 Proposed outcomes-based syllabus for each course,

Section 22 Proposed system of program assessment and evaluation

Section 23 Proposed system of program Continuous Quality Improvement (CQI).

ARTICLE VIII
TRANSITORY, REPEALING and EFFECTIVITY PROVISIONS

Section 24 Transitory Provision

All private HEls, state universities and colleges (SUCs), and local universities and
colleges (LUCs) with existing authorization to operate the Bachelor of Science in
Agriculture program are hereby given a period of three (3) years from the effectivity
thereof to fully comply with all the requirements in this CMO. However, the prescribed
minimum curricular requirements in this CMO shall be implemented starting Academic
Year 2021-2022.

Section 25 Repealing Clause

All pertinent rules and regulations or parts thereof that are inconsistent with the
provisions of this CMO are hereby repealed including but not limited to the OAT-SAT
program CMOs.

Page 14 of94
Section 26 Effectivity Clause

This CMO shall take effect fifteen (15) days after publication in the Official Gazette or in
a newspaper of national circulation. This CMO shall be Implemented beginning
Academic Year 2021-2022.

QuezonCity, Philippines NOV '3.2021

Forthe~s~

J. PROS~~R: ~ VERA Ill, DPA

Chairperson

Attachments:
ANNEX A- Duties and Competencies
ANNEX B- Guidelines for Major Practice or Practicum
ANNEX C- Suggested Major Courses
ANNEX D- Sample Curriculum Map
ANNEX E- Sample Course Syllabi
ANNEX F- Laboratory Equipment

Page 15 of~4
 ANNEX A MATRIX OF DUTIES AND COMPETENCIES OF AN
AGRICULTURE GRADUATE
DUTIES COMPETENCIES
A. Perform the tasks in 1. Apply concepts, 2. Enhance working 3. Conduct innovative
the technical and principles, and knowledge research to generate
scientific fields with methodologies. through technical good agricultural
confidence and and scientific practices and desirable
creativity exposures. products.

B. Diagnose and 1. Keep abreast with 2. Analyze, 3. Recommendappropriate

analyze strengths developments in interpret, and actionsand strategies.
and limitations, agriculture. utilize technical
opportunities, and socio-
threats in the economic data to
practice of evaluate
agriculture opportunities and
profeSSion constraints.

C. Conceptuali:z:e and 1. Examine the 2. Map out 3. Prepare 4. Formulate

formulate systems- inter and strategic workable alternative
oriented strategic intra plans using agricultural measures to
plans and programs dependence technical, plans, solve potential
for agricultural of systems scientific, programs, problems in
development within the market, and and implementing
context of other feasibility agricultural
agricultural sources of studies. plans and
development information. programs.

D. Manage resources 1. Conduct resource 2. Assess and 3. Develop strategies and

effectively and inventory by analyze the alternatives within the
efficiently employing recent enterprise using contextof sustainabillty.
qualitative and techniques that
quantitativetools. will establish
strengths,
limitations,
opportunities.
and threats.
4. Formulate and 5. Assess the overall 6. Recommend and
Implement efficiency and disseminate best
resource sustalnabllity of management practices
management plan agricultural plans and (BMPs) developed from the
for improved and programs. enterprise.
sustained
productivity.
E. Monitor and 1. Conduct 2. Design 3. Formulate 4. Take
evaluate plans and performance benefit verifiable corrective
programs in audit to assess monitoring performanc actions
agriculture the progress and and e indicators promptly.
accomplishments evaluation of
of the enterprise system for agriCUltural
and recommend plans and plans and
measures to programs. programs.
ensure sustained

Page 16 of94
 use of the
resources
available in the
enterprise.
F. Advocate 1. Know and 2. Identify policy 3. Formulate 4. Design
agricultural laws, analyze existing impacts and recommen- and
rules, regulations, agricultural laws, gaps, ethical dations for implement
and related policies rules, regulations, and societal policy strategies
and related implications reforms. for
policies. advocacy.

G. Practice and 1. Apply good management 2. Promote consciousness In the

promote public practices in the workplace application of agricultural technology
safety and natural for safety. among workers for public safety,
resource environmental protection, and highest
conservation In the ethical standards.
use of agricultural
technology
H. Implement 1. Explain the 2. Identify best management 3. Promote resource
agricultural interrelationship practices and promote conservation and
development of agriculture their applications in sustainable use of
compatible with and the specific sectors of the naturalresources.
resource environment agricultureindustry.
conservation and implication
to the
community.
I. Develop 1. Convey ideas 2. Apply the 3. Develop the ability to
communication and information principles and access, retrieve, process,
skills and strategies clearly and use different and disseminate
effectively. forms and types information.
of
communication.
4. Prepare, review,analyze,and 5. Updateoneself of the recent
evaluate technicaland scientific trends on informationand
reports, proposals,researches, Communicationtechnologies
and conceptpapersand respond (ICTs).
promptly.
J. Develop and 1. Demonstrate the 2. Innovate for 3. Develop self-reliance and
cultivate values of self- improvementof practice teamwork and
collaborative and respect and the agriculture networking with high
productive work integrity. profession. performanceand quality.
attitude towards the
agriculture
profession
K. Provide leadership 1. Identify,collect and 2. Evaluate data 3. Identify rational
and vision in integrate important linformation alternatives to solve
identifying, creating, data and using specific problem, close
and pursuing information on appropriate critical gaps, or pursue
opportunities in specific agricultural statistical and opportunities.
agricultural situations. decision-
development makingtools.

Page 17 of94
 4. Synthesize relevant 5. Pursue program 6. Practice leadership
information to of action with qualities and display
understandthe emerging enthusiasm and socialconcerns.
global agricultural determination.
scenario.
L. Practice ethical 1. Observe 2. Respect 3. Demonst 4. Motivate others to
interpersona I professio the rights rate participate actively in
relations with nal ethics of others emotiona PRe-Accredited
empfoyers, and and I Professional
subordinates, peers, standards recognize intelligen Organization (APO) and
clients, and the their ce/maturi other agriculture-related
general public. accomplis ty. association activities
hments. and comply with their
policles and obliQations.

Definition:

The Bachelor of Science in Agriculture is a degree program designed to prepare professionals with
general competencies in carrying out the science, art, ethics, management and entrepreneurial
business in the production, processing and marketing of plants, animals and other organisms utilized
for food, fiber, recreation, biomedicine, industrial, and other purposes within the context of integrated
and sustainable agriculture resource systems.

An Agriculturist refers to a person who has the competence to scientifically diagnose and pursue
opportunities, design and implement appropriate strategies, and manage resources and information
for gainful and sustainable development of the agricultural and food system resources. Hel She
should also be able to provide scientific, technical, and policy advice in implementing programs that
would promote agricultural development.

Page 18 of94
 ANNEXB
GUIDELINES FOR IMPLEMENTATION OF PRACTICUM, MAJOR FARM PRACTICE,
AND APPRENTICESHIP

The practicum subject gives the student an opportunity to observe a farm, plant or laboratory. or
other establishments IN or OUTSIDE CAMPUS, which will provide additional practical
experience and acquisition of skills to further enhance his capacity to pass the assessment of a
particular National Certificate (NC) embedded in the program. The student is exposed to actual
conditions which are not normally encountered in the regular courses offered by the university in
order to effect an outcomes-based learning. The course is taken during summer of first year
with 3 unit credit or minimum of 240 hours.

For the major practice, a student normally registers the major practice subject with a third (3rd)
year academic standing. It has a 6-unit equivalent or approximately not less than 480 hours
since this activity needs continuous attention. This may be done locally or abroad following the
Guidelines of the Student Internship Abroad Program (SlAP). In some instances. a student may
enroll the subject during the semester, provided that the required minimum number of hours will
be satisfied. Further, the university must have the necessary facilities and equipment for the
purpose. The Adviser Is responsible in determining the appropriateness of the semestral
enrollment subject to approval of the Dean, fully endorsed by the College Major Practice
Coordinator.

Finally. the Apprenticeship or Industry exposure program is taken during the second semester
of 4th year with a 3 unit credit. It is intended to give the student a holistic overview of agriculture
as a business enterprise. A Memorandum of Agreement shall be forged between the university
and the host-institution/agency for the implementation of the apprenticeship program.

A. Documentationfor Major Farm Practice and Apprenticeship Programfor Skills

Development

The following items must be included in the preparation of a major practice or outline:
1. Cover Form, This form lists the course number, degree program. title of major
practice or practicum, name of students, signature of adviser, unit head. college
secretary, and probable date of graduation,
2. Title of Major Practice. The title should include the place of major practice and
date when it will be conducted.
3. Name of Student
4. Introduction. This will include the rationale I importance of the practicum.
5. Objectives
6. Expected Output
7. Review of Related Literature
8. Description and Schedule of Activities. This will include the time and place of
practlcum as well as the specific activities to be performed In various units of the
farm, or place of the practicum.
9. Literature cited

The adviser should require the major practice student to present the proposed major practice
outline for checking his/her understanding and knowledge of the work activities and schedule
before registration and fielding. The adviser and unit head prior to registration must approve
the major practice.

Page 19 of94
B. Conduct of Major Farm Practice and Practlcum for Skills Development

1. The appropriate forms must be properly submitted prior to the start of the
conduct of the major practice or practicum. These forms will include: consent of
parent or guardian (notarized), memorandum of understanding between the
university/college and host establishment, and student's pledge.
2. It may be conducted on-campus, if facilities are available. Major practice or
practicum may be conducted as a farm, plant. or laboratory practice, or a
combination thereof.
3. The student shall render at least one full summer work, or its equivalent if the
major practice is conducted on semestral basis.
4. The adviser should take effort to make periodic visits to assess the student's
performance.
5. An evaluation form shall be given to the manager/owner of the farm/plant at the
start of the practice. A copy of the evaluation form should be sent by the farm
manager/owner directly to the adviser. The evaluation report will form part of the
final grade of the student.

C. Practicum and Major Farm Practice Manuscript Preparation

1. A Panel of Faculty from the commodity division/unit concerned on the practicum

subject matter shall be constituted to evaluate the presentation of the draft major
practice or practicum manuscript and the student's acquired experience and
knowledge.

2. The major practice or practicum adviser shall review and approve the final copy
of the major practice manuscript report based on the itemized content as follows:

i. Cover Form. This form lists the degree, title of practicum, student
name, signatures of the adviser, unit head, college dean, and date of
graduation.
ii. Title Page. This includes the practicum title, student name, degree,
and date of graduation.
iii. Biographical Sketch of the Student. This should not be more than one
page, double-spaced. The student should sign at the bottom of the
page.
iv. Acknowledgment. This should not be more than one page. double-
spaced.
v, Table of Contents
vi. List of Tables
vii. List of Figures (if any)
viii. List of Appendices
ix. Body of Text (See Next Page)

Page 200f94
 Title of Major Practice
Student Name
Introduction
Objectives
Expected Output
Review of Related Literature
Description and Schedule Of Activities
Description of the Farm I Plant
Technical Analysis of the Enterprise
Benefit-Cost Analysis (If Permissible)
Problems Encountered
Lessons Learned
Recommendations
Literature Cited

D. For the Apprenticeship program, a narrative report of accomplishments and a

business plan are submitted at the end of the program.

Page21 of94
 ANNEXC
SUGGESTED COURSES FOR MAJORS

CROP PROTECTION
COURSES UNITS DESCRIPTION
laboratory and Field 3 Basic field and laboratory techniques in collection, mass
Techniques in Crop rearing/culture or propagation and preservation of pest
Protection species including basic photography and how to do
illustration and drawing of basic parts of a specimen.
Taxonomy of Pests 3 Identification and classification of pests and methods of
Species preservation and curation of specimens
Crop Protection 3 Identification and bionomic studies of major insect pests of
Entomology agricultural crops, prevention, and population regulation
methods including recent trend in pest management such
as but not limited to the use of sterile male technique and
genetically modified plants
Insect Ecology 3 Understanding insect population dynamics, diversity,
dispersal and migration including population estimation,
methods of sampling. forecasting, and simulation
Plant Nematology 3 Classification of plant parasitic nematodes, biology,
epidemiology> and host interaction
Fundamentals of 3 Biology, classification. diversity, reproduction, and disease
Mycology cycle of various funQal groups and its allies
Introduction to Plant 3 Classification, structure and genomic organization of plant
Virology and viruses and viroids, including epidemiology and
Bacteriology
management of virus diseases; taxonomy and ecology of
plant associated bacteria and other eukaryotes
transmission, survival and dissemination
Plant Disease 3 Study of field and laboratory procedures for diagnosis of
Diagnosis plant diseases
Principles of Plant 3 Principles of plant disease management, methods of plant
Disease disease control including current trends in disease
Management management using biotech products and integrated
approach to manage plant diseases
SOIL SCIENCE
COURSES UNITS DESCRIPTION
Soil Chemistry 3 Study of the nature and composition of soils, physico-
chemical properties and reactions, chemical processes
includino ionic eoultiora
Soil Physics 3 Physical properties of the soil, measurement, and analysis
and its relation to agricultural, hydrological and environmental
concerns and problems
Soil Survey, 3 Survey and classification of soils based on their morphology,
Classification and genesis and properties; land resources data and Information,
land Use their interpretation and application for land use design and
planninQ and environmental assessment of land uses

Page 22 of94
 Soil Biology 3 Introduction to soil organisms; interaction between
organisms, their processes and metabolism. Functions of soil
organisms and their importance to soil health. Techniques for
the identification and monitoring of soil biological health and
management of soil organisms for sustainable land
management
Soil Conservation 3 Study on the principles of soil conservation and management;
and Management soil erosion research and their control; proper land
classification and land use
ANIMAL SCIENCE
COURSES UNITS DESCRIPTION
Animal Nutrition 3 Chemical composition and feeding value of common
feedstuff, nutrient requirements of farm animals, feed
formulation and feedino practices for livestock and poultry
Animal Breeding 3 Genetics as basis of breeding, selection, breeding systems
and strategies, mating systems and assisted reproductive
technologies
Poultry Production 3 Feeding, housing, disease prevention and control,
processing, marketing and farm management of poultry
species
Swine Production 3 Breeding, feeding, housing, disease prevention and control,
processing, marketing and farm management of swine
Ruminant 3 Breeding, feeding, housing, disease prevention and control,
Production processing. marketing and farm management of ruminant
animals (goat, sheep. cattle carabao)
Large Ruminant 3 Breeding, feeding. housing, disease prevention and control.
Production processing, marketing and farm management of large
ruminants (cattle and carabao)
Small Ruminant 3 Breeding, feeding, housing. disease prevention and control,
Production processing, marketing and farm management of small
ruminants"(Qoat and sheep)
Dairy Cattle 3 Lactation, management and nutrition for efficient milk
Production production; dairy cattle breeding and selection, care of dairy
equipment and dairy cattle records
Animal Health and 3 Improved practices of sound animal health and farm
Farm Sanitation sanitation· biosecurity
Marketing of Animal 3 Marketing of animal products and byproducts, approaches,
Products and by~ marketing costs and margins and marketing channels
Products
Farm Planning and 3 Preparation of project feasibility study. farm planning and
Management management
Climatology and 3 Mechanics of thermoreg ulation and animal adaptation,
Animal Behavior thermal stress, productive and reproductive behavior of
animals in relation to climate
Anatomy and 3 Structures and functions of the body systems and organs of
Physiology of Farm domestic animals
Animals
Nutritional Diseases 3 Diseases of farm animals related to nutrient deficiencies and
of Farm Animals toxicities

Page 23 of94
CROP SCIENCE
COURSES UNITS DESCRIPTION
Plant Growth and 3 Morphology and physiological changes in crops in relation to
Development growth and development, and as influenced by environment
(with emphasis on ptant qrowth regulator) and heredity
Crop Physiology 3 Plant processes affecting growth and development; plant and
environment interaction; plant growth regulators; and plant
growth response to stimuli
Introduction to Ecological 3 Principles and practices of ecological agriculture
Agriculture
Plant Breeding 3 Principles and practices underlying the development,
evaluation. and maintenance of improved crop plants
Plant Genetic Resources 3 Concepts, principles and strategies and policies for formal and
Conservation and informal PGR conservation, utilization, and management
Management
Plant Propagation and 3 Principles and practices underlying the plant propagation and
Nursery Management management of horticultural crops
Legumes and Root Crop 3 Cultural management practices of legumes and root crops and
Production crop processing
Farming Systems 3 Principles and determinants of farming systems; procedures of
designing and evaluation of location-speciflc farming svsterns
Field Crop Production 3 Cultural management practices of field crops and processing
and Processing including cereal crops legumes, and root crops
Annual Industrial Crops 3 Cultural management practices of selected industrial field crops
Production with emphasis on tobacco, cotton and sugarcane
Weeds and their Control 3 Theories and practices of weed control
Cereal Crop Production 3 Cultural management practices of cereal and crop orocessinq
Vegetable Crops 3 Production practices of lowland and upland vegetable
Production
Perennial and Industrial 3 Production practices and processing of perennial and industrial
Crops Production crops
Ornamentals and 3 Cultural management practices of ornamental and basic
Landscape Horticulture principles and practices of conventional and edible landscaping

Statistical Tools in Plant 3 Analytic mathematical operations that aide in the evaluation,
Breeding selection and testing goverming the transfer of traits in
breeding activities
Methods of Plant 3 Conventional and non-conventional methods for the
Breeding improvement of plant's traits and protocols for varietal release

AGRICUL TURAL ECO~IOMICS

COURSES UNITS DESCRIPTION
Microeconom ics 3 Analysis of microeconomic principles relating to aggregate
income and em!)loyment. product and money markets
Macroeconomics 3 Analysis of macroeconomic principles relating to aggregate
income and employment. product and money markets

International Trade 3 Principles and concepts in trade, national and international

And Policies policies related to development

Page 24 of94
Microfinance Theory 3 Theory and practice of microfinance, its achievements and
And Practice current challenges; basic skills needed to management
microfinance institutions; the future of microfinance and of
financing for development
SupplyNalue Chain 3 Investigates theory and practice of supply chain formation.
Management management and performance in enhancing
competitiveness
Farm Management 3 Application of economic principles for farm business
Economics operation. Focuses upon agricultural production
management decision making tools.

