DLP Tle - 8 Agri-Crop Production

Republic of the Philippines
Department of Education
Division of Cebu Province
Table of Contents
Day Week DLP no. Topics Learning Competencies Writer/Contributor

Personal Enterpreneurial
June 5 1 1
Competencies
Assessment of
June 6 1 2
Practitioner's PECS
Successful Enterpreneur in Recognize Personal Competencies
June 7 1 3
the Town and Skills (PECS) needed in Joel R. Suralta
Comparing Self with a Agricultural Crop Production
June 8 1 4
Practitioner
Self-Assessment of
June 9 1 5 Personal Enterpreneurial
Competencies
Farm Tools in Crop
June 12 2 6
Production
Different Uses of Farm
June 13 2 7
Tools
June 14 2 8 Using a Shovel
Defects and Remedies of Select and Use Farm Tools Charlyn G. Estremos
June 15 2 9
Farm Tools
June 16 2 10 Farm Implements
June 19 2 11 Parts of a Plow
June 20 3 12 Farm Tools Safety
June 21 3 13 Common Farm Equipment
June 22 3 14 Whetstone
June 23 3 15 Cleaning Farm Tools
Sharpening a Pruning
June 26 4 16
Shear
June 27 4 17 Farm Implements
June 28 4 18 Farm Equipment
June 29 4 19 Farm Inputs
Labor Requirement for
June 30 4 20
Land Preparation
Perform Preventive Maintenance Glenda D. Perez
Labor Requirement in
July 3 1 21
Planting and for Plant Care
July 4 1 22 Estimating Farm Inputs

Estimating Labor
July 5 1 23 Requirements in Land
Preparation
Estimating Labor
July 6 1 24 Requirements in Planting
and for Plant Care
July 7 1 25 Perform Calculation
July 10 2 26 Perform Calculation
July 11 2 27 Perform Calculation Perform Basic Workplace
Calculation
July 12 2 28 Systems of Measurements
July 13 2 29 Conversion of Units Meraluna D. Cabanayan

July 14 2 30 Farms Plans and Layouts
Layout Garden Plots

Meraluna D. Cabanayan
July 17 3 31 Planting System

July 18 3 32 Government Plans Layout Garden Plots
July 19 3 33 Crops Arrangement
July 20 3 34 Crops Arrangement
Irrigation Farm Systems
July 21 3 35
and Irrigation Plan
Essential Features of
July 24 4 36
Irrigation Plan
Designs of Irrigation Interpret Irrigation Plan and Design

July 25 4 37
System
Designs of Irrigation
July 26 4 38
System
Designs of Irrigation
July 27 4 39
System
Hazard, Risk and

July 28 4 40
Exposure in the Farm
Farm Works that Involve
July 31 4 41
Chemicals
Personal Protective
Aug. 1 1 42
Equipment
Apply Appropriate Safety Measures
Personal Protective
Aug. 2 1 43 While in the Farm
Equipment
Aug. 3 1 44 The Basics of First Aid Merly A. Pangandoyon
Aug. 4 1 45 The Basics of First Aid
Farm Emergency
Aug. 5 1 46
Procedures
General Procedures in
Aug. 7 2 47 Cleaning Tools, Equipment
and Materials
Procedures in Cleaning
Aug. 8 2 48
Tools and Materials
Procedures in Cleaning,
Handling and Storing
Aug. 9 2 49 Safely Keep/Dispose Tools,
Areas of Fresh Products
and Hygienic Facilities Equipment and Materials
Proper Techniques in
Aug. 10 2 50 Handling/Storing and
Disposal of Chemicals
Farm Waste Management

Aug. 11 2 51 System and Its Legal
Bases
Certified True and Correct:
Name of the QA Members:
RAUL A. JUMAO-AS
MARIETA A. GORGONIO
MELNA M. TALABOC
MELINA A. BORLASA
Approved by:
Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
1 TLE (AGRI-CROP PRODUCTION) 8 1 60 mins. June 5, 2017
Learning Competency/ies: LO 1. Recognize Personal Competencies and Skills (PeCS) Code:
(Taken from the Curriculum Guide) needed in Agricultural Crop Production. TLE-AFAC7 / 8UT-Oa-1
Key Concepts / Understandings
to be Developed Identify and assess one's PeCS: characteristics attribute, lifestyle, skills, and traits
Domain OBJECTIVES:
Knowledge Remembering
The fact or Identify the Personal Entrepreneurial Competencies (PEC's) of a successful entrpreneur
condition of knowing
something with familiarity
gained through Understanding
experience or association Clasify farm tools
according to use
Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing Describe the Personal Entrepreneurial Competencies of an entrepreneur
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating
Attitude Receiving Phenomena Follow the qualities of a successful entrepreneur with sincerity
Values Valuing Demonstrate appreciation on the good qualities of a successful entrepreneur
2. Content Personal Entrepreneurial Competencies
3. Learning Resources Hand Outs in Entrepreneurial Competencies
4. Procedures
4.1 Introductory Activity
1. Routinary activity 2. Prepare the learning resources 3. Motivation: Do you have an idea of a successful
3 minutes Entrepreneur? 4. Presentation of the lesson
4.2 Activity
1. Brainstorming: a) Let each group tell their ideas about a successful entrepreneur by writing on a piece of
cartolina and post it on the board. b) Below the cartolina write also the corresponding qualities that you
15 minutes
know. 2 Processing
4.3 Analysis
1. What can you say of a successful entrepreneur? 2. What are their personal entrepreneurial
competencies? 3. What do you think are the most important competencies one must possess in order to be
15 minutes successful in running a business? 4. Given the opportunity to own a business that relates with Crop
Production, do you think you are confident to manage it? 5) Explain your answer.
4.4 Abstraction
For an Entrepreneur to be successful, he must possess the ideal Personal Entrepreneurial Competencies
3 minutes
4.5 Application
Identify successful Entrepreneur in our community and list down their corresponding qualities.
10 minutes
4.6 Assessment
Tests Questions and answers are in the attached self-check test
10 minutes
4.7 Assignment Enhancing / improving the day’s Next meeting you are to assess yourself if you have possessed the
2 minutes lesson necessary Personal Competencies
4.8 Concluding Activity
Entrepreneurship is neither a science nor art. It is a practice.
2 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B. No. of learners who require additional

