TLE-AFA-ICT 6 Term 1 Week 7 - Natural Fish Raising - Cloud Storage

Main Ideas and Lessons Conveyed

Session 1–2: Agriculture & Fishery Arts — Natural Fish Raising

• The lesson links fish survival in the wild (without commercial pellets) to the idea of a natural pond ecosystem that produces fish food naturally.
• It introduces disease awareness as a prerequisite topic, encouraging learners to:
  • identify fish diseases
  • understand their causes
  • apply control measures

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Methodology: Four Main Steps of Natural Fish Raising

1) Pond Preparation and Fertilization

• Clean and empty the pond to remove existing buildup before starting new production.
• Apply organic fertilizer to the pond bottom, such as:
  • chicken manure
  • compost
• Sun-dry the pond bed until it cracks to “wake up” soil nutrients.
• After drying, add water (clean river or deep well water).
• Promote natural food production:
  • microscopic plants such as phytoplankton bloom
  • water turns a healthy light green
• Water management guidelines
  • Avoid treated tap water because chlorine kills fish.
  • Maintain pond depth around 1 meter so sunlight reaches the bottom and supports algae growth.

2) Water Management (Part of Pond Preparation)

• Use clean river/deep well water.
• Keep correct depth (~1 m) for algae and natural food growth.
• Ensure water conditions support natural pond productivity.

3) Stocking Fingerlings / Acclimatization

• Do not dump fingerlings directly into the pond.
• Reason: sudden temperature change can shock fish.
• Acclimatize safely:
  • Float the plastic transport bag on the pond water for 15–20 minutes
  • Once temperatures equalize, gently release fingerlings so they swim out

4) Harvesting

• Harvest when fish reach market size after about 4–6 months (example: tilapia).
• Harvest using:
  • a seine net, or
  • partially drain the pond
• Goal: avoid harming fish and prevent the water from becoming overly muddy.

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Safety Precautions While Working Around Fish Ponds

A) Wear the Right Gear

• Wear heavy-duty rubber boots to protect feet from sharp rocks, glass, or parasites hidden in mud.
• Wear thick rubber gloves when handling fertilizers or nets.

B) Body Safety

• Never work near or inside a fish pond alone.
• Ensure an adult/classmate is nearby in case someone slips or needs help.

C) Tool Safety

• After use, wash and dry tools immediately (shovels, rakes, nets).
• Store tools with sharp edges pointing down.

Hygiene First

• Pond water contains bacteria.
• Never touch eyes, nose, or mouth while working.
• Wash hands thoroughly with soap and clean water immediately after work.

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Assessment / “Waste Forward” Content (From Subtitles)

Video Analysis Questions (Referenced External YouTube Video)

• Pond drying reasons (two primary reasons)
  • Remove old/remaining fish stock
  • Eliminate unwanted wild fish/predators that could eat new fingerlings
• Chemical treatment ratio question
  • Mix ammonium sulfate and lime (ratio stated as 1:1)
  • Application example: 20–200 kg per hectare ammonium sulfate combined with 200 kg per hectare lime
• Second purpose of adding lime
  • Neutralize soil acidity
• Prevents escapes/intruders
  • Install a fine mesh screen / piano screen on inlet and outlet water
  • Prevents:
    • predators entering
    • tilapia escaping
• Organic fertilizer application rate
  • 1,000 to 2,000 kg per hectare
• Visible sign fertilizer is working and safe
  • Water turns a distinct green color (bloom of natural food)
• Stocking time of day and why
  • Early morning or late afternoon (cooler temperatures)
  • to prevent fish from thermal shock
• Acclimatization duration
  • Float plastic bag for 15–20 minutes
• Post-stocking maintenance hazard (clearing pond banks)
  • Clearing tall grass/weeds prevents snakes
  • also reduces tangling/snapping hazards for nets

Ordering Task (Stocking Steps)

• Learners must arrange the stocking fish steps in the correct order (numbers 1–4), based on the four main natural fish raising steps.

Scenario Questions (Session 2 “Waste Forward”)

1. Carlos’s mistake: did not acclimatize fingerlings
   • Correct practice: float bag 15–20 minutes; stock during cool hours
2. Sarah’s violation: did not wear rubber boots
   • Why: boots protect from sharp objects hidden in mud
3. Natural food impact: pesticide can kill natural food/algae/plankton and can poison/kill fish
4. Why fish are starving despite “clean” water: clear water may mean not enough green algae/plankton (natural food is low)
5. Health risk Jenny faces: harmful bacteria/chemicals on hands
   • Correct action: wash with soap and clean water before eating

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Session 3–4: ICT — Cloud Storage (Google Drive Focus)

What Cloud Storage Is (Core Concepts)

Cloud storage is described as:

• a way to save data securely online
• accessible from any location
• shareable with users who have permission

It is also explained as:

• data stored on remote servers, accessed through the internet

Key emphasis:

• backup-like safety
• access anytime anywhere
• sharing and collaboration without face-to-face meetings

A historical claim is included:

• cloud storage is stated to have been invented in the 1960s by Dr. Joseph Carl Robnett Licklider (as mentioned in subtitles)

How Cloud Storage Works (Analogy)

• Compared to a giant library with millions of digital lockers
• You get an assigned locker space managed by companies (e.g., Google Drive, Dropbox)
• Protect the space with a password
• Access it from any internet-connected device

Why Use Cloud Storage (Benefits Listed)

• Safety/soundness
  • files stored securely on servers; less worry if a device breaks/misplaced
• Sharing is caring
  • easier sharing with friends/family/classmates
  • supports group collaboration on school projects
• Always available
  • reduces dependence on misplaced USB/external drives

Cloud Storage Platforms Mentioned

• Google Drive
• Dropbox
• OneDrive
• iCloud Drive
• Box and Mega (mentioned earlier as examples)

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Google Drive Activity: “Mastering Google Drive, Uploading and Organizing Files”

Objectives

• Create learner Google Drive accounts
• Practice uploading, organizing, and managing files

Materials

• computers/tablets with internet access
• Google account for each learner (teacher help if needed)
• sample files: documents, images, videos, etc.

Instructions

• “Simply follow the instructions given by your teachers.”

Assessment

• Graded based on a rubric (referenced in subtitles)

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Speakers / Sources Featured

• TLE Lesson presenter/teacher (narrator delivering the agriculture + ICT lesson)
• Referenced external YouTube video/source for assessment
  • “Agribusiness: How It Works, Tilapia Farming, Pond Preparation, and Management”
• Historical person mentioned in subtitles
  • Dr. Joseph Carl Robnett Licklider