Page 25 of94
 ANNEX 0
SAMPLE CURRICULUM MAP

I. Sample Curriculum Map

Curriculum map is "a matrix relating all the courses listed in the program
curriculum with one or more of the declared program outcomes."

The HEls/LUCs/SUCs shall create a complete curriculum map of their current

existing BS Agriculture Curriculum. Refer to Annex B for a sample curriculum
map that relates all the courses In the sample curriculum with the minimum set of
program outcomes.

The graduate of the BS Agriculture program should have developed the ability to:

a. Articulate and discuss the latest developments in the specific field of

practice (PQF level 6 descriptor);
b. Effectively communicate orally and in writing using both English and
Filipino;
c. Work effectively and independently in multi-disciplinary and multi-cultural
team's (PQF level 6 descriptor);
d. Act in recognition of professional, social, and ethical responsibilities;
e. Preserve and promote "Filipino historical and cultural heritage" (based on
RA 722);
f. Generate and share knowledge relevant to specific fields in the study of
agriculture;
g. Participate in the formulation and implementation of agricultural
developments plans and programs;
h. Apply scientific method in the conduct of research activities;
l. Discuss he concepts of agricultural productivity and sustainability in the
context of national, regional, and global developments;
j. Engage in agricultural production and post-production activities;
k. Promote sound agricultural technologies to various clients and in the
manpower development for agriculture; and
I. Employ relevant tools in Information technology In solving agriculture-
related problems.

Core Courses

RELATIONSHIP TO PROGRAM OUTCOME

COURSE
a b c d e f g h i J k I
Crop Science 1 - Principles of P I P I I
Crop Production
Crop Science 2 - Practices of P P P P P
Crop Science and Management
Crop Protection- Principles and I I I P D D 0 D
Practices in Crop Protection
Animal Science 1 - Introduction I I P I I
to Animal Science

Page 260f94
 P p D P P
Animal Science 2 - Introduction
to Livestock and Poultry
Production Management
Principles of Agricultural - p p p P
Entrepreneurship and
Enterprise Development
Introduction to Agricultural
Commodity Systems P I I P
Principles of Soil Science. I I P 0 0 0 0 P 0
Conservation and Fertility
Management
Principles of Agricultural I I
Extension and Communication
Basic Farm
Mechanization
Machineries,
and Water
- - - - I I I I I I - I

Management

Principles of Genetics I - - - I
Agricultural Biotechnology p P - P P
Methods of Agricultural 0 - - - -
Research
Seminar A P 0 - - 0
Seminar B 0 0 0 0 D

Major Courses

Courses a b c d e f g h i j k I
Post Harvest Handling and Seed P p p p I
Technology
General Physiology and I - I - I
Toxicoloov
Slaughter of Animals and Animal - P - I -
Products Processing
Beneficial Arthropods and Other
Microorganisms
- p - I I

PracticumlThesis 0 0 0 0 D
Apprenticeship/OJT I p p - - p I 0 0 - - 0

Page 27 of94
 ANNEXE
SAMPLE COURSE OUTLINE
COURSE TITLE PRINCIPLES OF SOIL SCIENCE
COURSE NO. Soil Science 1
COURSE Nature and properties of soils; soil nutrient elements, their availability,
DESCRIPTION measurements and evaluation; maintenance and improvement of soil fertility
and productivity'
COURSE CREDIT 3 units
CONTACT 2 hours lecture and 3 hours laboratory
HRSIWK
PREREQUISITES None
COURSe TOPIC TEACHING RESOURCES ASSESSMENT
OUTCOME AND TASKS
LEARNING
ACTIVITIES
Demonstrate a 1. Soil as a natural lecture with LCDITV Quiz, graded
unified view of the resource and a medium discussion; monitor. recitation.
soil as a natural for plant growth and laboratory laptop. lab home-
resource and an development exposure, manuals and workltenn
important medium film showing equipment paper
for plant growth and soil
profile/pit

2. Soil. its composition.

'formation and
development
3. Soil-forming minerals
and rocks and their
weathering
4, The soil profile and its
description
Acquire skills in 5. The Physical Properties Lecture with lCOITV Quiz, graded
the basic analysis of Soils discussion; monitor, recitation,
of soil physical. • Soil texture and laboratory laptop, lab home-
chemical and structure exposure, manuals and work/term
biological • Soil densities problem equipment paper, term
properties • Soil Water solving and soil examination
• Soil Consistency samples
and Color
6. The Chemical Properties lecture with lCDITV Quiz, graded
of Soils discussion; monitor. recitation.
• Soil colloids and laboratory laptop, lab home-
silicate clays exposurel manuals and work/tenn
• Cation and Anion analysis, equipment paper. term
Exchange problem and soil examination
CapaCitiesof Soils solving samples
• Soil pH and Liming
Salinity and
Sodicity
7.Soil Organisms, their role
in organic material
decomposition and

Page 28 of94
 nutrient cvcunc
Articulate the 8. Soil fertility and its Lecture with LCDfTV Quiz, graded
importance of soil decline/deterioration discussion; monitor, recitation,
fertility to the field 9.Essential elements and laboratory laptop, lab home-
of agriculture and their distribution in the exposure/ manuals and work/term
in the promotion of profile analysis, equipment paper, term
organic agriculture 10.Biochemical problem and soil examination
classification of nutrients solving samples
and their roles in plant activity
nutrition
11.Availability of nutrients
and nutrient uptake
mechanism
Apply the theories 12.Relationship between lecture with LCDfTV Quiz, graded
of nutrient soil nutrient supply and discussion; monitor, recitation,
availability, plant uptake laboratory laptop, lab home-
mobility, and 13. Soil Fertility Models exposure/ manuals and work/term
exchange in solls • linear Response analysis, equipment paper, term
and between soil
and plants .. Plateau Model
liebig's Law of the
Minimum
problem
solving
activity
and soil
samples
examination

• Mitscherlich's
Equation
• Fertility Capability
Classification
14. N, P, K and S Economy
of Soils
15. The Soil Micronutrients
Explain the 16. Procedures for Lecture with LCDfTV Quiz, graded
diagnostic Determining the discussion; monitor, recitation,
procedures for soil Amounts of Nutrients laboratory laptop, lab home-
fertility • Microbial methods exposure/ manuals and work/term
assessment • Pot Culture analysis, equipment paper, term
• Field Fertilizer problem and soil examination
Trials solving sampleslfleld
for fertility
trials
Identify 17.Soil erosion process Lecture with lCDfTV Quiz, graded
appropriate and mechanics discussion; monitor. recitation,
practices and 18.Soil and water laboratory laptop, lab home-
methods of conservation and exposure/ manuals and work/term
erosion control management analysis, equipment paper, final
and in the 19.Formation, problem and field examination
reclamation and characteristics and solving demo plot
management of management of problem
problem soils soils
• Acidic Soils
• Saline and Sodic
soils
• Zinc Deficient Solis
20.Growth of Plants in
Halornorphic Soils

Page 290f94
SUGGESTED REFERENCES:

Soil Fertility and Fertilizers. Havlin, J.L, Beaton. S.L. Tisdela and W.L. Nelson

Basic Soil Fertility. 1990. Nartea R.N. UP Printery

The Philippine Recommends for Soil Fertility Management. PCAARRD

Nature and Properties of Soil (N.C. Brady)

Fundamentals of Soil Science ( Foth H.D. and L.M. Turk)

Soil and Soil Manaqement (Sopher and Baird)

COURSE TITLE SOIL FERT1L1TY CONSERVATION AND MANAGEMENT

COURSE NO. Soil Science 2
COURSE Soil nutrient elements, their availability. measurement and evaluation; soil
DESCRIPTION erosion and its control, and maintenance and improvement of soil fertility and
productivity.
COURSE 3 units
CREDIT
CONTACT 2 hours lecture and 3 hours laboratory
HOURSIWK
PREREQUISITE Principles of Soil Science
COURSE TOPIC TEACHING RESOURCES ASSESSMENT
OUTCOME AND TASKS
LEARNING
ACTIVITIES
Explain the role I. Soil Fertility lecture with Laptop and Quiz. submission of
of soil fertility in Management discussion projector/Tv assignment
sustainable 1. Introduction monitor. Lab
production. • Historical Assignment on manual
background of nutrient
soil fertility removal of
• Soil fertility different crops
defined
• Causes of the
decline in soil
fertility
• Importance of soil
fertility
Relate soil 2. sen- Plant Video/power Laptop and Quiz
properties on the Relationship point projectorfTV Submission of
behavior of • Essential presentation of monitor, Lab homework
nutrients and elements and nutritional manual
crop their functions disorder in
performance. • Nutrient plants
deficiency
Explain the symptoms in Homework on
theories ot plants the computation
nutrient • Profile distribution of relative yield
availability, of elements using

'Page 30 of94
mobility and • Relationship Mitcherlich's
exchange in soils between soil equation
and between soil nutrient supply lecture with
and plant and plant growth discussion
• Linear response
plateau model
• Law of the
Minimum
• Mitcherlich's
equation
• Nitrogen
Economy of Soils
• P and K economy
of soils
• Micronutrients
Evaluate soil 3. Evaluation of laboratory laboratory Submission of
fertility using Soil Fertility exercises on manuals, soil laboratory reports
different • Diagnostic the different test kit, leaf
diagnostic Procedures methods of color chart,
procedures. • Procedures for evaluating soil land area
determining fertility
amounts of
nutrients needed lecture with
• Microbiological discussion
method
• Pot method
Identify 4.Problem Soils Video/power Laptop and Submission of
appropriate • Acidic soil point projector/TV laboratory report
management • Saline soil presentation of monitor,
practices for • Sodie soil problem soils laboratory
problem soils. • low organic manual
matter Laboratory
• Management of exercises on
acidic, saline, low assessing
organic matter problem soils
and sodie soil
lecture with
discussion
Relate several II. Soil Video laptop and Quiz
factors that Conservation and presentation projector
influence the rate Management and
of soil erosion. lecture with
1. Erosion discussion
Process and
Mechanics
• Factors that
influence the rate
of erosion
• Process and
energy available
for soil erosion
• Action of various

Page 31 of94
 detaching and
transporting
agents
• Factors
influencing soil
erosion
Assess and 2. Assessment of Lecture with LCDfTV Quiz. graded
measure soil Erosion Hazard discussion, monitor, recitation,
loss. and Erosion laboratory and laptop/lab Submission
Modelling field exposurel manuals and worksheet and
• Methods of analysis equipment, laboratory report
general problem solving field demo plot
assessment
• Land capability Worksheet on
classification predicting soil
• Crop suitability loss using
evaluation USLE
• Universal Soil
Loss Equation
3. Soil Erosion Laboratory LCDITV Quiz
Measurement exercise on soil monitor, Submission of
• Field experiments erosion laptop/lab laboratory report
• Run-off plots measurement manuals and
equipment,
Lecture with field demo plot
discussion
Develop/design 4. Soli and Water Field survey to LCDJTV Submission of field
soil and water Conservation and different monitor, laptop survey report
conservation Management conservation
management for Strategies and
specific land • Soil conservation management
uses. strategies - practices in
including but not sloping areas
limited to addition
of organic Video/power
amendments point
presentation

Lecture with
discussion
Relate impacts of III. Current trends Video/power LCDITV Quiz
climate change in soil fertility, polnt monitor, laptop
to soil fertility. conservation and presentation
management
• Climate change Lecture with
and Its impact on discussion
soil fertility
(organic matter
decom position),
conservation and
management
• Pollution

Page 32 of 94
 • Urbanization
• Land Use Policy

SUGGESTED REFERENCES

Soil Fertility and Fertilizers. Havlin, J.L. Beaton, S.L. Tisdela and W.L. Nelson

Basic Soil Fertility. 1990. Nartea R.N. UP Printery

The Philippine Recommends for Soil Fertility Management. PCAARRD

COURSE TITLE PRINCIPLES OF CROP PROTECTION

COURSE NO. Crop Protection 1
COURSE Identification, biology and ecology of pests including Invasive species and their
DESCRIPTION natural enemies and introduction to pest population management
COURSE CREDIT 3 units
CONTACT 2 hours lecture and 3 hours laboratory
HRS/WK
PREREQUISITE None
COURSE TOPIC TEACHING RESOURCES ASSESSMENT
OUTCOME AND TASKS
LEARNING
ACTIVITIES
Explain the 1. The world population Lecture with LCDI or TV Quiz, graded
relationship of and food supply facilitated monitor, recitation. and
world population 2. Role of crop protection group laptop, lecture reports and
and food supply in increasing food discussion; film manual! or term paper
supply showing and syllabus and
reading appropriate
assignments Crop
Protection
Journals
Discuss the 1. Definition of pest(s) Lecture with -do~ -do-
concept of pest 2. Economic importance facilitated
and its economic of pests group
importance 3. Various disciplines discussion:
involved in Crop laboratory and
Protection farm exposure.
film showing
and reading
aSSignments
Distinguish the I. Plant Pathogens Lecture with Slides and -do~
characteristics of 1.Plant Pathology faciiltated videos of live
the Major Pest (defined) group and preserved
Groups 2. Economic Importance discussion; specimens
of Plant Diseases laboratory and
3. Concepts of Plant farm exposure,
Diseases film showing
4. Causes of Plant and reading
Diseases assignments
5. Disease Cycle
6. Plant Disease

Page 33 of94
 Epidemiology (The
elements of an
epidemic)
7. Variability in Plant
Pathogens
II. Arthropods and Lecture with -do- -do-
Vertebrate Pests and facilitated
Natural Enemies group
A. Arthropod Pests discussion:
1.Entomology defined laboratory and
2.Recognizing an insect farm exposure,
and a mite film showing
3.Characteristics of and reading
insects that make assignments
them a successful
group of arthropods
4. How insects affect
man as a
consequence of varied
habits and behavior
5.Recognizing Insect
Orders
6. Representative insect
pests and important
considerations to
make in the
formulation of
strategies/programs
for their management
B. Important Vertebrates
Pests - birds and
rodents
C. Common natural
enemies of insects and
vertebrate pests
III. Weeds lecture with -<10- -do-
1. Weed Science facilitated
(defined). Concept of group
a Weed discussion;
2. Characteristics of laboratory and
Weeds, Crops and farm exposure,
Other Pests film showing
3. Classification of and reading
Weeds assignments
4. Effect of weeds on
Human Affairs
5. Reproduction and
Establishment of
Weeds
6. Crop-Weed
Competition
7. Change in Weed
Populations

Page 340f94
Explain the 1. Definition of invasive Lecture and
development of species facilitated
invasive species group
2. Examples of invasive discussion,
species in Philippine
video or film
agriculture (snails
showing
scale insects)
Apply the concept, 1. Pest Problem Lecture with
strategies and Di~gnosis facilitated
practices of group
2. Determination of
Integrated Pests discussion;
component factors
Management in laboratory
causing the pest problem
response to pest exposure, film
in the field
attack showing and
3. The Pest Management reading
Concept assignments
a. Definition of terms
b. Factors that led to
the development of
the pest
management
concept

4. General
Considerations in
Planning Pest
Management Programs
a. Conservation of the
environment
b. Health implication of
pest control
intervention
c. Profitability of the
pest management
strategy
SUGGESTED REFERENCES

Amalin, D.M and E.A Vasquez. 1993. A handbook on Philippine Sweet Potato Arthropod Pest and
their Natural Enemies. Potato Research and Training Centre, Visayas State University, College of
Agriculture. 82 pages.

Anonymous. 2002. Weed Management in Major Crops in the Philippines. Weed Science Society of
the Philippines and the Crop Protection Association ofthe Philippines. 158 p.

Baltazar. C Rand N P Salazar. 1979. Philippine Insects: An Introduction: UP Press Quezon City
Philippines 136 pages
-,--__ ...".- 1966. Catalogue of Philippine Hymenoptera (with bibliography covering 1958-1963).
Bernice 272 pages

Calilung, V.C. J. and H T Facundo. 1999. Manual for General Entomology. Second Edition. Dept of
Entomology, UP College of Agriculture. College laguna. 208 pages.

Page 35 of94
Capinera, J. 2008. Encyclopedia of Entomology, Springer Netherlands.

Castner, J L. 2002. Photographic atlas of entomology and guide to insect identification. Feline
Press, Gainesville Florida. 174 P

Cranston, PS and Gullan PJ. 1994. Pest Management: the insect: An Outline of entomology. pp
399-430. ISBN 0-412-49360-8. QL 462. G952

Debach. PH and 0 Rosen. 1991. Biological Control and Natural Enemies.2nd Ed, London and New
York Cambridge Univ Press. 440 p

Dent, D. 2000. Insect Pest management (2nd ed), CABI Publishing, CABInternational Inc.

Gabriel, B P. 1971. Insect Pests of Filed Corn, Tech Bull No 26, UP Los Banos. 86 p.

lIag, L. L. 1983. Learning the Principles of Plant Pathology. College, of Agriculture, UP Los Banos.
138 p

Imms. A.D. 1952 A general textbook of entomology including the anatomy. physiology, development
and classification of insects. Methuen & Co. Ltd. 36 Essexx St. w.e. London. 706 pp.