activities for remediation. D. No. of learners who continue to require remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my

principal or supervisor can help me solve?
G. What innovation or localized materials did I

use/discover which I wish to share with other
teachers?
Self-Check Test
Instructions: Answer the following question
1-3 Briefly describe a successful entrepreneur (3pts)
4-8 Give at least 5 personal Entrepreneurial Competencies of a successful Entrepreneur
9 True or False. A successful Entrepreneur should execute sincerity in showing his competencies
10 What value have you developed upon knowing that a successful entrepreneur has possessed entrepreneurial competencies?
Anwer Key
1-3 Successful entrepreneur is a person with skills and capabilities, to see and evaluate business opportunitties
and an agent of economic change.
4-8 Hardworking, Committed, Risk-Taker, Cofindent, Possesses people skills.
9. True
10. Value of industry

Learning Area:
Learning Competency/ies: Code:
LO 1. Recognize Personal Competencies and Skills (PeCS)
(Taken from the Curriculum Guide) needed in Agricultural Crop Production. TLE-AFAC7 / 8UT-Oa-1
to be Developed Assessment of Personal Competencies and Skills
Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
The fact or
something with familiarity Explain the importance of self-assessment as to characteristics attributes lifestyle and skills in
experience or association entrepreneurship.
Applying
Skills
The
through deliberate, Analyzing
coming from one's Evaluate one's PeCS as to characteristics, attributes, lifesytle, skills and traits
Creating
Attitude Receiving Phenomena Hold on the Personal Entrepreneurial Competencies of oneself with sincerity.
Values Valuing Display the value of responsibility
2. Content Assessment of Practitioner's PeCS.
3. Learning Resources Handouts in Entrepreneurship, Self Assessment questionaire
4. Procedures
Preliminaries Prepare the learning resource (self assessment questionaire)
3 minutes
4.2 Activity Review reading the information sheet. Teacher-students interaction. Answer the self assessment
25 minutes questionaire
4.3 Analysis
What is self assessment in Entrepreneurship? Why do we need to evaluate our competecies and skills?
15 minutes What does the result of self assessment reveal?
4.4 Abstraction
We need to assess our competencies and skills for us to know our strong and weak point thus enabling us
5 minutes to do something for our strengths and weaknesses.
4.5 Application
What will you do with your strong points? How about your weak points?
2 minutes
4.6 Assessment (Open-ended questions) What can you say about your Personal
Tests
5 minutes Competencies and Skills?
4.7 Assignment
Group activity. Try to conduct an interview with a successful entrepreneur in
Reinforcing / strengthening the
day’s lesson
the community and try to find out what are his personal entrepreneurial
3 minutes
competencies.
4.8 Concluding Activity Knowing one's strong and weak points would guide promising entrepreneur what points to enhance and
2 minutes develop.
5. Remarks
6. Reflections
B. No. of learners who require additional D. No. of learners who continue to require remediation.
activities for remediation.

Why did these work?


teachers?
Interview Questionaire for a Successful Entrepreneur
Farmer: _____________________
Address: _____________________
1. What preparations did you make before you engaged in this type of business or job?
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. What special skills and characteristics do you have that are related with your business or job?
________________________________________________________________
________________________________________________________________
3. How did you solve business-related problems during the early years of your business operation?
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. Did you follow the style of solving problems from a successful businessman or practitioner before you engaged in your business?
________________________________________________________________
________________________________________________________________
5. What best practices can you share with aspiring entrepreneur?
________________________________________________________________
________________________________________________________________
6. What do you think are the salient characteristics, attitudes, lifestyle, skills and traits that made your successful in your business or job?
________________________________________________________________
________________________________________________________________

Learning Area:
(Taken from the Curriculum Guide) needed in Agricultural Crop Production. TLE-AFAC7/8UT-Oa-1
to be Developed Identify successful entrepreneur/employees in the town

OBJECTIVES:
The fact or Identify a successful agricultural entrepreneur in a community.
experience or association
Applying
Skills
The
through deliberate, Analyzing Distinguish the characteristics of a successful entrepreneur
coming from one's
Creating
Attitude Receiving Phenomena Practice the characteristics of a successful agricultural entrepreneur in the community with
patience.
Values Valuing Show good characteristics possessed by an entrepreneur with humility.
2. Content Successful entrepreneur/employee in the town
3. Learning Resources Handouts in Entrepreneurship, p. 226
4. Procedures
Preliminaries. Group preparation of report for presentation
5 minutes
4.2 Activity
Group presentation:Reporting, sharing of experiences from interview conducted
20 minutes
4.3 Analysis
Who were the successful entrepreneurs in your community that you have identified? What entrepreneurial
15 minutes activities were they engaged in?What were their competencies and skills?
4.4 Abstraction
Successful entrepreneur possess entrepreneurial competencies and skills.
5 minutes
4.5 Application Are you willing to apply in your crop production project the entrepreneurial competencies you have known
5 minutes from the interviewed successful entrepreneurs.
4.6 Assessment What are the Personal Entrepreneurial Competencies and Skills that one has
Tests
5 minutes to possess in order to become a successful entrepreneur?
4.7 Assignment Enhancing / improving the day’s
lesson
Compare your PeCS to the PeCs of your identified entrepreneur.
2 minutes
To become a successful entrepreneur one must possess the entrepreneurial competencies and skills.
3 minutes
5. Remarks
6. Reflections

Why did these work?

teachers?

Learning Area:
(Taken from the Curriculum Guide) needed in Agricultural Crop Production. TLE-AFAC7/ 8UT-Oa-1
to be Developed Compare self with a practitioner

OBJECTIVES:
The fact or
gained through Understanding Explain the importance of comparing self-PeCs with the PeCS of a practicing entrepreneur
Applying
Skills
The
through deliberate, Analyzing Compare self-PeCS with the PeCS of a practicing entrepreneur/employee
coming from one's
Creating
Attitude Receiving Phenomena Tell the difference between self-PeCS and the PeCs of a practicing entrepreneur with sincerity
Values Valuing Differentiate self-PeCs and that of a practitioner's with a feeling of oneness.
2. Content Comparing self with a practitioner's entrepreneurial competencies.
3. Learning Resources Learning Materials List of self-PeCS and PeCS of a practicing entrepreneur
4. Procedures
Preparing the checklist of the self-PeCS and the PeCS of the chosen entrepreneur.
3 minutes
4.2 Activity Group singing of the song "Si Felimon". Review and compare the checklist of self PeCs and the PeCS of an
10 minutes entrepreneur
4.3 Analysis
What can you say about the PeCS of Felimon in the song? Your PeCS and the PECS of an entrepreneur?
20 minutes Make a comparison. Why do we need to compare our PeCS with the PECS of an entrepreneur?
4.4 Abstraction
It is important to know our PeCs and compare them to the PECS of a successful practicing entrepreneur for
us to have insights on areas of our PeCS that need improvement, development and growth, thus somehow
5 minutes could help us to become successful in our chosen career someday.
4.5 Application What are the entrepreneurial competencies of yourself and that of an practicing entreprenuer which are to
10 minutes be enhanced and to be strengthened.
4.6 Assessment
Tests (Open-ended questions)
7 minutes
4.7 Assignment Enhancing / improving the day’s Closely look in to the result of the comparison and assessment of PeCS
2 minutes lesson between the two.
Summarizing the lesson by group
3 minutes
5. Remarks
6. Reflections
Why did these work?


teachers?

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
5 TLE (AGRI-CROP PRODUCTION) 8 1 60 mins
(Taken from the Curriculum Guide) needed in Agricultural Crop Production. TLE-AFAC7 / 8MT-Oc-3
Key Concepts / Understandings to
be Developed Identify areas for development