Javier. P and TA Rodriguez. 2015. Managing pest in organic vegetable production. Agriculture
Monthly.

Kraehmer. H. and Baur, P. 2013. Weed Anatomy. John Wiley & Sons, Inc. 487 p.

Marshall, S. 2006. Insects: their natural history and diversity: with a photographic guide of insects of
easter north America, Firefly Books.

Mercado, BL and JS. Manuel, 1977. Laboratory Manual on Tropical Weed Biology. College of
Agriculture. University of the Philippine Los Banos. 101 p.

Monaco, T J, Weller, SC. And Ashton, FM. 2002. Weed Science: Principles and Practices. 4th Ed.
John Wiley & Sons, Inc. 685 p.

Moody, K, C.E. Munro, R.T. Lubigan and E.C. Paller. 1984. Major Weeds of the Philippines.
Published by the Weed Science Society of the Philippine. UP Los Banos. 328 p.

Morallo-Rejesus, B M and A Sayaboc. 1992. Guide to control diamond back moth. PCCARD Farm
Primer no 4, 15p

Naylor. REL. 2002. Weed Management Handbook, 9th ed. Blackwell Science. ltd. 434 p.

Pedigo. LP. 2002. Entomology and Pest Management, 4th ed, Pearson Education

Price, AJ. 2012. Weed Control. Intech, Cratia. 274 p.

Reissig, W.H., E.A. Heinricks, JA Litzinger. K Moody and L. Fielder, TW Mew and A T Barrian.
1986. Illustrated Guide to Integrated Pest Management in Rice for Tropical Asia, Published by the
International Rice Research Institute (IRRI), Los Banos Laguna. 411 p,

Shepard, B M, A T Barrion, and J A Utsinger. 1995. Rice feeding insects of tropical Asia. The
International Rice Research Institute. 228 p.

Page36 of94
Tangonan, N. G. 1999. Host Index of Plant Diseases in the Philippines. Published by PHILRICE,
Munoz, Nueva Ecija. 408 p.

Quebral, F. C. Pictorial guide to vegetable diseases in the Philippines. Bull No 1. Vegetable Res and
Ext program. UP Los Banos.

Zimdahl, RL. 2007. Fundamentals of Weed Science. 3rt! ed. Elsevier, Inc. 689 p.

COURSE TITLE APPROACHES AND PRACTICES IN PEST MANAGEMENT

COURSE NO. Crop Protection 2
COURSE Philosophies, Strategies, and Methods in Pest and Disease Management,
DESCRIPTION including current trends in pest population regulation

COURSE 3 units
CREDIT
CONTACT 2 hours lecture 3 hours laboratory
HRSIWK
PREREQUISITE Crop Protection 1
COURSE TOPIC TEACHING AND RESOURCES ASSESSMENT
OUTCOME LEARNING TASKS
ACTIVITIES
Discuss the Course Overview and Lecture/discussion LCDI or TV Quiz I
objectives, scope Introduction monitor, discussion
and requirements A. Aims and scope of laptop, lecture reports
of the course the course
B. Course
Requireme
nts
Explain the I. The current concept Lecture with LCDI or TV Quiz, graded
concept of oflPM facilitated group monitor, reports and
Integrated Pest 1. Goals and scope discussion; film laptop, lecture reading
Management 2. Management showing and manual! or assignments,
(IPM) strategies reading syllabus and term
II. Historical Trends in assignments appropriate paper/reaction
IPM/PM Crop paper
1. Pre-IPM era Protection
2. Emergence of Journals
the early
concepts of IPM
3. The "ETL-
Based"IPM
4. Management of
Invasive Species
5.· Emerging
IPM/PM
Concept/trends
(use of
bioratlonals and
GMOin PM)

Describe the III. Ecological and Lecture with LCD/orTV Quiz {

Page37 of94
economic and Economic facilitated group monitor, discussion
ecological factors concepts in discussion laptop, lecture reports
affecting IPM as a relation to manual! or
strategy to management syllabus and
manage pest decisions appropriate
situations Crop
Protection
Journals
Articulate the IV. Human Behavior Lecture with LCD/orTV Quiz!
impact of human and Decision- facilitated group monitor, discussion
behavior on Pest Making Concepts discussion laptop, lecture reports
Management • Community manuaVor
Decision Making Impact syllabus and
process Assessment appropriate
• Responsible Crop
care programs Protection
Journals
Illustrate the a. Regulatory Control Lecture with LCDI or TV Quiz.
various b. Genetic facilitated group monitor, discussion
component Manipulation discussion; laptop, lecture reports and
strategies to of crops (host plant laboratory manual! or reports on farm
control pests resistance) and of exposure (visits to syllabus and I laboratory
and explain their pest (sterile male specialty labs), appropriate visits
specific technique) film showing and Crop
application c. Cultural Control reading Protection
and assignments Journals
habitat
manipulation
d. Behavioral Control
e. Mechanical and
physical control
f. Biological Control
g. Chemical Control
and Bio-Pesticides
Analyze selected Selected Cases of Lecture with LCD! or TV Quiz and
cases of IPM IPM/PM Programs in facilitated group monitor, discussion
programs and the Philippines discussion; laptop, lecture reports
Identify A.IPM in Rice laboratory manual! or
application in 1.1RRIIPM Farmer exposure (visits to syllabus and
other crops/ pest PartiCipatory specific tarms and appropriate
systems as Research labs), film showing Crop
appropriate a. IRRI Farmer and reading Protection
Participatory assignments Journals
lPM
b. Farmer Field
School
B. IPM in Vegetables
C. IPM in Corn
D. IPM in Selected
Fruits (Mango.
Citrus and
Banana)
E. IPM in Mixed

Page 38 of 94
 Cropping and in
Urban Gardens
Utilize and relate Current Trends and
basic knowledge Future Trends
on current trends 1. Biotechnology and
In crop production other recent
advances
in crop protection
a. GM crops and
BT Technology
b. Management of
Resistance
2. Climate Smart
Agriculture and
Pest
Management
3. Application of
Artificial
Intelligence
in Crop Protection
4. Applicable pest
management
option
for urban farming
SUGGESTED REFERENCES:

Adalia, et al., 2006. Laboratory Manual in Crop Protection 2. College of Agriculture, UPLB. 53 p.

Baltazar. C R. and N P Salazar. 1979. Philippine Insects: An Introduction: UP Press Quezon City
Philippines 136 p.

____ 1966. Catalogue of Philippine Hymenoptera (with bibliography covering 1958-1963).

Bernice 272 p.

IIag. L. L. 1983. Learning the Principles of Plant Pathology. College, of Agriculture. UP Los Banos.
138 p
Lugod, T Rand S. C. Dalmacio. 1998. Com Pests and Diseases Manual. Pioneer Hybrid
Philippines. 56 p

Moody, K. C.E. Munro, R.T. Lubigan and E.C. Paller. 1984. Major Weeds of the Philippines.
Published by the Weed Science Society of the Philippine, UP Los Banos. 328 p.

Reissig, W.H., E.A. Heinricks, JAUtzinger, K Moody and L. Fielder, TW Mew and A T Barrion.
1986. Illustrated Guide to Integrated Pest

Page 39 of94
COURSE TITLE INTRODUCTION TO ANIMAL SCIENCE
COURSE NO. Animal Science 1
COURSE Significance and economic importance of animal science in the field of
DESCRIPTION agriculture. Principles of breeding, physiology and nutrition in relation to
production, processing and marketing of animal products.
COURSE CREDIT 3 units
CONTACT 2 hours lecture and 3 hours laboratory
HRSIWK
PREREQUISITE None
RESOURCES ASSESS-
TEACHING AND
COURSE TOPICS MENT
LEARNING
OUTCOMES TASKS
ACTIVITIES
Explain the 1. Animals In the Lecture with LCOI or TV Quiz
significance of ecological systems facilitated group monitor, 1(Identlficatio
animal science as 2. Animals and their discussion; film laptop, lecture n)
a field in economic showing and reading manual! or Lab report
agriculture importance assignments syllabus;
(AFFECTIVE) 3. The Animal Animal Farm
industry visit
Describe the basic Role of the Lecture with LCD/orTV Quiz 2 (Blood
concepts and following animal facilitated group monitor, circulation)
principles of organs in optimizing discussion; film laptop, lecture
animal physiology, livestock and showing and reading manual/or
breeding, nutrition, poultry productivity assignments syllabus;
slaughtering, 1. The Nervous - Farm tour and Specimens of Lab. Quiz No
processing and System measurement of the the different 1. (Identificati-
marketing of 2. The pulse rate, respiration organs of on)
animal products as Endocrine rate and body livestock and Laboratory
they relate to System temperature of some poultry Exercise NO.2
animal productivity 3. The farm animals output
(COGNITIVE) Cardiovascula
r System
4. The
Respiratory
System

Laboratory
Exercise (1):
Measurements
of the Pulse
Rate,
respiration
Rate, and
Body
Temperature of
Some Farm
Animals

Page40 of94
Describe the basic 5. The Excretory Lecture with LCD/or TV Quiz 3
concepts and System facilitated group monitor. (identification)
principles of 6. The discussion; film laptop. lecture
animal physiology, Reproductive showing and reading manual! or
breeding, nutrition. System assignments syllabus;
slaughtering. 7. Body Specimens of
processing and Temperature the different
marketing of Regulation organs of
animal products as livestock and Laboratory
they relate to Laboratory Exercise poultry Quiz No. 2
animal productivity 2: Reproductive (Identification)
(COGNITIVE) System: Structure
and Function
Laboratory Exercise
3: Digestive System:
Structure and
Function
Lecture with Written Exam
facilitated group No.1
discussion; film Practical
showing and reading Exam No.1
assianrnents
Describe the basic 8. Genes and their Lecture with LCD/orTV Quiz 4
conoepts and Role in Animal facilitated group monitor. (Essay)
principles of Productivity discussion; film laptop. lecture
animal physiology, showing and reading manual! or
breeding, nutrition, Laboratory assignments syllabus;
slaughtering, Exercise 4: Lab. Report 3.
processing and Important Live farm Quality of
marketing of animals report on the
Traits in
animal products as important
they relate to Livestock and traits in
animal produotivity Poultry livestock and
(COGNITIVE) poultry.
different
breeds of
animals and
different
measuring
instruments
Describe the basic 9. The Mechanics Lecture with LCD/orTV Quiz5
concepts and of facilitated group monitor, (Punnet
principles of Inheritance discussion; film laptop, lecture Squarel Fork
animal physiology. 10. Genes in showing and reading manual! or Methodl
breeding, nutrition, Population aSSignments syllabus Genotypic
slaughtering. and
processing and phenotypic
marketing of ratio)
animal products as
they relate to Laboratory Exercise
animal productivity 5:
(COGNITIVE) Selection of lab. Report 4:
Animals Quality of

Page41 of94
 based on report on
Records classification
of traits and
computation
of genetic
gain
Describe the basic A. Animal Breeding Lecture with facilitated LCD/orTV
concepts and B. Reproduction and group discussion; film monitor,
principles of animal Genetic showing and reading laptop, lecture
physiology, Improvement of assignments manual/ or
breeding, nutrition, Animals syllabus;
slaughtering,
processing and Laboratory Exercise Laboratory
marketing of animal No.6: Systems of report No.5.
products as they Breeding of Farm Quality of
relate to animal Animals report
productivity Lab Quiz No.
(COGNITIVE) 3(ldentification
and
Computation)
Written Exam
No.2
Describe the basic a. Animal nutrition Lecture with facilitated LCDI or TV Quiz No.6
concepts and definition of terms group discussion; film monitor, (Definition of
principles of animal b. Classes of showing and reading laptop, lecture terms)
physiology, Nutrients, assignments- manualf or
breeding, nutrition, Functions and syllabus;
slaughtering. Deficiency Specimens of
processing and Symptoms the different
marketing of animal c. Digestion, feedstuff for
products as they Absorption livestock and Lab report No.
relate to animal and Metabolism poultry 6. Quality of
productivity d. Nutrient Digestion report about
(COGNITIVE) different
Laboratory Exercise nutrient
Demonstrate basic NO.7: Nutrient sources
skills in formulating Sources: Lab Quiz No.4
simple animal Roughages, (Identification
rations, Concentrates and and
slaughtering Supplements Classification
animals and of nutrient
processing of sources)
products
(PSYCHOMOTOR)
Describe the basic d. General Lecture with facilitated LCD! or TV Quiz No.7
concepts and Symptoms Indicative group discussion; film monitor, (Enumeration
principles of animal of Marginal or showing and reading laptop,lec1ure of Essential
physiology, Advanced Vitamin assignments- manual/or Amino Acids)
breeding, nutrition. Deficiencies in Poultry, syllabus;
slaughtering, Pigs and Ruminants Pictures of the
processing and signs and
marketing of animal e. Macrominerals symptoms of
products as they minerai and
relate to animal f. Microminerals vitamin
productivity deficiency in

Page 42 of 94
(COGNITIVE) farm animals Lab report No.
7: Quality of
Demonstrate basic Laboratory Exercise report on the
skills in formulating No.8: Methods of description of
simple animal Feed Evaluation and feed
rations, Quality Control ingredients
slaughtering under the
animals and stersomicrosc
processing of ope
products
(PSYCHOMOTOR)
Describe the basic 1. Maintenance Lecture with facilitated LCD/orTV QUi4 No.8
concepts and group discussion; film monitor, (Identification)
principles of animal showing and reading laptop. lecture
physiology. assignments- manual! or
breeding. nutrition. syllabus;
slaughtering,
processinq and
marketing of animal
products as they
relate to animal Laboratory Exercise Lab report No.
productivity No.9: Evaluation of 8. Quality of
(COGNITIVE) Rations fOT Livestock report on feed
and Poultry formulation
Demonstrate basic
skills in formulating
simple animal
rations,
slaughtering
animals and
processing of
products
(PSYCHOMOTOR)
Written Exam
3
Practical Exam
No.2
Describe the basic 2. Slaughtering, Lecture with facilitated LCD/orTV
concepts and Processing and group discussion; film monitor.
principles of animal Marketing of Farm showing and reading laptop, lecture
physiology, Animals: Definition assignments" manual' or
breeding. nutrition. of syllabus;
slaughtering, Terms Live animals
processing and 3. Dressing Yield of for
marketing of animal Common Livestock demonstration
products as they and Poultry of poultry
relate to animal 4. Proximate dressing and -Quality of the
productivity Composition of large animal dressed
(COGNITIVE) Meat slaughtering carcass
from Different
Demonstrate basic Species
skills in formulating
simple animal Laboratory Exercise
rations, No. 10: livestock
slauQhtering Slaughtering and Meat

Page 43 of94
animals and Handling
processing of
products
(PSYCHOMOTOR)
Describe the basic 5.Proximate Lecture with facilitated LCD/orTV
concepts and Composition of group discussion; film monitor,
principles of animal Eggs showing and reading laptop. lecture
physiology, 6.Methods of assignments- manual! or
breeding, nutrition, Marketing livestock syllabus;
slaughtering, and Poultry Fresh meat
processing and 7.Problems and food
marketing of animal Commonly ingredients for
products as they Encountered in meat
relate to animal Marketing Livestock processing
productivity 8.Meatand Quality of the
(COGNITIVE) Meat Products Tocino
9.Types of Meat manufactured
Demonstrate basic Markets
skills in formulating
simple animal Laboratory Exercise
rations. No. 11: Processing of
slaughtering Meat Products
animals and
processing of
products
(PSYCHOMOTOR}
Describe the basic a. Milk lecture with facilitated LCD/orTV
concepts and group discussion; film monitor,
principles of animal showing and reading laptop. lecture
physiology. assignments- manual/or
breeding, nutrition. syllabus;
slaughtering, Fresh milk for
processing and cheese/ice
marketing of animal cream making
products as they
relate to animal laboratory Exercise Quality of the
productivity No. 12: Processing of processed milk
(COGNITIVE) Milk Products product

Demonstrate basic
skills in formulating
simple animal
rations,
slaughtering
animals and
processing of
products
(PSYCHOMOTOR)

Written Exam
No.4

Page 44 of94
SUGGESTED REFERENCES:

Aberle, E.D.• J.C. Forrest, DE Gerrard and E.W. Willis. 2001. Principles of Meat Science 4th ed,
Kendall/Hunt Publishing Company, Iowa. 354 p.

AOAC. 1993. Official Methods of Analysis. 14th ed. Assoc. Office. Anal. Chem. Washington, D.C.

Arbuckle, W. S. 1986. Ice Cream. 4th ed. The AVI Publishing Co., Inc. Westport, Connecticut. 482 p.

Barbut, S. 2002. Poultry Products Processing: An Industry Guide. CRC Press. New York. 548 p.

Bondoe, OL. 2008, Animal Breeding: Principles and Practice in the Philippine Context. University of
the Philippines Press, Philippines.

Bourdon. RM, 2000. Understanding Animal Breeding, 2nd ed. Prentic-Hall, Inc., USA.

Dulay, T.A. 1988. Laboratory Manual in Dairy Technology. Metro Manila, Philippines: National
Bookstore. 99-103

Genetic Resources and Animal Breeding and Genomics Group, Wageningen University and
Research Centre. 311 p,

Food and Agriculture Organization of the United Nations (1991). Guidelines for slaughtering, meat
cutting and further processing. FAO Animal Production and Health Paper. FAO-UN, Rome Italy.