OBJECTIVES:
Knowledge Remembering Identify areas for development and growth through accomplishing the prepared checklist f
The fact or
condition of knowing evaluation
gained through experience Understanding
or association
Applying
Skills
The ability
and capacity acquired through Analyzing
deliberate, systematic, and Analyze the characteristics that need to be developed or improved
sustained effort to smoothly and
activities or the ability, coming Evaluating
from one's knowledge, practice,
aptitude, etc., to do something
Creating
Attitude Receiving Phenomena Identify honestly the characteristics that need improvement
Values Valuing Perform the activity with humility
2. Content Self Assessment of Personal Entrepreneurial Competencies
3. Learning Resources CG, LM Handouts in Entrepreneurship, Prepared Checklist
4. Procedures
4.1 Introductory Activity Rountinary Activities Prepare the checklist
5 minutes
4.2 Activity Let the students answer the prepared checklist reflecting their personal characteristics. Follow the giv
18 minutes instructions
4.3 Analysis 1.How did you find yourself accomplishing the checklist? 2. Have you identified your strengths and ar
15 minutes you to develop? 3. What are your proposed ways for development?
4.4 Abstraction Identifying one's characteristics for development will guide promising entrepreneurs toward successfu
5 minutes endevours.
4.5 Application Based from the result of yourself evaluation, identify at least one characteristics that needs developm
5 minutes and proposed possible way/ways how to improve it.
4.6 Assessment
Write the remaining identified characteristics that need to be developed
Tests
8 minutes each area propose ways on how they are to be developed or improved
4.7 Assignment Recall on your knowledge on the used of Farm tools and Equipment. (L
Preparing for the new lesson
2 minutes
Agri-Crop Production, pp 9-12)

Self evaluation of entrepreneurial competencies is a foundation of a successful crop-production entre
2 minutes
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who have caught up with
A. No. of learners who earned 80% in the evaluation. the lesson.
B. No. of learners who require additional activities D. No. of learners who continue to require remediation.
for remediation.
E. Which of my learning strategies worked well? Why

did these work?

teachers?
d Lesson Plan (DLP) Format

Date:
June 9, 2017
Code:
TLE-AFAC7 / 8MT-Oc-3
velopment
OBJECTIVES:
areas for development and growth through accomplishing the prepared checklist for self
on
the characteristics that need to be developed or improved
honestly the characteristics that need improvement
the activity with humility
essment of Personal Entrepreneurial Competencies
Handouts in Entrepreneurship, Prepared Checklist
Prepare the checklist
wer the prepared checklist reflecting their personal characteristics. Follow the given
ourself accomplishing the checklist? 2. Have you identified your strengths and areas for
What are your proposed ways for development?
racteristics for development will guide promising entrepreneurs toward successful
lt of yourself evaluation, identify at least one characteristics that needs development

ble way/ways how to improve it.
Write the remaining identified characteristics that need to be developed. In

each area propose ways on how they are to be developed or improved.
Recall on your knowledge on the used of Farm tools and Equipment. (LM in
Agri-Crop Production, pp 9-12)
trepreneurial competencies is a foundation of a successful crop-production entreprises.


Learning Area:
6 TLE (AGRI-CROP PRODUCTION) 8 1 60 mins June 12, 2017
Select and use farm tools
(Taken from the Curriculum Guide) TLE-AFAC7/8UT-0a-1
to be Developed Identification of Farm tools

OBJECTIVES:
The fact or Identify different Farm tools
Applying
Skills Distinguish different Farm tools use in crop-production
The
coming from one's
Creating
Attitude Receiving Phenomena Identify different farm tools with interest
Values Valuing Perform the task with accuracy
2. Content Farm tools in crop-production

CG in AFA, LM in Agri Crop-production pp 2: LM pp 8-13, chart of
3. Learning Resources
hand tool, actual hand tool
4. Procedures
Answering and checking the pre-test and recording the results
10 minutes
4.2 Activity 1. Show the tool chart to the students as well as the available tools 2. Let them identify the hand tools
10 minutes based on their previous learning.
4.3 Analysis
1. Do you know this tools? 2. Do you have this at home? 3. Why is it important to identify them?
15 minutes
4.4 Abstraction Identifying the different farm tools important for a craft producer to decide what tool to use in his crop
8 minutes production.
4.5 Application
Identify the different farm tools that you at home.
5 minutes
4.6 Assessment (Skill Performance Test) Show different farm tools to the student and let the
Tests
8 minutes students to identify them.
4.7 Assignment Enhancing / improving the day’s What are the uses of the different farm tools? (LM in Agri Crop-Production,
2 minutes lesson pp 9-13)
"Right tools to the right task"
2 minutes
5. Remarks
6. Reflections

Why did these work?

teachers?

Learning Area:
to be Developed Uses of Farm tools

OBJECTIVES:
The fact or Identify the different uses of farm tools
Applying
Skills Demonstrate on how the different farm tools are used?
The
coming from one's
Creating
Attitude Receiving Phenomena Demonstrate how to use the different farm tools with interest
Values Valuing Display with sincerity the activity considering of its importance in the economy of our country
2. Content Different uses of Farm tools
3. Learning Resources LM in Agri Crop-Production, pp 9-13
4. Procedures
Preliminaries Review
5 minutes
4.2 Activity Group the tools according to their uses, Based from the previous learning, let the student identify the uses
10 minutes of the different farm tools, Illustrate how the common farm tools are used?
4.3 Analysis What are the different uses of farm tools? Demonstrate how its use of the different farm tools should be
15 minutes done
4.4 Abstraction Knowing the different uses of the different farm tools will make the crop producer accomplish the given task
5 minutes easier and faster
4.5 Application
By group, demonstrate at least one tool how it is use.
5 minutes
4.6 Assessment (Skill Performance) Let each group identify one farm tool and demonstrate
Tests
15 minutes how it is used
4.7 Assignment Enhancing / improving the day’s What are the steps in using a shovel and perform each step (LM Agri Crop-
3 minutes lesson Production pp 15-17)
A proper use of tool can contribute to the productivity of the crop producer
2 minutes
5. Remarks
6. Reflections

Why did these work?

teachers?

Learning Area:
to be Developed Using a farm tool

OBJECTIVES:
The fact or Identify the steps how to use a shovel
gained through Understanding Explain the steps in using the shovel
Applying
Skills Demonstrate the steps on how to use a shovel
The
coming from one's
Creating
Attitude Receiving Phenomena Follow the steps sincerely on how to use a shovel
Values Valuing Show interest in performing the task
2. Content Using a shovel
3. Learning Resources LM, pp. 14-16, shovel, gloves and boots
4. Procedures
Preliminaries. Review
3 minutes
4.2 Activity Students are made to observe how the workers working in the building construction in school use the
5 minutes shovel.
4.3 Analysis
What have you observed on the workers in the construction? What are the uses of a shovel? How to use it?
15 minutes
4.4 Abstraction
Knowing the proper steps in using a shovel possibly leads to efficient performance in the fields
5 minutes
4.5 Application
Used the shovel in constructing drainage canals in your gardens
10 minutes
4.6 Assessment
Tests (Individual Performance Skill assessment using the attached rubrics)
18 minutes
4.7 Assignment
Preparing for the new lesson What are the classification of tools according to their functionality? (LM pp. 14-16)
2 minutes
Right tool to the right task
2 minutes
5. Remarks
6. Reflections

Why did these work?

teachers?

Learning Area:
9 Agri Crop Production Grade 8 1 1 hour June 15, 2017
(Taken from the Curriculum Guide) TLE_AFAC7/8UT-Oa-1
to be Developed Farm Implements
OBJECTIVES:
The fact or Identify farm implements according to use.
Applying
Skills
The
coming from one's
Creating
Attitude Receiving Phenomena Appreciate the importance of correct identification of farm implements in performing a specific
task.
Values Valuing Emphasize the importance of identifying the appropriate farm implements to use in agricultural
crop production.
2. Content Farm tools in Agricultural Crop Production
3. Learning Resources Learning Module in Ari Crop Production, pp. 13-14; pictures
4. Procedures
Preliminaries. Have a recap on the previous lesson.
10 minutes
4.2 Activity Show to the students different pictures on farm implements for students to examine and be familiarized
10 minutes with.
4.3 Analysis
Do you know what these pictures are? Can you identify them?
10 minutes
4.4 Abstraction Farm implements are accessories which are being pulled by working animals or mounted to machineries
10 minutes which are usually used in the preparation of land.
4.5 Application
Identify the different farm implements that you have at home.
10 minutes
4.6 Assessment
Tests Show pictures of farm implements to the students and ask them to identify.
10 minutes
lesson
What is the importance of identifying farm implements?
10 minutes
4.8 Concluding Activity Identifying the right farm implement to use in a specific task is very important in effective agricultural
10 minutes operations.
5. Remarks
6. Reflections

Why did these work?


teachers?

Learning Area:
10 Agri Crop Production Grade 8 1 1 hour
to be Developed Parts of a plow
OBJECTIVES:
The fact or Identify a plow, its use and its corresponding parts.
Applying
Skills Illustrate the parts of a plow.
The
coming from one's
Creating
Attitude Receiving Phenomena Identify correctly the parts of a plow and its use.
Values Valuing Show interest in illustrating the parts of the plow.
2. Content Parts of a Plow
3. Learning Resources Learning Module in Agri Crop Production, pg. 13; http://www.cs.mcgill.ca/rwest/link…/wpcd…/ploug
4. Procedures
4.1 Introductory Activity Have a recap on the previous lesson.
10 minutes
4.2 Activity
Show to the students a picture of a plow for them to examine and be familiarized with.
10 minutes
4.3 Analysis
What is a plow? What are the parts of a plow? What are the uses/functions of a plow?
10 minutes
4.4 Abstraction A plow is a farm implement either pulled by a working animal or a tractor. The plow is specifically used
tilling large areas, making furrows and inter row cultivation. Plows pulled by working animals are made
10 minutes either a combination of metal and wood or pure metal. The parts of a plow are: handle, braces, beam,
moldboard, vertical hitch adjustment, clevis, share or point and horizontal hitch adjustment.
4.5 Application
Draw a plow on a manila paper, let the students label the parts of a plow and give its use.
10 minutes
4.6 Assessment
Tests Pen and Paper Test
10 minutes
How important is the use of a plow in crop production?
10 minutes lesson
4.8 Concluding Activity A plow is an agricultural implement which is used to cut the soil and make it suitable for the process called seed
10 minutes sowing.
5. Remarks
6. Reflections


Why did these work?