Frandsen, R.D., Wilke W.L., and Fails A.D. 1986. Anatomy and Physiology of Farm Animals. 7th
Edition. Wiley-Blackwell. A John Wiley & Sons, Inc., Publication 536 pp.

Ibarra, P. I. 1983. Meat Processing for Small and Medium Scale Operations. College of Agriculture,
U, P. Los Banos, College, Laguna. 418 p,

ITIS. 2019. Retrieved last January 9.2019 from the Integrated Taxonomic Information System on-line
database. Iillp:/lwww.itis.gQv.

Khajarem, J. and S. Khajarsrn. 1999. Manual of Feed Microscopy and Quality Control. 3rd ed. Klang
Nana Wittaya Co, Ltd. , Khon Kaen, Thailand.

Kinsmen. D.M., A,W. Kotula and B.C. Breidenstein (eds.). 1994. Muscle Foods: Meat, Poultry and
Seafood Technology, Chapman & Hall, Inc., New York. 573 p, LAWRIE. R. A. 1985. Meat Science.
4th ed. Pergamon Press, Oxford. 267 p.

Mannelje, Land R.M. Jones. 1992. Plant Resources of South-East Asia (PROSEA) 4: Forages.
Pudoc-Dl.O, Wageningen, the Netherlands. 300 pp.

Oldenbroek K., & L. Van Der Waaij. 2014, Textbook Animal Breeding Breeding: Animal Breeding and
Genetics for SSc students. Netherland: Centre for

Parker, B. A. 1992. Genetic Improvement. In: Carabao Production in the Philippines. Ranjhan. S. K.
and P. S. Faylon. Editors, PH1/86/005field Document No. 13. DOST Book Series No. 126: 27-62.

Philippine Recommends for Animal HealthCare.2008. Philippine Council for Agriculture, Aquatic and
Natural Resources Research and Development (PCAARRD), DOST, Los Banos, Laguna.

PHILSAN. 2010. Feed Reference Standards. 4th edition. Philippine Society of Animal Nutritionists.

Roxas D. B. 2006. Animal Feeds and Feed;n : With Em hasis on the Tro ics. Universit

Page 45 of94
Publications Office. University of the Philippines Los Banos. College, Laguna.

Savell. J.W. and G.C. Smith. 2000. Laboratory Manual for Meat Science 7th ed. American Press,
Massachusetts. 230 p.

Scanes, c. 2011. Fundamentals of Animal Science. DELMAR CENGAGE Learning,USA. 514 pp.

Sebranek, J.G., S.M. Lonergan, M. King-Brink and E. Larson. 2001. Meat Science and Processing.
Pelrage Press, Wisconsin. 275 p.

Senger P. 2012. Pathways to Pregnancy and Parturition. 3rd edition. Current Conceptions Inc .• USA.

Villegas, V. E. 1965. Types and Breeds of Farm Animals. McCullogh Printing Company, Philippines.
330 pp

Warris. P.O. 2000. Meat Science: An Introductory Text. CASI Publishing, New York. 310 p.

Willis, MS. 1991. Dalton's Introduction to Practical Animal Breeding. UK: Blackwell Science. 166 pp.

Wong, N. P. 1988. Fundamentals of Dairy Chemistry. 3rd ed. Van Nostrand Reinhold Company, New
York. 767 p.

COURSE TITLE INTRODUCTION TO LIVESTOCK AND POULTRY PRODUCTION

COURSE NO. Animal Science 2

COURSE The management of farm animals for the efficient production of meat. milk. eggs, and
DESCRIPTION other animal products.

COURSE 3 units
CREDIT
CONTACT 2 hours lecture and 3 hours laboratory
HRSIWK
PREREQUISITE Animal Science 1

TEACHING AND
COURSE ASSESSMENT
TOPICS LEARNING RESOURCES
OUTCOMES TASKS
ACTIVITIES
Discuss the SWINE Lecture with
common PRODUCTION: facilitated group LCDI or TV
management 1. Overview of discussion; film monitor, laptop,
practices in the swine showing and lecture manuaVor
livestock and industry reading syllabus;
poultry assiqnments- Swine Farm visit
production

Differentiate an 2. Breeds of Quiz 1

economical swine
livestock and
poultry
production
Accomplished
Lab exercise 1: Swine
exercise sheets
production systems

Page 46 of94
compute
important
parameters in
measuring
animal
productivity
Discuss the SWINE Lecture with Lecture: Discuss
common PRODUCTION: facilitated group management
management 3. Management discussion; film practices for boars Quiz 2
practices in of the boars showing and (feeding. health.
livestock and reading breeding. etc.)
poultry assignments-
production LCD/orTV
monitor. laptop,
4. Care and lecture manuall or Quiz 3
Demonstrate management syllabus;
important skills in Live pigs for
of sows and
livestock and external anatomy
poultry gilts
Accomplished
production exercise sheets
Judge an ideal with individual
breeder swine, Lab exercise 2:
assessment of the
layer chicken and Judging swine
gilts given at the
milking cow breeders
University Animal
Farm.
Discuss the SWINE Lecture with
common PRODUCTION: facilitated group LCD/orTY
management 5. Care and discussion; film monitor, laptop, Quiz 4
practices in management showing and lecture manuall or
livestock and of baby pigs reading syllabus;
poullry assignments- Visit to swine farm
from birth to
production
weaning
Accomplished
exercise sheets
Lab exercise 3: Body
with the individual
Demonstrate condition score
scoring of the
important skills In sows provided in
livestock and the University
poultry Animal Farm.
production

Discuss the SWINE Lecture with

common PRODUCTION: facilitated group LCD/orTV
management 6. Care and discussion; film monitor, laptop. Quiz 5
practices in management showing and lecture manuaV or
livestock and of growing- reading syllabus;
poultry assignments Swine productivity
finishing pig
production records
1st One-Hour Long t-hour long exam
Exam (covers both
lecture and
laboratory of
Differentiate an swine production)
Lab exercise 4:
economical
Evaluation of swine

Page 47 of94
livestock and farms Group reporting
poultry regarding the
production case that will be
given (oral and
Design a good written report)
farm layout

Discuss the POULTRY Lecture with LCDI or TV

common PRODUCTION: facilitated group monitor, laptop,
management 1. The poultry discussion; film lecture manual! or Quiz 6
practices in industry showing and syllabus;
livestock and reading Specimens of the
poultry assignments different species of
production poultry
2. Poultry
species and Quiz 7
Differentiate an
economical their
livestock and classification
poultry
production
Lab exercise 5: Accomplished
External and internal laboratory report
Judge an ideal structures of the
breeder swine. chicken and duck
layer chicken.
and milking cow

Discuss the POULTRY Lecture with

common PRODUCTION: facilitated group LCDI or TV
management 3. Breeds and discussion: film monitor, laptop, Quiz 8
practices in breeding showing and lecture manual! or
livestock and reading syllabus;
poultry assignments Visit to hatchery
production

4. Hatchery Quiz 9
Discuss the
management
common
management
practices in
livestock and Accomplished
Lab exercise 6:
poultry laboratory report
Poultry breeding and
production
hatchery management
Demonstrate
important skills in
livestock and
poultry
production
Discuss the POULTRY Lecture with
common PRODUCTION: facilitated group LCDI or TV
management 5. Phases of discussion; film monitor, laptop. Quiz 10

Page 48 of94
practices in growth showing and lecture manual! or
livestock and reading syllabus;
poultry assignments Specimens of live
production layers. Visit to
6. Layer-breeder poultry farm
management
Quiz 11
Lab exercise 7:
Poultry housing and Accomplished
equipment laboratory report

Design a good
farm layout

Discuss the POULTRY Lecture with

common PRODUCTION: facilitated group LCD/orTY
management 7. Broiler discussion; film monitor, laptop, Quiz 12
practices in production showing and lecture manuall or
livestock and reading syllabus;
poultry assignments Visit to broiler farm.
production

Discuss the 2nd One-Hour Long t-hour long exam

common Exam (covers both
management lecture and
practices in laboratory of
livestock and Lab exercise 8: poultry
poultry Management skills in production)
production poultry production
Accomplished
Compute laboratory report
important
parameters in
measuring
animal
productivity

Demonstrate
important skills in
livestock and
poultry
production

Judge an ideal
breeder swine,
layer chicken and
milking cow

Discuss the DAIRY CATTLE Lecture with

common PRODUCTION: facilitated group LCD! orTV
management 1. Overview of discussion; film monitor, laptop,
practices in dairy showing and lecture manual! or
livestock and production reading syllabus;
poultry assiqnments Visit to dairy farm.
production 2. Breeds of Quiz 13

Page 49 of94
Differentiate an dairy animals
economical
livestock and
poultry Lab exercise 9: Dairy
production farm requirements and Accomplished
the milk supply chain exercise sheets

Design a good
farm layout

Discuss the DAIRY CATTLE Lecture with

common PRODUCTION: facilitated group LCDI or TV
management 3. Dairy cattle discussion; film monitor, laptop, Quiz 14
practices in production showing and lecture manual! or
livestock. and reading syllabus;
poultry assignments
production

Compute 4. General dairy

important herd Quiz 15
parameters in
management
measuring
animal
productivity
Lab exercise 10:
Identifying a good Accomplished
dairy cow exercise sheets
Demonstrate
important skills in
livestock and
poultry
production

Judge an ideal
breeder swine,
layer chicken and
milkinq cow
Discuss the DAIRY CATTLE Lecture with
common PRODUCTION: facilitated group LCD/orTV
management 5. General dairy discussion; film monitor, laptop. Quiz 16
practices in herd showing and lecture manual! or
livestock and management reading syllabus;
poultry assignments Visit to pastureland
production

Compute 6. Pasture Quiz 17

important
management
parameters in
measuring
animal
productivity

Lab exercise 11: Accomplishe<l

Simple ration exercise sheets
formulation for

Page SOof94
Demonstrate lactating cows
important skills in
livestock and
poultry
production
Discuss the DAIRY CATTLE
common PRODUCTION: LCDI or TV Quiz 18
management 7. Forage monitor, laptop,
practices in preservation lecture manual! or
livestock and syllabus;
poultry Visit to dairy
production 3rdOne-Hour processing plant. 1-hour long exam
Long Exam (covers both
lecture and
laboratory of dairy
production)

Lab exercise 12: Hand

and machine milking Individual hand-
Discuss the dairy cows milking of cows at
common the ADSC Dairy
management Farm
practices in
livestock and
poultry
production

Demonstrate
important skills in
livestock and
poultry
production

Discuss the BEEF CATTLE Lecture with LCDI or TV

common PRODUCTION: facilitated group monitor, laptop,
management 1. Overview of discussion; film lecture manual! or Quiz 19 on
practices In the beef cattle showing and syllabus; term inologies
livestock and industry reading Specimens/pictures
poultry assignments- of the different
production 2. Beef breeds of beef Quiz 20
production cattle. of livestock Enumeration of
Differentiate an and poultry beef cattle
economical systems in the
production
livestock and Philippines systems
poult.ry
production

Discuss the
common
management Lab exercise 13: Beef Laboratory report:
practices in cattle production List of inventory of
livestock and systems and supply animals, farm
poultry chain structure and
production tools together with
farm use.

Page 51 of94
Differentiate an
economical
livestock and
poultry
production
Discuss the BEEF CATTLE
common PRODUCTION: Lecture with LCD! or TV
management 3. Beef cattle facilitated group monitor, laptop, Quiz 21. On
practices in breeds. discussion; film lecture manual! or reproductive
livestock and breeding and showing and syllabus; phenomena
poultry reading
reproduction
production assignments-

Compute
important
parameters in Quiz 22.
4. Nutrition
measuring Identification of
animal nutrient
productivity considered in
cattle nutrition

Lab exercise 14: Beef

Discuss the Laboratory report
cattle breeds,
common on expected
breeding and
management performance of
reproduction
practices in crossbred
livestock and calculation
poultry
production
Discuss the BEEF CATTLE Lecture with
common PRODUCTION: facilitated group LCD! or TV
management 5. Herd discussion; film monitor, laptop, Quiz 23.
practices in management showing and lecture manual! or Enumeration of
livestock and reading syllabus; herd divisions
poultry assiqnments- Visit to beef cattle
production farm

6. General Quiz 24.

management Enumeration of
general
practices
management
practices

Laboratory report:
Lab exercise 15: Beef
Demonstrate Submission of
cattle feeds and
important skills in forage samples
feeding
livestock and (per group) with
poultry proper labels and
production stocking rate
calculation
Discuss the BEEF CATTLE Lecture with
common PRODUCTION: facilitated group LCD! or TV
management 7. Animal health discussion; film monitor, laptop.

Page 52 of94
practices in program showing and lecture manual! or
livestock and reading syllabus;
poultry assignments.
production

1-hour long exam

Discuss the (covers both
common fecture and
management laboratory of beef
practices in production)
livestock and
poultry Lab exercise 16: Rope
production exercises and cattle Practical
handling evaluation:
Demonstration of
rope throwing and
Demonstrate casting down
important skills in
livestock and
poultry
production
SUGGESTED REFERENCES:

SWINE PRODUCTION:
Argafiosa VG. 1989. A Primer on Pork Production. Milrose Printing Corporation. Paranaque City.

Bureau of Agricultural Statistics. Swine Industry Performance Report. Bureau of Agricultural Statistics.
Np., n.d. Web. 29 Jan. 2014. ttp:llwww.bas.gov.ph/?ids=swinesitualion.

Condition Scoring of Sow. 2009. Accessed on http://www.thepigsite.com/articles/2647/ condition-scoring-

of-sows.

Escandor NC. 2000. Basic Pig Keeping Manual. lipa City: Department of Agriculture 4:130-135.

Lee PA, ClOSe WH and Wood JD. 1989. Long-term performance and body condition of sows given
differing levels of food intake during pregnancy and lactation. Animal Production. 48: 641-642.

Philippine Council for Agriculture, Forestry and Natural Resources Research and Development. 2005. The
Philippine Recommends for Pork Production. PCMRRD Philippine Recommends Series No. 13-B. Los
Banos, Laguna.

Philippine Swine Industry Research and Development Foundation, Inc. 2013. The 2013 Swine Production
Performance in the Philippines. PCAARRD-DOST.
Pond WG. 1994. Swine Production. Encyclopedia of Agricultural Science. San Diego: Academic Press,
Inc.

Yang H, Eastham PR, Philipps P and Whittemore CT. 1989. Reproductive performance, body weight and
body condition of breeding sows with differing body fatness at parturition, differing nutrition during lactation
and differing litter size. Animal Production 48:181-201.

POULTRY PRODUCTION:

Austic RE and Me Nesheim. 1990. Poultry Production, 13th Ed. Lea and Febiger, USA.
Daghir NJ. 2008. Poultry Production in Hot Climates. 2nd Ed. CAB International Publishing London, UK.

FAO. 1990. Ralslnq Ducks 1: How to Becln. Better Farmlno Series 39: p.73.

Page 53 of94
Jacob J.. Pescatore T and Cantor A. 2011. Avian Female Reproductive System. College of Agriculture,
University of Kentucky, PP 1·6.

Jacob J and Mather Fb. 2000. Sex Reversal in Chicken, University of Florida and Extension. Institute of
Food and Agricultural Sciences. Factsheet PS-53.

Gelis S. 2013. Evaluating and Treating the Gastrointestinal System. Avian Clinical Medicine (1) 14:413·
438.

Lambio AL. 2010. Poultry Production in the Tropics. 1st Ed. The University of the Philippines Press,
Quezon City. Philippines.

Muir WM and SM Aggrey. 2003. Poultry Genetics, Breeding and Biotechnology. CAB International
Publishing London. UK.

North NO and Bell DO. 1990. Commercial Chicken Production Manual. 4th Ed. Chapman & all. New York.

SaIces AJ. Magpantay VA, Yebron MGY and Santiago RS. Field Guide for Phenotypic and Moleoular
Characterization of Native Chicken in the Philippines. Philippine Native Animals Development Program.

DAIRY PRODUCTION:

Akers, R. Michael. Lactation and the Mammary Gland. 2nd ed. 2002. Iowa State Press. Blackwell
Publishing Professional. Ames, Iowa

Bath. D.L. et al. 1978. Dairy Cattle: Princlples, Practices, Problems, Profits 2nd Edition. Lea & Febiger.
USA.

Bonnier P. et at, 2004. Agrodok 14 Dairy Cattle Husbandry 2nd Edition. Agromisa Foundation.
Wageningen.

Bulatao. S. 2007. The Philippines: Enterprise-drlven dairy development 1. Submitted to the FAO Regional
Office for Asia and the Pacific's Lessons Learned Country Studies towards a Regional Strategy Paper for
the Smallholder Dairy Sector.

Chapa A. and Adams L. (n.d.) Milk Management: Milking the Most from Your Milking Procedures.
Mississippi State University Extension Service. MSUcares.com.

Dairy Industry Performance Report. 2014. Philippine Statistics Authority. Bureau of Agricultural Statistics.
Quezon City

Falvey L. and Chantalakhana C. (eds.) Smallholder Dairying in the Tropics. ILRI (International Livestock
Research Institute). Nairobi. Kenya. 462 pp. Retrieved from http://www.ilri.orgflnfoServ/
Webpub/fulldocsfSmHDalry/chap16.html on August 13. 2014.

Farmer, W.S. and Chrestman, G. (n.d.) Dairy Cattle Judging. Mississippi State University Extension
Service. MSUcares.com.

Feeding Dairy Cows: A Manual for use in the Target 10 Nutrition Program. 3rd ed. 2002. Jacobs, J. and
Hargreaves A .• Eds. Department of Natural Resources and Environment. Victorian State
Government. Victoria. Australia

Guide to Good Dairy Farming Practice. 2011. Food and Agriculture Organization and International Dairy
Federation. Rome.