teachers?
Name: School:
JOSELITO C. ENTEA ALCOY NATIONAL HIGH SCHOOL
Position/
Designatio Division:
n: Teacher-1 CEBU PROVINCE
Contact
Email address:
Number: 9305122837
ed Lesson Plan (DLP) Format

Date:
June 16, 2017
Code:
TLE_AFAC7/8UT-Oa-1
OBJECTIVES:
a plow, its use and its corresponding parts.
the parts of a plow.
correctly the parts of a plow and its use.
erest in illustrating the parts of the plow.
a Plow
Module in Agri Crop Production, pg. 13; http://www.cs.mcgill.ca/rwest/link…/wpcd…/plough
revious lesson.
a picture of a plow for them to examine and be familiarized with.
are the parts of a plow? What are the uses/functions of a plow?
lement either pulled by a working animal or a tractor. The plow is specifically used for
aking furrows and inter row cultivation. Plows pulled by working animals are made of
of metal and wood or pure metal. The parts of a plow are: handle, braces, beam,
hitch adjustment, clevis, share or point and horizontal hitch adjustment.
ila paper, let the students label the parts of a plow and give its use.
Pen and Paper Test

How important is the use of a plow in crop production?
al implement which is used to cut the soil and make it suitable for the process called seed
ALCOY NATIONAL HIGH SCHOOL
CEBU PROVINCE

Learning Area:
11 Agri Crop Production Grade 8 1 1 hour
Key Concepts / Understandings to be
Developed Defects and remedies of farm tools
Domain Adapted Cognitive Process Dimensions

(D.O. No. 8, s. 2015) OBJECTIVES:
Knowledge
The fact or
condition of knowing Remembering Identify the defects and remedies of farm tools.
something with
familiarity gained Understanding
through experience or
Skills
association
The
ability and capacity Applying
acquired through
deliberate, systematic,
and sustained effort to Analyzing
smoothly and
adaptively carryout Evaluating
complex activities or Describe defective tools.
the ability, coming from
one's knowledge, Creating
practice, aptitude, etc.,
to do something
Attitude Receiving Phenomena Hold on to the interest in identifying defects and remedies of farm tools.
Values Valuing Appreciate the importance of identifying the defects ad remedies of farm tools in our daily
2. Content Defects and Remedies of Farm Tools
3. Learning Resources LM in Horticulture, pg. 14-16; https:/www.scribd.com
4. Procedures
4.1 Introductory Activity Routinary Activities. Recall the past lesson. Give preliminary instructions.
10 minutes
4.2 Activity
Show to the students pictures of defective tools. Let them identify the pictures being shown to them.
10 minutes
4.3 Analysis
What are some common types of defective tools? What are the remedies that should be done?
10 minutes
4.4 Abstraction Manufacturers of farming tools have a responsibility to make sure that these tools operate well, the way they a
10 minutes to operate.
4.5 Application One big problem being faced by farmers is the defects in farmer tools and equipment. Can you imagine what w
10 minutes if the machines used to water the crops suddenly break down?
4.6 Assessment
10 minutes
o
Preparing for the new lesson What are the basic guidelines for tools safety?
10 minutes
4.8 Concluding Activity You can protect from faulty or recalled farm equipment by learning to identify some of the most potencially dan
10 minutes products.
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who have caught up with
A. No. of learners who earned 80% in the evaluation. the lesson.
B. No. of learners who require additional activities for

remediation. D. No. of learners who continue to require remediation.
E. Which of my learning strategies worked well? Why

did these work?
F. What difficulties did I encounter which my principal

or supervisor can help me solve?

use/discover which I wish to share with other teachers?
Prepared by:
Name: JOSELITO C. ENTEA School: ALCOY NATIONAL HIGH SCHOOL
Position/ Division:
Designation: Teacher-1 CEBU PROVINCE
Contact
Email address:
Number: 9305122837
nstructional Planning
d Lesson Plan (DLP) Format

Date:
June 19, 2017
Code:
TLE_AFAC7/8UT-Oa-1
of farm tools
OBJECTIVES:
defects and remedies of farm tools.
efective tools.
the interest in identifying defects and remedies of farm tools.
the importance of identifying the defects ad remedies of farm tools in our daily life.
d Remedies of Farm Tools
ulture, pg. 14-16; https:/www.scribd.com
all the past lesson. Give preliminary instructions.
tures of defective tools. Let them identify the pictures being shown to them.
types of defective tools? What are the remedies that should be done?
tools have a responsibility to make sure that these tools operate well, the way they are supposed
aced by farmers is the defects in farmer tools and equipment. Can you imagine what would happen
water the crops suddenly break down?
Pen and Paper Test
What are the basic guidelines for tools safety?
ty or recalled farm equipment by learning to identify some of the most potencially dangerous
ALCOY NATIONAL HIGH SCHOOL


Learning Area:
12 Agri Crop Production 8 1 1 hour
(Taken from the Curriculum Guide) Select and use farm tools TLE_AFAC7/8UT-Oa-1
to be Developed Safety of Farm Tools
Domain Adapted Cognitive Process Dimensions (D.O.