Hartman D.A. (n.d.) Dairy Cattle Judging Made Easy. Comell Cooperative Extension.

Page 54of94
Jacobs J. and Hargreaves A. 2002. Feeding Dairy Cows. Department of Natural Resources and
Environment Victorian State Government, Australia.

Moran J. 2005. Tropical Dairy Farming Feeding Management for Small Holder Dairy Farmers in the Humid
Tropics. landlinks Press. Australia.

Pte". 2010. Quality of milk and milk products.

Senger, P.l. Pathways to Pregnancy and Parturition. 2nd ed. 2005. Current Conceptions, Inc. Pullman,
Washington

Stallings CC. (n.d.) Guidelines for Developing Dairy Rations. West Virginia Extension Service. Retrieved
from http://www.wvu.edu/-agexten/forglvstldairyrat.htm on August 9,2014.

Yapp, W.w. 1959. Dairy Cattle Judging and Selection. John Wiley & Sons, Inc. USA.

BEEF CATTLE PRODUCTION:

Adamides A. 2007. Knots: An illustrated Practical Guide to the Essential Knot Types and Their Uses.
Arcturus Publishing Limited. 26/27 Bickels Yard 151-153 Bermondsay Street london SE1 3HA Australia.

Ball PJH and AR Peters. 2004. Reproduction in Cattle. Blackwell Publishing Ltd. 9600 Garslngton Road,
Oxford OX4 OX4 2DQ. UK.

Manual on Artificial Insemination and Pregnancy Diagnosis in Water Buffaloes. 1999. Philippine Carabao
Center, Department of Agriculture.

Manual on Vegetational Analysis for Grassland and Forest Ecosystems. 1987. Philippines Council for
Agriculture Forestry, and Natural Resources Research and Development. DOST Book Series No. 50.

Nutrient Requirements of Domesticated Ruminants. 2007. CSIRO Publishing. 150 Oxford Street (PO Box
1139) Collingwood VIC 3066 Australia.

Philippines Bureau of Agricultural Statistics. Accessed on http://www.bas.com.ph. On August OS,2014.

Sevilla CC. 1994. Prospects for a sustainable beef cattle production in the Philippines. Professorial
lecture. February 28, 1994.

COURSE TITLE PRINCIPLES OF CROP SCIENCE

COURSE NO. Crop Science 1
COURSE Basic concepts. principles, and current trends in crop science
DESCRIPTION
COURSE 3 units
CREDIT
CONTACT 2 hours lecture and 3 hours laboratory
HRSIWK
PREREQUISITE NONE
TEACHING AND
COURSE LEARNING ASSESSMENT
OUTCOME TOPIC ACTIVITIES RESOURCES TASKS
Discuss the I. Nature and Importance
importance of of Agriculture

Page 550f94
agricultural 1. Data and Facts about
challenges and Philippine Agriculture
their role in the (PSA) and other Orientation the lCO/orTV Quiz,
local, regional and countries with emphasis content, scope monitor, laptop graded reports
global context in ASEAN region and guidelines in and reading
2. Problems, Status, and finishing the lecture assignment
Prospects of Philippine course. manualfor
Agriculture (AFMA, syllabus
WTO,GATT, Lecture with and
Biotechnology) facilitated group appropriate
3. The Nature and Features discussion Crop Science
of Philippine Agricultural Journals
Systems
4. The Nature of Agriculture Power point
as a Field of Study presentation
5. Agricultural Development
Origin,
Domestication and History
of Some Important Crops
6. World Food Situation and
Centers of Production
Philippine Agriculture
7. Major Crops of the and its
Geographic Distribution
8. Meaning and Scope of
Crop Science
Identify and II. Nature, Composition
classify crops and Classification of
Crop Plants

A. Nature and Lecture with LCD/orTV Practical examl

Composition of Crop facilitated group monitor. laptop Quizzes
Plants discussion
1. Plant Cell (Parts and Lecture manual Graded
Functions) Field exposure reports/seat
2. The Anatomical Regions with laboratory Microscope work
of the Plant Body activities
3. The Plant Organs Prepared slides Laboratory
Visit to special activity reports
B. Classification of Crop projects, Training Actual
Plants centers, farms specimens Collection of
1. Botanical System of Power point Crop species
Classification presentation
2. Agronomic Classification
3. Horticultural Classification
4. Descriptive Classification
5. Ecological Classification
Explain how the III. Physiological
physiological Processes Affecting Lecture with LCDJ or TV Quizzes,
processes affect Crop Production facilitated group monitor, laptop graded reports
crop production A. Concepts of Growth and discussion
Oevelopment Lecture manual Seat work or
B. Phases of Plant Growth Class reporting Laboratory
and Development with follow up Experiment activity report
C. Plant Movements! Crop activities area

Page 56 of94
 Adaptation Laboratory
D. Other Concepts Related Laboratory Fann tools, Exercise/s
to Plant Growth activities equipment and
1. The Law of supplies Group
Minimum Field Trip Research
2. The Law of Optima
& Limiting Factors Power point
3. The Law of presentation
Diminishing Returns
E. Plant life Processes:
1. Photosynthesis
2. Respiration
3. Transpiration
4. Translocation and
partitioning of
Assimilates
5. Mineral Nutrition
F. Plant Reproduction
1. Sexual
Reproduction
2. Asexual
Reproduction

Describe the IV. Factors Affecting

different factors Growth and
affecting growth Development of Crop
and development
of crops A. Environmental Factors Quizzeslpractic
lecture with lCOI arTY al exams
B. Genetic Factors class discussion monitor. laptop
1. Genotypes Group
(definition and highly Class reporting Lecture manual Report
recommended with follow up
varieties/cultivars) activities Agro-climatic
2.Selection Indices of data and other Oral recitation
Major Crops (rice. Group work and resources
com. coconut. banana. report
sugarcane. mango, Crop sui1ability
durlan, mungbean, Field trip maps
vegetables & etc)
3.GMO (defini1ion. Power point
concepts of recent presentation
developments (Bt com.
tomato, soybean.
cotton. sweet potato &
etc)
C. Human Factors
{Preferences & Capability
of Farmers. cultural
practices

Apply the current V. Sustainable Crop

concepts and Production
trends of crop
production in A. Man and crops in an Lecture with LCOf or TV Oulzzes/practlc

Page 57 of94
sustainable ecosystems class discussion monitor and al exams
manner 1. Definition of Laptop
Ecosystems/Agroecos Class reporting Group
ystem with follow up Farm tools Report
2. The flow of energy activities equipment
3. The cycling of nutrients
4. Pollution Group work and Video clips Oral recitation
B. Production systems and report
crop management
1. lowland Field
2. upland trips/visitations
C. Features of sustainable
crop production Power point
1. Sustainable Agriculture presentation
Concept
2. Diversification
3. Resource conservation
and regeneration
4. Productivity and
stability of production
systems
D. Current and future
trends
1. Biotechnology and
other recent advances
in crop production
system
2. WTO (World Trade
Organization) and
Conservation on Crop
Biodiversity (CBO)
3. Patents and farmer's
rights
4. Government programs
on agriculture
5. Climate Smart
Agriculture
6. Application of Artificial
Intelligence in Crop
Production
7. Value-adding
8. Urban tarminq
SUGGESTED REFERENCES;

Alvina, C.S. and O.A. Madulid. 2009. Flora Fi1ipina: From Acapulco to Manila. ArtPost Asia and the
National Museum of the Philippines. 101 p.

Acquaah, G. 2002. Principles of Crop Production: Theory, Techniques and Technology. Pearson
Education Inc., New Jersey, U.S.A

Baltazar, C Rand N P Salazar. 1979. Philippine Insects: An Introduction. Quezon City, Philippines UP
Press. 136 p

Bautista, O.K (ad). 1994. Introduction to Tropical Horticulture. 21111 editioll, SEAMEO-SEARCA and UPLB.
Phil. 597 pp.

Page 58 of94
Bautista, 0 K. 1990. Post Harvest Technology for Southest Asian Perishable Crops. TLRC, Manila. 302p
Biertiost, W. 1971. Morphology of Vascular Plants.McMilian Co, New York. 560pp.

Brady, N C and R R WElL. 2008. The Nature and Properties of Soils. Revised 14th ed., Pearson Prentice
Hall, New Jersey, USA.

Chaudhary, R.C. 1982. Introduction to Plane Breeding. Mohan Primlani for Oxford and IBH SEARCA and
UPLB

Coronel, RE. 2011, Important and Underutilize Edible Fruits in the Philippines. Los Banos Foundation
Inc., and DA Bureau of Agricultural Research, 283pp.

Fernandez, P.G. (ad). 2000. Compendium on Sustainable Agriculture: Perspective and Strategies of
Advocates and Practitioners in the Philippines. United Nations Development Programs-Department of
Agrarian Reform. Manila, Philippines.

Hopson, J and N. Wessels. 1990. Essentials of Biology. MCGraw-Hili, Inc., U.S.A.

International Rice Research Institute (lRRI). Photosynthesis and Respiration of the rice plant A slide tape
instructional unit. GM-4 Rice Production Training Series. IRRI, Los Banos, Laguna

Greulach, VA 1973. Plant Function and Structure. McMillan Co, New York. 575pp.
Hartman, H. T. and D.E. Kester. Plant Science: Principles and Practices. (31'1lEd). Prentice-Hall Inc,
Englewood Cliffs, NJ 660pp.

lIag, L L. F S Quebral and D A Benigno. 1976. Diseases of Flied Legumes and Uleir control I the
Philippines. 30p

lIag, L l. 1983. Learning the Principles of Plant Pathology. NFAC UPLB Countryside Action Program. UP
Los Banos, College Laguna.188p.

LWR. HPI, CRS, PhilGerFund, PhiIDHRRA. IIRR, ANGOC and AFRI. 2004. Trade Liberalization,
Agriculture, and Small Farm Households in the Philippines: Proactive responses to the threats and
opportunities of globalization. International Institute of Rural Reconstruction, Silang, Cavlte, Philippines.

Madulid, D.A. 2000. A Pictorial Cyclopedia of Philippines Ornamental Plants. 2nd ed., Bookmark Inc,
Maketi City, Phil. 388pp.

Mercado, B.I. 1979. Introduction to Weed Science. SEARCA, College Laguna. 292p.

Mohr, Hand P Schopfer. 1995. Plant Physiology. Springer-Verlag Berlin Heidelberg, Germany.

Namuco, L.O AND C.M. Protacio. Fruit and Plantation Crops Production in the Philippines. Univ of the Phil
Press, Dillman Quezon City. 180 pp.

Pursglove, J.w. 1968. Tropical Fruit Crops. Dicotyledons. Longman Group Ltd, London. 719pp.

Pursglove, J.w. 1968. Tropical Fruit Crops. Monocotyledons. Longman Group Ltd, London. 885pp.

Rimando, T.J. 2003. Ornamental Horticulture: A little Giant in the Tropics. SEAMEO Regional Center for
Graduate Study and Research in Agriculture(SEARCA) and UPLB Philippines. 333pp.

Rimando. T.J. 2004. Crop Science 1Fundamentals of Crop Science (Lecture Syllabus), UPLB , College,
Laguna, University Publication Office.

Page S90f94
Salisbury, F.B, and C.W. Ross, 1992. Plant Physiology. (4th ed.) Belmont,CA:Wadsworth PublishingCo.

PCARRD,PAGASAand UNDP. 1998.StrengtheningMeteorologicalServicesfor Agriculture. PCARRD,

Los Banos, Laguna

Simpson,M.G. 2010. Plant Systematics,2nd ed. Eisevier-Academic Press.

COURSE TITLE PRACTICES OF CROP SCIENCE AND MANAGEMENT

COURSE NO. Croj)_Science 2
COURSE Basic concepts and practices in crop production applicable for annual and
DESCRIPTION perennial crops from land preparation to postharvest operations and farming
systems includino current trends
COURSE 3 units
CREDIT
CONTACT 2 hours lecture and 3 hours laboratory
HRSIWK
PREREQUISITE Crop Science 1
COURSE TOPIC TEACHING RESOURCES ASSESSMENT
OUTCOME AND TASKS
LEARNING
ACTIVITIES
Examine and I. Introduction (Issues in Orientation on Laptop and Quizzes and
apply or utilize crop production and the scope of the projector assignment
current development) course
agriculture Powerpoint
statistics. issues Lecture with presentation
and their class discussion
implications in II. Crop Production. Lecture with laptop and Quizzes and
crop productionl Agriculture and Trade class discussion projector assignment
enterprise (food chain, food
utilization, nutrition, Review Powerpoint Research
research, education, statistical data presentation output
distribution, marketing, on crop
etc.) production,

Evaluate site 111.

Site Characterization for Lecture with laptop and Quizzes and
characteristics Crop Production class discussion projector assignment
and recommend (Biophysical, Associative
crops ideal for Economics, Soclo- Laboratory Powerpoint Practicum
production cultural and Political activity presentation
Determinants) laboratory
Crop production report
area
Apply IV. Production Practices lecture with Laptop and Quizzes and
appropriate 1. land preparation for class discussion projector assignment
Isound annual and perennial
production crops (conventional vs. Video showing Powerpoint Practlcum
practices in improved tillage presentation
growing crops methods; practices for Laboratory Laboratory
erosion control) activity Crop production report
2. Planting Material Demonstrate area
Selection and problem-solving

Page 60 of94
 Preparation exercises Farm tools,
3. Planting Methods machineries and
4. Water supply and equipment
management (Irrigation
practices; effects on
aquatic environment,
farmland water collection
and
impounding/watershed)
5. Soil nutrient
management (Sources of
plant nutrients,
environmental effects of
various nutrients
sources, other nutrient
management practices,
integrated nutrient
cycling)
6. Pest Management (Use
of pesticides, alternatives
to pesticides)
7. Specialized management
practices (Wind
breaks/shelter belts,
physical and chemical
control of growth and
development, shading,
other treatments)
8. Specialized production
systems (Landscape,
ornamentals, plantations)
9. Harvesting and post
production technology
(Harvesting methods,
primary and secondary
processing, and
storage)
10. Farming Systems
(Monocropping, multi-
storey system. diversified
and integrated system,
conversion to low-
external inRut sy:stem}
Utilize and relate V. Current Trends in Crop Lecture with Laptop and Quizzes and
basic knowledge Production class discussion projector assignment
on current trends 1.Use of New Plant Types
in crop 2.Use of Biostimulants laboratory Powerpoint Practicum
production 3.Protected Crop activity presentation
Cultivation Laboratory
4.Urban Farming Field exposure Farm tools and report
equipment
Laboratory Exercises:
1.Land preparation and

Page 61 of94
 Planting practices
2.Field Practices for
Lowland Crops
3.Nursery Practices and
Plant Propagation
4.SpeciaJ Practices in Crop
Production
5.Bio-lntensive Approach to
Food Production
6.Crop Nutrition
7.1ntegrated Pest
Management
8.Post Production Practices
9.Site Evaluation for Farm
Planning
10. Farm Entrepreneurship
t t.Troplcal Landscaping
SUGGESTED REFERENCES:

Aggie Horticulture, Texas Agrilife Extension Service, Texas A&M System 2008

Bautista, OK ed. 1994. Introduction to tropical horticulture. 2nd edition. Los Banos.

Bareja, B.G. 2011. The Factors to Consider in Crop selection. Retrieved on April 10. 2012 from
www.cropsreview.com

Kadora, A. 2011. How to Arrange an Ikebana Flower. Retrieved May 28, 2012 from
http://www.ehow.com5041085arrange-ikebanna-fJower.html#ixzz1 w7aK7 d1F

Lantican, R.M. 2001. The science and practice of crop production. Laguna: Southeast Asian
Ministers of Education Organization Regional Center for Graduate Study and Research in
Agriculture. SEAMEO SEARCA. Laguna, Philippines.

Mortesen, A.M. 2011. How to Make an Ikebana Arrangement. Retrieved: May 29, 2012 from
http://www.ehow.com/how 12128673 make-Ikebana-arrangement. Htmt#ixzzJ7a7hbc9

Namuco, L.O. and C.M. Protacio. 2010. Fruit and plantation crop production in the Philippines. The
University of the Philippines Press. Quezon City, Philippines

Page 62 of94
COURSE TITLE PRINCtPLES OF AGRICULTURAL EXTENSION AND COMMUNICATION
COURSE NO. Ag Ex 1
COURSE Principles. methods and trends in extension and communication for rural
DESCRIPTION development
COURSE CREDIT Three (3) units
CONTACT HRSIWK 3 hours
PREREQUISITE None
COURSE TOPIC TEACHING RESOURCES ASSESSMENT TASKS
OUTCOME AND
LEARNING
ACTIVITIES
Explain the concept
and challenges of Introduction to the -Overvlew ICT • Quiz
agricultural Course Discussion • Narrative
extension a. General 'lecture- Report
Overview of Discussion
Agricultural 'Current
Extension Reality
b. Fundamentals Dialogue
of Extension
c. Challenges for
Agricultural
Extension
Practice

Discuss the Historical 'lecture- ICT • Quiz

development of antecedents of Discussion • Reaction Paper on
agricultural extension 'Video Reading Assignment
extension in the a. Early Showing • Recitation
Philippines beginnings: 'Reading
- in the UK ASSignments
- in the US 'Concept
- in selected Mapping
countries
b. Extension in
the Philippines
- Spanish Era
-American
Regime
- Japanese
Occupation
- Post-war
Period
legal Mandates:
lGC,AFMA,
Fisheries Code
laws and Agenda
- Republic Acts
- Sustainable
Development
Goals (i.e.
SDG 17 and
mandate of
the SUC/HEI)
-Gender and

Page 63 of 94
 Development
(i.e, GAD PA
21)
c. Initiatives and
Trends in
Extension
- DA-assisted
(Le. ATI, BAR)
- DOST -assisted
- CHED-assisted
-SUCs
-LGUs
-NGOs
- other private
institutions
Explain the theory, Philosophy,
principles and principles and -Lecture- ICT ·Quiz
practices of practice of Discussion • Reaction Paper on
agricultural agricultural -Video Reading Assignment
extension and extension showing ·Video Stories
communication. a. Philosophy and ·Reading • Long Examination
Principles of Assignments
Extension ·Focus
b. Goals and Group
Objectives of Discussion
Extension on Success
c. Actors and Stories
agents and their
roles
d. Conditions for
extension to
evolve
Utilize the extension Communication in
and communication Extension -Lecture- ICT ·Quiz
strategies for a. Definition of Discussion • Reaction Paper on
technology transfer Communication -Reading Reading Assignment
for rural b. Nature, Assignments
development. Importance and
Purpose of
Communication
c. Elements of the
Communication
Process
d. Types and
Levels of
Communication
e. Factors of
Effective
Communication
f. Technology
Transfer Models
g. Extension
Delivery
SYstems

Page64 of94
Describe the Technology
extension and Diffusion and -Lecture- ICT
communication Adoption Process Discussion -Oulz
strategies for a. Concepts and oReading • Reaction Paper on
technology transfer Types of Assignments Reading Assignment
and adoption. Technologies • Long Examination
b. Technology
Development
Process
c. Types and
characteristics
of Innovation
d. Elements of
Diffusion
e. Diffusion-
Adoption
Process
f. Characteristics
and Categories
of Adopters
Design and utilize Adult Teaching -Lecture- icr -Quiz
extension and and Learning Discussion o Reaction Paper on

communication - Reading Reading Assignment

models for a. Pedagogy Assignments
stakeholders (method and
practice of
teaching children)
b. Andragogy
(method and
practice of
teaching adult
learners)
c. Teachlng-
learning models
for adults
Approaches in
Extension -Lecture- ICT ° Quiz
a. Concepts of Discussion ° Reaction Paper on
Extension - Reading Reading Assignment
Approach Assignments
b. Factors in
Selecting
Extension
Approach
c. Types of
Extension
Approaches
Extension
Teaching Methods ·Lecture- ICT • Quiz
a. Importance and Discussion ° Commentary Paper on
Steps in • Reading Reading Assignment
Extension Assignments
Teaching
b. Classifications
of Extension

Page 6S of94
 Teaching
Methods

Design and utilize Program Planning,

extension and Monitoring and
communication Evaluation ·Lecture- ICT • Quiz
strategies for a. Definition and Discussion • Reaction Paper on
technology transfer Characteristics • Reading Reading Assignment
of Program Plan Assignments • Long Examination
b. Stages in
Program
Planning
c. Monitoring and
Evaluation of
Extension
Programs
Identify prospects Prospects and Focus ICT Reaction PaperNideo
and opportunities in Opportunities in Group Stories
agricultural Agricultural Discussion
extension Extension on Success
Stories

Case Study

SUGGESTED REFERENCES:

Ani, P. A.B. and Aleta Belissa D. Correa. 2016. Agricultural Extension Policies in the Philippines: Towards
Enhancing the Delivery of Technological Services. ap.fftc.agnet.org

H.Hill and A. Balisacan 2003 The Philippine Economy, Development, Policies and Challenges. Oxford:
Oxford University Press.

Karthikeyan, C. et al, 2007. Textbook of Agricultural Extension Management. Atlantic Publishers &
Distributors/amazon.com Services LlC.

Maunder, A.E.1972. Agricultural Extension: A reference manual. FAO, Rome, Italy. files.eric.ed.gov

Nirmala, l. 2009. Advance and Challenges in Agricultural Extension and Rural Development. New India
Publishing Agency/amazon.com services LlC.

Ocenar, R. D., A.B. Brillantes Jr, S. Cuthbertson, MA Tumanut. 2004. Improving the Delivery of Extension
Services in the Philippines: Lessons learned and Future Directions. Phil Jour Public Admin, Vol. XLVIII :3:
205-233.

Singh, B. et al. 2012. Agriculture Extension and Sustainable Rural Development. Amazon. Com services
LlC.

RA 8435. 1997. An Act Prescribing Urgent Related Measure to Modernize the Agriculture and Fisheries
Sectors of the Country In Order to Enhance their Profitability and Prepare said Sectors for the Challenges of
Globalization Through

Page66 of94
COURSE TITLE AGRICULTURAL BIOTECHNOLOGY
COURSE NO.
COURSE Basic concepts In traditional and modem biotechnology and its application to
DESCRIPTION agriculture including techniques, biosafety. product labeling, intellectual property
rights and international and local regulations affecting biotechnology.
COURSE 3 units
CREDIT
CONTACT 2 hours lecture and 3 hours laboratory
HRSIWK
PRE·
REQUISITES
COURSE TOPIC TEACHING AND RESOUR<;:eS ASSESSMENT
LEARNING TASKS
OUTCOME
ACTIVITIES
Explain the I. INTRODUCTION Orientation the LCO(orTV Quiz,
importance of A. Importance of content, scope and monitor, laptop graded reports
biotechnology in biotechnology guidelines in and reading
agriculture and B. Development of finishing the Lecture assignment
the environment. biotechnology course. manual/or
in the Philippines syllabus
C. Review of Lecture with and appropriate
products currently facilitated group Biotechnology
used discussion Journals

Power point
presentation

Students can bring

examples of
traditional biotech
products and for
discussion

Explain the II. TECHNIQUES IN

concepts of BIOTECHNOLOGY
genetic A. Fermentation Lecture with LCD/ or TV Practical
modification B. Tissue culture facilitated group monitor, laptop examl Quizzes
C. DNA extraction discussion
D. DNA cloning Lecture manual Graded
Apply some E. Gene coding Field exposure with reports/seat
techniques of F. Gene gun and Laboratory Video clips worl<
biotechnology. alternative techniques activities
G. Cloning Laboratory
H. DNA Sequencing activity reports
I. Genetic Modification

Discuss the III. GENETICALL Y

concept of GMO MODIFIED
and understand MICROORGANISM
its impact to
health and A. Definition of GMO Lecture with LCD/orTV Prac1ical
environment as B. Impacts on food facilitated group monitor, laptop exam/Quizzes
well as food quality and quantity discussion
safety and C. Impacts on health Lecture manual Graded

Page 67 of94
availability and medicine Laboratory reportsfseat
D. Impacts on the activities work.
environment
E. Impacts on Power point Laboratory
economy presentation activity report

Analyze IV.CONTROVERSIES
controversies and AND ISSUES IN
issues in BIOTECHNOLOGY
biotechnology. Lecture with class LCDI or TV Quizzes/practi
A. Controversies in discussion monitor, laptop cal exams
Biotechnology
1. Monarch butterfly Class reporting with Lecture manual Group
2. Starlink com follow up activities Report
3. Poisonous potato
controversy Power point
4. The Mexican corn presentation Oral recitation
gene escape

B.lssues In
Biotechnology
1. Banning and
moratorium
2. Labelling
3. Intellectual
property
4. Germ line therapy
5. Gene therapy
6. Cloning)
7. Status of local
biotechnology
a. (BioN,Agrivam,
EM vs. IMO)
a. Bioeon agents
(compost
activators/fermen1atio
n agents)
9. Biopharming
10. Phylo (Bio)
remediation
11. Fake seeds
(sigue2x)
12. Vaccines
13. AI/MOET
14. Ptobiotics
15. Future of
Biotechnology
a. Biotech
Products
Nearing
Commercialization
b. Biotechnology in
a Sustainable
Future
Explain laws and V. LAWS AND

Page 68 of94
regulations REGULATIONS ON
affecting BIOTECHNOLOGY
biotechnology lecture with class LCD/or TV Quizzes
adoption A. International discussion monitor and
conventions affecting Laptop Group
biotechnology Class reporting with Report
B. local regulations and follow up activities
biosafety Oral recitation
C. Principles behind laws Group work and
and regulations report
D. Role of institutions
E. Alternatives in
biotechnolocv
Laboratory Exercisesl Activities:

1. Fermentation activities
a. Wine Making
b. Sillage

c. Composting with Fungus activators

d. Fermented Extracts and Concoctions
2. Probiotics in Animals
3. Blofertilizer for Crops
4. Reaction papers on selected controversies, issues and laws and regulations on biotechnology

SUGGESTED REFERENCES:

Amano, Noel. 2009. The UPLB Genetics and Cell Biological Societies: Sharing Biotech Information to
Students. In Communicating Crop Biotechnology: Stories from Stakeholders. ISAAA Brief 40. Edited by M.
Navarro. ISAM: Ithaca, New York. pp. 143·146.
Bonnen, J. J. 1983. Historical sources of U.S. agricultural productivity: implications for R&D policy and
social science research. Am. J. Agric. Eco. 65:958-966

Baria, Arthur. 2009. Communicating Biotechnology: The Bt Corn Experience in the Philippines. In Modern
Biotechnology and Agriculture. STRIVE (Society Towards Inherent Viability for Enrichment) Foundation.
Los Banos, Laguna, Philippines. pp. 55·68.

Carino, Flerida. 2009. After MON 810: The Expanded Toolbox. In Modern Biotechnology and Agriculture.
STRIVE (Society Towards Inherent Viability for Enrichment) Foundation, Los Banos, Laguna, Philippines.
pp.55-68.

Evenson, R. E., P. E. Waggoner, and V. W. Ruttan. 1979. Economic benefits from research: an example
from agriculture. Science 205:1101-1107.

Haulea, Randy and Margarita Escaler. 2004. Plant Biotechnology in Asia. Agblo- Forum. Vol. 7, No. 1&2:
2-8.-

Intemational Service for the Acquisition of Agri-biotech Applications (ISAAA). 2004. Asia's First: The Bt
Corn Story in the Philippines. ISAAA Resources: BiotechnoloQY Videos.

Page 69 of94
http://isaaa.org/resources/videos/btcorn/default.asp (Accessed November 8,2010).

Juanillo. Napoleon Jr. 2003. The Social and Cultural Dimensions of Agricultural Biotechnology in
Southeast Asia: Public Understanding. Perceptions. and Attitudes towards Biotechnology in the
Philippines. International Service for the Acquisition of Agri-biotech Applications (ISAAA) and the
University of Illinois at Urbana Champaign, USA. 95 pp.

Navarro. Mariechel (Ed.) 2009. Emil Q. Javier: Trail Blazing Biotech in the Philippines.In Communicating
CropBiotechnology:Stories from Stakeholders.ISAM Brief No. 40. ISAAA:Ithaca,New York. pp.81-84.

Navarro, Mariechel, Jenny Panopio, Donna Bae Malayang. and Noel Amano Jr. 2010. Print Media
Reportage of Agricultural Biotechnologyin the Philippines: A Decade's (1999-2009)Analysis of News
Coverageand Framing. InternationalService for the Acquisition of Agri-biotechApplications.Los Banos,
Laguna,Philippines.

Norton, George and Desiree Hautea. 2009. Projected Impacts of Agricultural Biotechnologiesfor Fruits
and Vegetablesin the Philippinesand Indonesia.InternationalService for the Acquisitionof Agri-biotech
Applications (ISAAA) and the SEAMEO Southeast Asian Regional Center for Graduate Study and
Researchin Agriculture (SEARCA).Los Banos, Laguna,Philippines. 184 pp.

Padolina, W.G. 2001. Agricultural Biotechnology:Opportunities and Challenges for the Philippines. Phil
Jourof Development.Vol 28(51)

Panopio, Jenny and Rochella Lapitan. 2009b. Edita Burgos: Revolutionizing Media's Role in Biotech
Advocacy.In CommunicatingCrop Biotechnology:Stories from Stakeholders.ISAAA Brief No. 40. Edited
by M. Navarro. ISAAA:Ithaca, New York. pp. 39-44.

Peczon, Benigno. 2009. NaUonal Biotechnology Policies and Realism: Overcoming Challenges in
Implementation.Asian Biotechnologyand DevelopmentReview.Volume 11.Number2: 45-53.

Ramirez, Dolores. 2009, The R&D to CommercializationContinuum: Biosafety Risk Assessment of Bt

Com (MON 810). In Modern Biotechnologyand Agriculture. STRIVE (Society Towards Inherent Viability
for Enrichment)Foundation.Los Banos, Laguna,Philippines.pp, 1-20.

SEAMEO Regional Center for Graduate Study and Research in Agriculture- Biotechnology Information
Center (SEARCA BIC). 2002. A Second Look at the First Bt Corn Field Trial in the Philippines. Feature
Articles.http://www.bic.searca.orgl feature/bic-btcomtrial

SolidarityPhilippines Australia Network (SPAN). 2003. Anti-GMO/BtCorn Protesters End Hunger Strike,
KASAMAVol. 17,No.2. April-May-June2003, http:/{cpcabrisbane.org/Kasama/2003N17n2/AntiGMO

Page 70 of 94
COURSE TITLE INTRODUCTION TO AGRICULTURE
COURSE NO.
COURSE Overview of Philippine agriculture with emphasis on recent and emerging fields in
OESCRIPTION agriculture
COURSE CREDIT 3 units
CONTACT 3 hours lecture
HRSIWK
PREREQUISITES NONE
TEACHING AND ASSESSMENT
COURSE TOPIC TASKS
LEARNING RESOURCES
OUTCOME ACTIVITIES
Discuss the growth I. GROWTH AND
and development of DEVELOPMENT
agrioulture from a AGRICULTURE
global to Philippine
perspectives A. Brief historical Orientation the LCD/ or TV Quiz.
development of world content, scope and monitor, laptop graded
agriculture and guidelines in reports and
Philippine agriculture finishing the course. Lecture reading
manual/or assignment
B. Agriculture as an Lecture with syllabus
economic factor in facilitated group and
capitalist and non- discussion appropriate
capitalist societies Agriculture
Power point Journals
C. Agriculture as an presentation
Industry, a science and
a profession

II. INTRODUCTION TO
AGRICUL TURE AND
Discuss the THE ECOSYSTEM
relationship of Lecture with LCD/ or TV Quizzes
agriculture, A. Agriculture and the facilitated group monitor, laptop
environment and Environment - discussion and Graded
society. balancing productivity follow-up seat work Lecture reports/seat
and sustain ability manual work
B. Agriculture and Society Power point
presentation
1. Analysis of food
production and
population growth
in developing and
underdeveloped
Com pare food countries
production and 2. Food production in
population growth the context of food
in developed and security,
developing affordability and
countries and their availability
implications to food DEVELOPING
security of the COUNTRIES Lecture with LCD/ or TV Quizzes
nation facilitated group monitor, laptop
discussion

Page 71 of94
Describe and 111.QVERVIEW OF Lecture with LCDI or TV Quizzes
characterize PHILIPPINE facilitated group monitor. laptop
Philippine AGRICULTURE discussion Oral
Agriculture and the A Resources - land. water Lecture Recitation
Filipino farmer in and capital Class reporting with manual
the context of B. Production Systems follow up activities
resources, C. Characteristics of Small-
production hold farming Power point
systems. soclo- D. Agribusiness - concept presentation
cultural and and opportunities for the
economic Filipino farmers.
parameters and in E.. Need for balance G
uplifting rural lives a9ro- industrial growth-iR
through the and agricultural production
opportunities in IV. PROFILE OF THE
agribusiness. FILIPINO FARMER

A. The Filipino Farmer in Lecture with class LCD! or TV Quizzes

Discuss the context of socio- discussion monitor, laptop
government cultural and economic Oral
institutions and status; needs and Power point recitation
programs helping aspirations presentation
farmers benefit
from technologies B. Institutions and support
and programs systems for the Filipino
farmers
V. AGRICULTURE AND
DEVELOPMENT

Analyze agriculture A. Agriculture and rural Lecture with class LCD! or TV Quizzes/prac
and rural poverty in poverty in developing discussion monitor and tical exams
developing and countries and Laptop
underdeveloped underdeveloped Class reporting with Group
countries. countries follow up activities Report
B. The Philippine
Discuss the development goals and Power point
Philippine Midterm strategies presentation Oral
Development Goals C. Organization for recitation
and Plan (MDGPs) Agriculture: functions
related to models of operations
agriculture and Institutional
linkages
Analyze some D. Assessment of some
government development programs
programs for of DA and related
production and agencies
agribusiness VI. DIRECTION FOR
support. GROWTH - migrating
from traditional to Class reporting with LCD! or TV Group
modern agriculture follow up activities monitor and Report
Laptop
A. Drivers for growth and
Discuss the need to modernize
opportunities for Philippine agriculture
modem agriculture

Page 7Z of94
and present
technologies and e.- Modern production
production systems technologies and
appropriate for production systems
specific needs like 1.The GM technology
urban communities and the gains in Bt
and organic corn
agriculture
practitioners. 2.The Organic
Agriculture Act of
2010

3. Technologies for
urban agriculture -
concept, practices
and technologies

(a.) Container
gardening
(b.) Hydrophonic I
Aquaphonlcs
(c.) Vertical
gardening
(d.) Urban
community
gardens

VII. Challenges for

Philippine Agriculture
in the context of
emerging global order
and Insuring local food
security and food
availability

1.The rice tariffication law

and food security
2. Global situation and food
security
(a) The Asian Bird Flu
(b) The African Swine
fever
(c) The Covid -19
pandemic

Where do we go from here

- relating current
government programs
to the global issues
above.
SUGGESTED REFERENCES:

Salisacen, A., 1993. "Agricultural Growth and Rural Performance: A Philippine Perspective." Journal of
Philippine Development 20(2):289-317

Page 73 of94
Bresciani F. and A. Valdes. 2007. Beyond food production: the role of agriculture in poverty reduction.
232 p.