No. 8, s. 2015) OBJECTIVES:
The fact or
gained through Understanding Explain the general farm tool safety.
Applying
Skills
The
coming from one's Describe the basic guidelines for farm tools safety.
Creating
Attitude Receiving Phenomena Follow the guidelines for farm tools safety with perseverance.
Values Valuing Give importance on the safety of farm tools willingly and effectively.
2. Content Farm Tools Safety
3. Learning Resources Learning Module in Horticulture, pg. 17
4. Procedures
Give preliminary instructions.
10 minutes Recall the previous topic.
4.2 Activity
Familiarization of the basic guidelines for tools safety.
10 minutes
4.3 Analysis What are the basic guidelines for tools safety?
10 minutes What are the causes of most farm accidents?
4.4 Abstraction Keeping tools in good working condition is half the formula for being safe. The other half is the ability and
10 minutes awareness of the person using the tools.
4.5 Application
Why is it important to know the guidelines in farm tools safety?
10 minutes
4.6 Assessment
10 minutes
Write what you expect/need/hope to learn in this lesson on farm tools safety.
10 minutes lesson
Safety = Good Working Tools + Able and Aware Worker
10 minutes
5. Remarks
6. Reflections

Why did these work?


teachers?
Name: School:
JOSELITO C. ENTEA ALCOY NATIONAL HIGH SCHOOL
Position/
n: Teacher-1 CEBU PROVINCE
Contact Email address:
Number: 9305122837 joselitoentea@gmail.com
Date:
June 20, 2017
Code:
E_AFAC7/8UT-Oa-1
y.
nts?
e other half is the ability and
s lesson on farm tools safety.

H SCHOOL
m

Learning Area:
13 TLE-Agri Crop Production Grade 8 1 1 hour
Learning Competency/ies: Select farm equipment: Identify appropriate farm Code:
(Taken from the Curriculum Guide) equipment. TLE_AFAC7/8UT-Ob-2
to be Developed Farm equipment and their uses
Domain Adapted Cognitive Process Dimensions (D.O.

No. 8, s. 2015) OBJECTIVES:
The fact or Identify appropriate farm equipment used in crop production.
Applying
Skills
The
systematic, and sustained Distinguish the specific uses and function of farm equipment.
activities or the ability,
coming from one's
Attitude Receiving Phenomena Identify farm equipment with accuracy.
Values Valuing Perform the task/activity with the spirit of industry.
2. Content Common Farm Equipment
3. Learning Resources Learning Module in Agri Crop Production, pp, 19-20, pictures
4. Procedures
Preliminaries . Have a recap on the previous lesson.
10 minutes
4.2 Activity PICTURE ANALYSIS: Show to the students different pictures on farm equipment for students to exam
10 minutes and familiarized with.
4.3 Analysis
Do you know what these pictures are? Can you identify them?
10 minutes
4.4 Abstraction What are the common farm equipment used in crop production?
10 minutes What are the specific uses and function of the common farm equipment?
Identify the different farm equipment that are available in the commnunity. Give the specific uses and
10 minutes function.
4.6 Assessment
10 minutes
4.7 Assignment Enhancing / improving the
Bring pictures of different farm equipment for scapbook making.
10 minutes day’s lesson
Ensure workers are familiar with the farm equipment and their proper uses.
10 minutes
5. Remarks
6. Reflections

Why did these work?

teachers?
Name: School:
Position/
n:
Number:

Date:
Code:
TLE_AFAC7/8UT-Ob-2
d their uses
OBJECTIVES:
appropriate farm equipment used in crop production.
sh the specific uses and function of farm equipment.
arm equipment with accuracy.
the task/activity with the spirit of industry.
n Farm Equipment
Module in Agri Crop Production, pp, 19-20, pictures
a recap on the previous lesson.
S: Show to the students different pictures on farm equipment for students to examine
.
hese pictures are? Can you identify them?
on farm equipment used in crop production?

pecific uses and function of the common farm equipment?
farm equipment that are available in the commnunity. Give the specific uses and
Pen and Paper Test
Bring pictures of different farm equipment for scapbook making.
familiar with the farm equipment and their proper uses.