Chen, Z Sand C. Bejosanow Gloria (Eds) .2005. Compost production: a manual for Asian farmers. 73 p.

Evenson, R E, P E Waggoner and PR Bloom. THE AGRICULTURAL RESEARCH SYSTEM OF THE

PHILIPPINES: A RECONNAISSANCE REPORT. ECONOMIC DEVELOPMENT CENTER, Department of
Agricultural and Applied Economics. Univ of Minnesota, Minneapolis

Habito, C F and Roehlano M. Briones' Philippine Agriculture over the Years: Performance, Policies and
Pitfalls.
38 p

Habito, C. F. and C. Bautista. 2005. "Making SMEs Work, Making SMEs Create Work Job Creation
Through Small and Medium Enterprise Development." A joint study by the Financial Executives Institute of
the Philippines (FINEX) and the Ateneo Center for Economic Research and Development (ACERO).

Mundlak, Y., D. Larson, and R. Butzer. 2004. "Agricultural dynamics in Thailand, Indonesia, and the
Philippines." Australian Journal of Agricultural and Resource Economics 48(1 ):95-126.

Organization for Economic Cooperation and Development. 1997. The Uruguay Round Agreement on
Agriculture and Processed Agricultural Products. Paris: Organization for Economic Cooperation and
Development

Organization for Economic Cooperation and Development. 1999. OECD Agricultural Outlook 1999·2004.
Paris: Organization for Economic Cooperation and Development.

Pardey, P.G., J. Roseboom and J.R. Anderson (eds.). 1991. Agricultural Research Policy: International
Quanfitative Perspective. Cambridge. UK: Cambridge University Press.

Rosegrant. M., and P. Hazell. 2000. Transfonnfng the Rural Asian Economy: the Unfinished Revolution.
Oxford University Press, New York.

RA 8435. 1997. An Act Prescribing Urgent Related Measure to Modernize the Agriculture and Fisheries
Sectors of the Country In Order to Enhance their Profitability and Prepare said Sectors for the Challenges
of Globalization.

Suh, J. 2015. 'An institutional and policy framework to foster integrated rice-duck farming in Asian
developing countries', International Journal of Agricultural Sustainabillty, Vol 13. No 4. pp 294-307.

Tolentino. B., C. David. A. Balisacan, and P. Intal. 2001. "StrategiC Actions to Rapidly Ensure Food
Security and Rural Growth in the Philippines." In Yellow Paper fI: The Post-Erap Reform Agenda.

UNDSD - United Nations Division for Sustainable Development (1992). Agenda 21: Programme of Action
for Sustainable Development. UNDSD, New York.

Vista, S.M .• Nel, E.• Binns. T. 2012. 'Land, landlords and sustainable livelihoods: The impact of agrarian
reform on a coconut hacienda In the Philippines', Land Use Policy. Outlook on Agriculture.voI29. pp 154-
164.

Page 74 of94
COURSE TITLE INTRODUCTION TO ORGANlC AGRICULTURE
COURSE NO.
COURSE Concepts, scope, quality standards and certification systems for organic
DESCRIPTION agriculture.

COURSE CREDIT 3 units

CONTACT 3 hours lecture

HRSIWK
PREREQUISITES NONE
TEACHING AND ASSESSMEN
COURSE TOPIC LEARNING RESOURCES TTASKS
OUTCOME ACTIVITIES
Describe the I. Introduction
development of 1.Historical trends Orientation the LCD/orTV Quiz,
organic agriculture in the content, scope and monitor, graded
and its challenges development of guidelines in finishing laptop reports and
organic agri~ the course. reading
culture in the Lecture assignment
Philippines Lecture with manual/or
2. The Organic facilitated group syllabus
Agri~ulture Act discussion
3. Issues and
concems in
organic
Explain acriculture
the principle and II. Concepts of
concepts of Organic Agriculture
organic agriculture
1. Definition of terms Lecture with LCD/or TV Quizzes
Organic facilitated group monitor,
Agriculture discussion and laptop Graded
Traditional follow-up seat work reports/seat
Agriculture Lecture work
Sustainable manual
Agriculture
Conventional
Agriculture
Biodynamic
Agriculture
2. Concepts of
Organic
Agriculture
3. Principles of
Organic
Agriculture (as per
IFOAM)
4. Goals of Organic
Agriculture (as per
IFOAM)
III. Scope of Organic Lecture with LCD! or TV Quizzes
Agriculture facilitated group monitor,
discussion laptop

Page 75 of 94
 1.0rganic Crop
Production
2.0rganic Animal
Production
3. Organic
Aquaculture
4.0rganic Food
Processing
5. Wild Collections
6.Special Food
Products
7, Non-Food Products
8, Production of
Orqanic Inputs
Identify and IV. Organic Food Lecture with LCD/orTV Quizzes
compare local and Quality facilitated group monitor.
international 1. Chemical food discussion laptop
standards for , contaminant
certification and 2. Microbial food Class reporting with Lecture
labeling processes contaminant follow up activities manual
3. Food irradiation
V. Quality Control
Standards Lecture with class LCD/orTV Quizzes
1. International discussion monitor,
Federation of laptop
Organic
Agriculture
Movement
(IFOAM) Basic
standards
2, International
standards
3. Philippine National
Standards/BAFS
Certification
Apply the current VI. Current and
concepts and Future Trends in
trends of organic Sustainable LCD/orTV Quizzes/practi
agriculture Organic monitor and cal exams
production in Farming Lecture with class Laptop
sustainable manner A. Organic discussion Group
Agriculture Report
Product Value Class reporting with
Chain (product follow up activities
recall)
B. Product pricing

SUGGESTED REFERENCES:

BAFPS - Bureau of Agriculture and Fisheries Product Standards (2012). The National Organic
Agriculture Program 2012-2016, BAFPS, Quezon City

Cunningham, M, 2015. What is Green Revolution? - Definition, Benefits. and Issues, Retrieved from

Page 76 of94
Study.com: http://study.com/academyflesson/what-is-the-green- revolution-definition-benefits-and-
issues.html

Oelmo, G. 2012. 'Organic farming: The future of Philippine agriculture', Far Eastern Agriculture, Vol
29, No 3, pp 27-28.

FEA.8 May 2012. Organic Farming: The Future of Philippine Agriculture. Retrieved from Far Eastern
Agriculture:
http://www.fareasternagriculture.com/crops/agriculture/organic-farming-the-future-of-
Philippine-agriculture

Latin, M. M. 1994. The National IPM Program and Government Policies on Pesticide Importation.
Phil. Journal of Crop Science, 19(2),57-60.

Mendoza, T.C. 2002. Comparative productivity, profitability and energy use in Organic, LEISA and
Conventional rice production in the Philippines. In livestock Research for Rural Development
14(6):50-69.

Mendoza, T. C. and P. M. ViUegas.2015.The Opportunities and Challenges of GREEN Agriculture in

the A SEAN: Focus on the Philippines. Bangkok: Chulalongkorn
University Press

PCARRD. 22 April 2015. Historical Profile of Organic Certification in the Philippines. Retrieved from
Philippine Organic Agriculture Information Network: http://www.pcaarrd_dost.gov.ph/home

Pretty. J. 2002. Agri-Culture: Reconnecting People, Land and Nature, Earthscan, London.

Pulhin, J.M., Inoue, M., Enters, T. 2007. 'Three decades of community-based forest management in
the Philippines: Emerging lessons for sustainable and equitable forest management', International
Forestry Review, Vol 9, No 4, pp 865-883.

Republic Act No. 10068 s 2010. An act providing for the development and promotion of Organic
Agriculture In the Philippines.

Salazar, R.C. 2014. 'Going organic in the Philippines: Social and institutional features', Agroecology
and Sustainable Food Systems, Vol 38, pp 199-229.

Sufler. A C, E M. Ubetario , M O. Olanday , and T C.Mendoza. 2016. Mainstreaming Organic

Agriculture in the Philippines: Challenges and Opportunities

Willer, H., KUcher, L., eds. 2012. The World of Organic Agriculture: Statistics and Emerging Trends
2012, FiBL and IFOAM Bonn.

COURSETITLE PRINCIPLESOF AGRICULTURALENTREPRENEURSHIPAND ENTERPRISE

DEVELOPMENT
COURSENO.:
COURSE Basic conceptsrelated to startingand managingagriculturalenterpriseswith focus on
DESCRIPTION farming as business and the role of farmers as entrepreneur;to include planning a
business and preparingbusinessplan
COURSE 3 units
CREDIT
CONTACT 3 hours lectureper week
HOURSIWEEK

Page 77 of 94
PREREQUISITES - Entrepreneurial Mind
- Farm bookkeepmq and accounting
COURSE TOPICS TEACHING AND RESOURCES ASSESSMENT
TASKS
OUTCOME LEARNING
ACTIVITIES
I. Introductory Concepts
Explain the A. Entrepreneurship
concept of 1. What does it Lecture with Quiz. graded
Laptop.
entrepreneurship mean? discussion; Class recitation,
LCDITV
and its relation to 2. Why engage in participation home-work
economic growth, entrepreneurship?
advantage of 3. Types of
being an entrepreneurs
entrepreneur, its 4. Characteristics of
function and an
characteristics entrepreneur
5. Entrepreneurs
guide to
success
B. Farming as a business
1.Agricultural
entrepreneurship
2.Characteristics of
agricultural related lecture with Quiz, graded
laptop,
Identify the enterprise that discussion; Class recitation,
LCDITV
different sectors differentiate it from participation homework
that support the industrial
agricultural Imanufacturing
community and enterprises
farming as a C. Functional areas of
business management and
managerial roles of agri-
preneur
O. Some government
programs and interventions
to promote agricultural
entrepreneurship
Examine the II. Preparing for Business
orientation and A. Forms of business
arrangement of organizations
Lecture with Quiz, graded
different business B. Kind and size of Laptop,
discussion; Class recitation.
organizations business LCD/TV
participation homework
C. Organizational
business
arranaements

Page 78 of94
 D. Enterprise growth and
Emphasize the expansion strategies
approaches to E. Conceptualization of
create Income - the
generating process and plan when
activities starting a business
F. Steps and processes in
establishing an
enterprise
G. Entrepreneurial
opportunity
and feasibility study
H. Sources of
capitalization for
agricultural
entrepreneurs
A.
First Term Examination
Explain the basic III. Planning a Business
concepts and A. Government
procedures of requirements
establishing and to establish a business Lecture with
planning a B. Factors to consider in discussion; Class
Laptop, Quiz, graded
business choosing and starting participation; Visits
LCD/TV, recitation,
an enterprise to govemment
Service homework,
C. Guidelines in risk-taking offices issuing
Vehicles term papers
of having a business business related
D. The 4 P's in business: permits
Product, price, place &
promotion

IV. Preparing a Business

Organize, Plan
prepare, and A. What Is a business
develop a plan?
business plan 8. Purpose and uses of
business plan
C. Guidelines in the
preparation of business
plan
Prepare financial D. Format of business Laptop.
statement and plans LCOfrV,
Lecture with Quiz, graded
assess financial E. Prepare financial Business
discussion: Class recitation,
viability measures statement papers/docum
of business plan participation; homework
a) Income/cash flow ents (Journal,
statement ledger. etc)
b) Balance sheet
statement
F. Financial investment
analysis
a) Benefit cost
analysis
i. Benefit cost
ratio
II. Net present

Page 79 of94
 value
iii. Internal rate
of
return
b) Financial ratio
analysis
i. Net profit
margin
ii. Return on
working
capital
iii. Return on
investment
tv, Solvency
v. Liquidity
Second Term Examination
V. Business Study
Apply case study A. Definition of Case
approach and Study
analyze sample B. Classification of Case
case study Study
a}lssue case
Laptop.
b)Appraisa.1case
LCDfTV,
C. Sample Case Studies Lecture with
Service
D. SAPADAPPA Approach discussion; Quiz, graded
vehicle,
of Class participation; recitation,
documentation
Case Study Analysis Site Visit reporting
equipment,
c} Situational analysis Student reporting
Samples of
(SA)
case studies
d) Problem analysis
(PA)
e) Decision analysis
(DA)
f) Potential problem
anall:sis (PPA~
VI. Individual/Group visit to
Validate concepts some existing
on agricultural agricultural
entrepreneurship enterprise
through A. Meeting and interacting
interactions with with graduates of
Lecture with Laptop.
entrepreneurs agriculture who are
discussion; LCDfTV,
engaged!n Quiz, graded
Site visit and Service
agricultural- recitation.
interview with the vehicle,
based/related reporting
entrepreneur; documentation
enterprise
Student reporting equipment
B. Validating concepts of
agricultural
entrepreneursh Ip
through exposure to
actual operations of a
business enterprise
Final Term examination

Page 80 of94
SUGGESTED REFERENCES:

Chatterjee, S. 2013. Simple rules for designing business models. California Management Review, 55(2),
97-124.

CLSU - Syllabus for the INTRODUCTION TO AGRICULTURAL ENTREPRENEURSHIP AND

ENTERPRISE DEVELOPMENT

CMO # 14 series 2008 - Introduction to Enterprise and Entrepreneurship Central Bicol State University,
Central Philippine University

Hindle, K., & Mainprize, B. 2006. A systematic approach to writing and rating entrepreneurial business
plans. The Jour Private Equity. 9(3): 7-23.

Magretta, J. 2002. Why business models matter. Harvard Business Review,80(5): 86-92.

Porter. M. E. 1996. What is Strategy? Harvard Business Review. 74(6): 61-78.

Ries, E. 2011. The lean startup: How todays' entrepreneurs use continuous innovation to create radically
successful businesses. New York: Crown Business.

Velasco. C.V. & Rafael, P.J. 2017. Introduction to Agricultural Entrepreneurship and Enterprise
Development. Nueva Ecija: CLSU Printing Press

COURSE TITLE INTRODUCTION TO AGRICULTURAL POLICY AND DEVELOPMENT

COURSE NO.:
COURSE Formulation and evaluation of policies, the policy making process, description and
DESCRIPTION analysis of policies and programs affecting agriculture and development and the
political aspects of agricultural decisions
COURSE
CREDIT
CONTACT 3 hours lecture
HOURSIWEEK
PREREQUISITES GE 7 - Science Technoloov and Society
COURSE TOPICS TEACHING RESOURCES ASSESSMENT
OUTCOME AND TASKS
LEARNING
ACTIVITIES
I. Basic Concepts of Lecture with Laptop, LCDITV Quiz, graded
Explain the basic Public Policy and discussion; recitation.
concepts of public Development Class reaction paper
policy and a. Definition of terms participation;
agricultural 1. Policy, public policy. Student
development agricultural policy reporting
2. Development,
sustainable economic
development
b. Sustainable
development
perspectives

c. Problem arising from

agricultural production

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 1. Role of agriculture
in economic
development
2. The
interrelationship of
agriculture,
development and
environment
d. Critical issues that
need to be addressed
Analyze the II. The Policy Making Lecture with Laptop. LCOfTV Quiz. graded
evolution and Process discussion; recitation,
formulation of a. Policy formulation Class reaction paper
policies. policy b. Policy making participation;
making process process and practice Student
and advocacy 1. Characteristics of reporting
policy making
process
2. Dimension of policy
making process
c. Institutions/seclors
involved in the policy
making process
d. The role of economist
in the policy making
process
e. Policy advocacy

Page82 of94
Explain the III. Agrieulturallnc:entives Lecture with Laptop, LCDfTV Quiz. graded
extent of and Protection discussion; recitation,
government a. Price interventions Class participation; reaction
interventions and protectionist Student reporting paper
affecting policies
agricultural b. Empirical measures
development of protection
c. Consequences of
agricultural incentives
and protection
Analyze the IV. Agricultural Policies Lecture with Laptop, LCOfTV Quiz, graded
agricultural and Programs in the discussion; recitation,
policies and Philippines Class particlpation: reaction
programs in a. Agrarian reform Student reporting paper
the b. Credit and financial
Philippines policies
c. Pricing, marketing,
and post-harvest
d. Research and
development
e. Cooperative
development program
f. Biotechnology
g.AFMA
h. Trade: GATT-UR-
WTO
i. Other related recent
potlcies and programs
Evaluate the V. The Political Aspects of Lecture with Laptop, LCDfTV Quiz. graded
political Agrlc.ulture Policy discussion; recitation,
aspects of a. The political market Class participation; reaction
agricultural for policies Student reporting paper
policies b. Demand and supply
side explanation for
weak agricultural policies
in developing countries
c. Reasons for strong
agricultural protection in
developed countries

SUGGESTED REFERENCES:

CMO # 14 series 2008 - Agricultural Policy and Development Central Luzon State University, Central
Philippine University

Ellis. F. 1992.Agricultural Policies in Developing Countries (Wye Studies in Agricultural and Rural
Development) 1st Ed. 372 pages. Cambridge Univ Press. ISBN-10: 0521395844.

Handbook of Research on Agricultural Policy, Rural Development, and Entrepreneurship in Contemporary

Economies. www.researchgate.net. Publication no 337 869 033

Norton R.D. 2004. Ag.ricultural Development Policy: Concepts and Experiences. UN Food and AQriculture

Page 83 of94
Organization, Rome Italy. 528 pages.

Pabuayon, I, S.P. Cateto, A.C. Rola and T.B.Paris, Jr. 2017. Agricultural Policy: perspectives from the
Philippines and other developing countries. UP Press.

Tweeten, L. and 0.0. Badger. 1989.Agricultural Policy Analysis Tools For Economic Development
(Westview Studies in Agriculture Science and Policy) 1st Ed, Westview Press. ISBN-13: 978-0813377469

Vasile Andrei, J,J. Subic, A. Grubor and. Privitera. 2019. Handbook of Research on Agricultural Policy,
Rural Development, and Entrepreneurship in Contemporary Economies. 420 pages. Business Science
Reference, ISBN 1522598391

COURSE TITLE INTRODUCTION TO AGRICULTURAL COMMODITY SYSTEMS

COURSE NO.:
COURSE Interactions of all activities and factors affecting the sourcing of inputs, production
DESCRIPTION activities for farm commodities and other products derived from them, and their
distribution in the global market considering the socio-cultural, political, economic,
environment, and development landscape of the country.
COURSE CREDIT 3 units
CONTACT 3 hours lecture per week
HOURSIWEEK
PREREQUISITES - Entrepreneurial Mind
- Principles of Agricultural Entrepreneurship and Enterprise Development
COURSE TOPICS TEACHING AND RESOURCES ASSESSMENT
OUTCOME LEARNING TASKS
ACTIVITIES
Analyze the role of J. Agribusiness In
agribusiness in the Retrospect
development of an a. The growth and
agricultural development of
commodities Agribusiness lecture with
b. The agribusiness Quiz, graded
discussion;
system concepts recitation,
Class Laptop, LCDITV
c. The agribusiness reaction
participation;
enterprise paper
Student reporting
development
d. Growth trends and
prospects in the food
sector
II. Commodity System
Evaluate and Analysis (Supply Chain
analyze the Analysis)
interrelationship of a. The input sub-system lecture with
the different b. Production sub- Quiz, graded
discussion;
segments of a system recitation,
Class Laptop, LCDITV
commodity system c. Processing sub- reaction
participation;
affecting the system paper
Student reporting
overall operations d. Marketing SUb-system
of agricultural e. Support SUb-system
enterprises
Establish and III. Industry Lecture with Laptop, Quiz, graded
assess commodity Situationer/lnd ustry discussion; LCDITV, recitation,
I industry Case Studies Class samples of .reaction

Page 84 Qf94
situationer thru a. Guidelines in participation; industry/commo paper
case study conducting a case Student reporting dity case studies
approach study analysis
b. Presentation of
sample commodityl
industry case analysis
c. Analysis of
commodity/industry
case study

SUGGESTED REFERENCES:

CMO # 14 series 2008 - Agribusiness Commodity System

Dy, Rolando T. et al. 2003. Agribusiness Management: Approach. SEAMEO SEARCA

Dy, Rolando T. 2012. The Business of Agribusiness, University of Asia and the Pacific

Dy, Rolando T. 1990. Agribusiness Concept and Dimension: An Agribusiness Seminar Paper

Beckel, L. and Tallsc, F. 2005. Commodity Chain Analysis (Constructing the Commodity Chain Functional
Analysis and Flow Charts. Food and Agriculture Organization of the United Nations, FAO

Phillips, john C. and Peterson. Christopher H. 2004. Product Differentiation and Target Marketing by
Agriculture Producers. Journal of the ASFRMA.

Page 850f94
 OTHER REQUIRED COURSES

COURSE TITLE NATURAL RESOURCES AND ENVIRONMENTAL MANAGEMENT

COURSE NO.
COURSE DESCRIPTION Sustainable management of natural resources and the environment with focus
on land and water for the production of agricultural crops and raising of animals
for food security.
COURSE CREOIT Three (3) units
CONTACT HRSIWK 3hrs/week

PREREQUISITES Soil Science 1, Crop Science 1, and Animal Science 1

COURSE OUTCOME TOPIC TEACHING RESOURCES ASSESSMENT
AND TASKS
LEARNING
ACTIVITIES
MODULE 1· Lecture with tco/rv Homework/term
PRINCIPLES AND discussion monitor, laptop paper
CONCEPTS OF using
ENVIRONMENTAL powerpoint
SCIENCE AND
ECOLOGY

Define and explain the 1.1 Definition of terms

basic terms related to
natural resources • Natural resources
management • Environmental
Science
• Environmental
Management
• Natural Resource
Management
(NRM)
• Integrated Natural
Resources
Management
• Integrated
Watershed
Management
• Community-based
NRM
Understand the various 1.2 Ecological principles
ecological concepts and and concepts
principles of environmental 1.3 Principles of
science environmental
science
1.4 Relationships
between the different
components of the
environment and the
ecosystem

Page 86 of94
 MODULE 2- Lecture with LCDfTV Quiz and report
ECOSYSTEMS GOODS discussion; field monitor, laptop on a case study
AND SERVICES exposure for about aqro-
agroecosystem Field ecosystem;
analysis AESAreport

Classify and compare 2.1 The Agro-ecosystem

agroecosystems. and and other related
identify goods and services Ecosystems
provided by the 2.2 Goods from the
ecosystems ecosystem
2.3 Services provided by
Conduct an agroecosystem the ecosystem
analysis (AESA) for the 2.4 Agro-ecosystems
development of a Analysis (AESA)
sustainable agroecosystem 2.5 Developing a
sustainable agro-
ecosystem

MODULE 3- Lecture with LCD/TV Home-

MANAGEMENT OF discussion monitor. work/term
LAND AND WATER using laptop, paper. Long
RESOURCES: powerpoint; examination
field exposure
to various soil
health
problems;
determination
of water quality

Design land and water 3.1 Land and soil

resources management resources
plan using a case study management
with focus on the following: • Good land husbandry
- soil health enhancement • Soil health
-water conservation management
measures
3.2 Water resources
Evaluate various aspects of management
watershed management • Threats to water
plan using a case study resources
with emphasis on soil and • Water quality
water conservation enhancement

3.3 Watershed
management: The 3Rs
(Resistance,
Resiliency
and Restoration)
MODULE4-
MANAGEMENT OF
PLANT AND ANIMAL
RESOURCES
Assess an existing 4.1 Biodiversity and plant Lecture with

Page 87 of94
biodiversity conservation resources discussion
and management plan to management using
identify best management 4.2 Biodiversity loss and powerpoint;
practices adaptable to the conservation field exposure
province! country 4.3 Plant resources to conduct
management vegetation
4.4 Animal resources inventory and
management assessment;

MODULE 5- Lecture with LCDITV

SUSTAINABLE discussion monitor,
DEVELOPMENT AND using laptop.
NATURAL powerpoint;
RESOURCES reflection on
MANAGEMENT sustainable
development
papers

Apply scientific and 4.1 Pillars of sustainable

technical information in the development
preparation of a sustainable 4.2 Measures of
agriculture and sustainable
development plan of a development
community
4.3 Sustainable LCDITV Quiz, graded
agriculture monitor. laptop recitation,
and rural development home-
(SARD) work/term
paper, term
examination
4.4 Reporting of NRM
formulated Management
~ ~ p-~la~n~s~ ~ ~ ~~P~I~a~n ~
SUGGESTED REFERENCES:

BlokdaJh and Gerardus. 2017. Environmental Management System, A Complete Guidebook. ebay. UK.

CRS and MEAS. 2015. Managing Natural Resources; A Smart Skills Manual. Catholic Relief Services,
Baltimore, MD.

Krlsha, I.V.M. and V. Manickam. 2017. Environmental Management, Service and Engineering for Industry.
Butterworth-Heineman. USA.

Russo, M.V. 2008. Environmental Management Readings and Cases, 2nd ed. SAGE Publication.

Theodore, M.K. and L. Theodore. 2009. Introduction to Environmental Management. CRC Press.
USIP. 2007. Natural Resources, Conflict and Conflict Resolution. Washington D.C.UNEP. 2014. Towards
Integrated Water Resources Management Intemational experiment in development of river basin
organizations.

World Bank. 2005. Social Analysis Guidelines In Natural Resource Management Washington D.C.
Human Dimension of Natural Resource Management. 2010. cmlae.org/wp-contentlupload/Human-Dimension-
2010

Page 88 of 94
COURSE TITLE BENEFICIAL ARTHROPODS AND MICROORGANISMS
COURSE NO.
COURSE Concept agro-ecosystem and the natural balancing mechanism as affected by
DESCRIPTION beneficial arthropods and microorganism. Biology and ecology important
biotooical control species and methods of mass production and field releases
COURSE
CREDIT
CONTACT 3hrs/week
HRSIWK
PREREQUISITES
COURSE TOPIC TEACHING RESOURCES ASSESSMENT
OUTCOME AND TASKS
LEARNING
ACTIVITIES
Describe the 1. Introduction Lecture and LCD and Quizzes I
biological world A The biological world and power point desktops I examination
and its balancing its balancing presentation laptops
mechanism of an mechanism
agro ecosystem B. Review of the agro- Exposure to Electronic
ecosystem concepts agro- copy of
C. Review basic definition ecosystem lecture
of pests and their situation
characteristics. Factors
that determine the
existence of an
organism in an agro-
ecosystem
Describe and I. Nature of Biological Lecture with LCDs, Quizzes and
characterize the Control Agents power point desktopsl examinations
groupings of A. Parasitoids, presentations laptops
biological control Pathogens and
agents of Predators of Visit to Electronic
important pest Insects and museums copy of
groups Vertebrate Pests (optional but lecture
B. Antagonist of will be
Pathogens helpful) Printed
C. Biological control pictures and
agents of weeds manuals
Describe and II. Concept of Biological lecture with
apply the concept Control of Agricultural Pests power point
of biological A. Definition and concept of presentation
control biological control
B. Unique characteristics of
pests as it affects
biological control
strategies
c. The host plant as
important component of

Page 89 of94
 biological control- types of
host plant resistance
affecting pests
Describe and II L Assessment, mass lecture and LCD AND Quizzes and
utilize production and field releases power point LAPTOP, examinations
assessment A. Assessment of presentation copy of
methods of parasitism lectures
establishing
efficacy for
biological control

B. Nutrition and mass

production of Visit of HEls
Evaluate biological control biocontrol
nutritional agents facility
requirements of
biological control
agents and
formulate
appropriate
culture medium

Describe and IV. Methods and approaches Lecture and LCD, Quizzes, report
apply methods in biological control power point LAPTOPS on farm visit
and approaches A Quarantine presentation AND ECOPY (optional)
in biological B. Enhancing natural OF LECTURE
control population thru habitat (farm visits Examination
modification maybe done HEIs
C. Exclusion if schedules biological
Field release of laboratory and control facility
reared bioeon agents resources if available
will allow)
optional farms
with
successful
mass rearing
and field
releases of
natural
enemies

SUGGESTED REFERENCES:

Debach, P. Hand 0 Rosen. 1991. Biological Control and Natural Enemies.2nd Ed, London and New
York Cambridge Univ Press. 440 p

Koni. K. L, L. Deogracias and J Ameno. 1993. Mass rearing and utilisation of diadem semiclausum.
RP German Biological Plant Protection Project, Bu of Plant Industry 18p.

l. Ateano and R. Bustamante. 1992. Manual for Mass Rearing Trichogramma. RP

Page 90 of94
German
Biological Plant Protection Project, Bu of Plant Industry. 1044p.

Shepard, B. M, A.T. Barron and J A Litsinger. 1987. Friends of Rice Farmers: Helpful Insects,
Spiders and Pathogens. International Rice Research Institute, College Laguna. 127 p.

COURSE TITLE GENERAL PHYSIOLOGY AND TOXICOLOGY

COURSE NO.
COURSE Comparative physiology and biology of pests groups, classification of
DESCRIPTION pesticides, chemical and physical properties of pesticides and its
appropriate use and management
COURSE CREDIT 3 units
CONTACT 3 lectures and 1 lab
HRSIWK
PREREQUISITES Crop Protection 1 and 2

COURSE TOPIC TEACHING AND RESOURCES ASSESSMENT

OUTCOME LEARNING TASKS
ACTIVITIES
Review of the I. Introduction Lecture with LCD and Quizzes /
basic concept of A. Definition of power point desktops I examination
physiology and terms presentation laptops
toxicology and the B. Concept of
history of pesticide insect physiology Electronic copy
use and toxicology of lecture
c. History of
pesticide use -
the pre and post
Silent Sering_
Discuss the II. Insect Physiology Lecture with LeOs, desktopsl Quizzes and
various power point laptops examinations
physiologica I A. Insect growth, presentation
processes development and Electronic copy
affecting insects reproduction reading of lecture
B. Metabolic assignments on
systems of some topics printed pictures
Insects and manuals
c. Insect
coordination and
integration

Describe, analyze lit. Pesticide Lecture and LCDs. desktopsl Quizzes,

and evaluate the Research. power point laptops graded
pesticide RID Development and presentation and homework and
process in relation Bioassay techniques reading Electronic copy laboratory
to product A. The pesticide assignments on of lecture visits
development RID process some topics
B. Data generation Printed pictures

Page91 of94
 and biosafety and manuals
consideration
C. Economic, Graded
environmental observation
and legal reports
aspects of
pesticide use
D. Types of
Analyze the pesticide assays
various types of and factors Optional is visit to
pesticide bioassay affecting HEls pesticide Graded
techniques and effective bio laboratory if homework
apply these in efficacy testing available
product efficacy
testing

E. The profit Final

Explain profit analysis Lecture with examination
analysis as an power point
important tool in presentation
toxicological assay and homework
analysis of
sample data

SUGGESTED REFERENCES:

Gupta, P.K. 2016. Fundamentals of Toxicology. Essential Concepts and Applications 1st Ed.•
Elsevier publication. 422 pages. Paperback ISBN: 9780128054260

Gupta. P.K. 2018. Toxicology of Fungicides. In: Veterinary Toxicology: Basic and Clinical Principles
~ Ed, 569- 580 pp.

Klaassen, C D. 2019. Casarett & Doull's Toxicology: The Basic Science of Poisons. 9th edition. New
York: McGraw-Hili Education. ISBN 978-1-259-86374-5

Krieger, R. I. and W.C.Krieger (eds) 2001. Handbook of Pesticide Toxicology: Principles. 2nd Ed.
Elsevier Inc, 1908 pages. ISBN 978-0-12-426260-7

Llu. N. 2008. Recent Advances In Insect Physiology, Toxicology And Molecular Biology. CRC Press.
208 pages, ISBN 8130802422,9788130802428

Nation, J.L. 2015. Insect Physiology and Biochemistry. 3,d Ed, CRC Press. 690 pages. ISBN
9781482247589

Stenersen, J. 2004. Chemical Pesticides Mode of Action and Toxicology. 181 Ed. eRC Press. 296
pages, ISBN 9780748409105

Page 920f94
 ANNEXF
MINIMUM FIELD/PHYSICAL FACILITIES AND EQUIPMENT FOR BS AGRICULTURE
(with minimum of 50 students and increment pro-rated according to the number of
students)

A. College Facilities and Equipment

1. Experiment farm (Lowland and Upland minimum of 6 ha}
2. Orchard 3 ha
3. Fruit crop nursery 1 ha
4. Working sheds
5. Green houses I screen houses (one each for Crop Science, Soil
Science and Crop Protection; area requirement will come from the 6 ha
experimental farm)
6. Buildings for poultry, swine and ruminants
7. Tool I Equipment room
8. Internet facility, multi-media equipment and computers that will support
basics computer science courses (at least 1 computer per 5 students)
9. Analytical Laboratory depending on specialization
10. Basic agromet facility (rain gauge, wet and dry bulb, and min-max
thermometer) or Automatic Weather Station (AWS) to be solicited from
local PAG·ASA station

B. Laboratory facilities
1. Crop science - garden tools, sprayers, wheelbarrow, meter sticks,
pruning shears, budding knives,
2. Crop protection - sprayer, triple beam balance, meter stick, nematode
collecting funnel, test tubes, pipettes and automatic pippetor and Petri
plates for isolation exercises, graduated cylinders
3. Animal science - weighing scale, holding pens, measuring tapes,
caponizing set, egg color fan, yolk height meter, ropes
4. Soil science - weighing scale, drying oven, hydrometer, min max
thermometer, pipettes, Petri dishes, graduated cylinders

C. General laboratory equipment/facilities (numbers of units depending on class

size of the laboratory)

1. Microscopes
2. Photographic equipment
3. Soil Auger
4. Fume hood
5. Isolation chamber

D. Field equipment

1. Four-wheel tractor
2. Hand tractor (for small operations)
3, Power tiller
4. Native plough and harrow (optional)
5. Thresher motor-driven, 0.75 Hp 1
6. Seed blower motor-drlven, 0,5 Hp 2
(locally-manufactured)

Page 93 of94
 7. Sprayer knapsack type, 16 liters
capacity 4
8. Shovel, spade, hoe and rake 10 each/section
9. Wheel barrow 3/section
10. Pruning saw and shear 10 each/section
11. Budding knife 10/section
12. Steel tape 150 m long, metric scale 3/section
13. Spring balance 25 and 50 kg capacity 1/section
14. Weighing scale 20-30 kg capacity, top loading 1/section
15. Water sprinkler 8-10 Icapacity, plastic or 10/section
Galvanized
16. Draft animal with sled carabao and/or cattle 1

E. Entrepreneurial Demonstration Facilities for Practicum

1, Minimum of 1 ha for crops
2. 1,000 heads of poultry
3. 10 sow level
4. 10 does
5. 10 cows

Page 94 of94