Learning Area:
14 TLE - Agri-Crop Production 8 1 60 mins
Perform preventive maintenance.
(Taken from the Curriculum Guide) TLE_AFAC7/8UT-0a-1
to be Developed Whetstone
OBJECTIVES:
The fact or
condition of knowing Identify a whetstone and its uses.
Applying
Skills Demonstrate on how to use a whetstone.
The
coming from one's
Creating
Attitude Receiving Phenomena Follow accurately the steps on how to use the whetstone and its function.
Values Valuing Perfom the activity with patience and industry.
2. Content Pre-operation check-up
3. Learning Resources LM pages 23-24, whetstone
4. Procedures
Review the previous lesson. Ask the following questions:How did you sharpen some of your farm tools
10 minutes found at home?
4.2 Activity Based from your answers, you will know more about the lesson if you can arrange these scrambled let
written on the board.Group the students into four.Each group will report the arranged letters and requir
10 minutes
each to wirte the correct group of words on the board.
4.3 Analysis
Guide questions:1.What are those words and phrases?2. What is a whetstone and its function?
10 minutes
4.4 Abstraction
The best way to use the stone is to find a way to stabilize the tool that you want to work on. A bench vi
ideal. You will be able to clamp the tool into place at an angle, so you can work on it. Clamping the gar
10 minutes tool into place with a vise frees up both of your hands to use the whetstone and gives you more contro
what you are doing.
4.5 Application Work by group ( 4 groups) select a group leader, secretary, and a reporter.Demonstration of the actual
10 minutes of a whetstone.
4.6 Assessment
Anlysis of Learners' Products Pen and Paper Test.
5 minutes
lesson
How will you clean your farm tools?
3 minutes
The best way to use the stone is to find a way to stabilize the tool that you want to work on.
2 minutes
5. Remarks
6. Reflections
Why did these work?


teachers?
Question: When is the best way to use whetstone?

Answer: The best way to use the stone is to find a way to stabilize the tool that you want to work on.

Date:
June 22, 2017
Code:
TLE_AFAC7/8UT-0a-1
OBJECTIVES:
a whetstone and its uses.
strate on how to use a whetstone.
ccurately the steps on how to use the whetstone and its function.
he activity with patience and industry.
ration check-up
s 23-24, whetstone
lesson. Ask the following questions:How did you sharpen some of your farm tools
swers, you will know more about the lesson if you can arrange these scrambled letters
.Group the students into four.Each group will report the arranged letters and require
rect group of words on the board.
What are those words and phrases?2. What is a whetstone and its function?
the stone is to find a way to stabilize the tool that you want to work on. A bench vise is
e to clamp the tool into place at an angle, so you can work on it. Clamping the garden
vise frees up both of your hands to use the whetstone and gives you more control over
oups) select a group leader, secretary, and a reporter.Demonstration of the actual use
Pen and Paper Test.
How will you clean your farm tools?
e the stone is to find a way to stabilize the tool that you want to work on.
to find a way to stabilize the tool that you want to work on.
(The process of systematically planning, developing, evaluating and managing the
instructional process by using principles of teaching and learning - D.O. 42, s. 2016)
Learning Area:
DLP Grade Level: Quarter: Duration: Date:
No.:
15 TLE Agri-Crop Production 8 1 60 mins. June 23, 2017
to be Developed Cleaning farm tools.
Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The fact Remembering Discuss the proper ways of cleaning farm tools.
or condition of
knowing something
with familiarity gained
through experience or Understanding
association
Applying
Skills Demonstrate the ways on cleaning farm tools.
The ability and capacity
acquired through Analyzing
deliberate, systematic, and
sustained effort to
smoothly and adaptively
carryout complex activities
or the ability, coming from
Evaluating
one's knowledge, practice,
aptitude, etc., to do
something Creating
Receiving
Attitude Perform cleaning the farm tools with positive vision.
Phenomena
Values Valuing Follow ways of cleaning farm tools with interest.
2. Content Preventive maintenance
3. Learning Resources LM pages 23-24, farm tools
4. Procedures
Preliminaries Review: Proper use of the whetstone.
5 minutes
4.2 Activity
Actual Demonstration of cleaning farm tools.
15 minutes
4.3 Analysis
Guide questions:1.How will you clean your farm tools at home?
10 minutes
4.4 Abstraction
In cleaning farm tools you have to knock some of the rust off the blade.Not only will this extend the
life of the tool, but also it will cut through the soil better, and thus requires less effort to use if it has
10 minutes
a nice sharp blade.
4.5 Application Work by group( 4 groups) select a group leader, secretary, and a reporter. Do the actual cleaning of
10 minutes some farm tools.
4.6 Assessment Anlysis of Learners'
Products
Practical exam / demonstration - using the Scoring Rubric
5 minutes
4.7 Assignment Enhancing / improving
the day’s lesson
How will you sharpen your farm tools?
3 minutes
Once your tools are cleaned, they're ready to be sharpened.
2 minutes
5. Remarks
6. Reflections
Why did these work?


teachers?
GRADED PERFORMANCE
Assessment Criteria 10 points 9 points 8 points 7 points
Perfectly cleaned following the procedures
Speed and accuracy/ following the procedures
Total
Highest score is 20 points

Learning Area:
16 TLE-Agri-Crop Production 8 1 60 mins.
to be Developed Sharpening a pruning shear.
OBJECTIVES:
The fact or Identify the steps in sharpening a pruning shear.
Applying
Skills Execute the needed steps in sharpening pruning shear.
The
coming from one's
Creating
Attitude Receiving Phenomena Perform sharpening of the pruning shear with patience.
Values Valuing Practice sharpening a pruning shear with self-control
2. Content Preventive maintenance
3. Learning Resources LM pages 23-24, Pruning shear
4. Procedures
Preliminaries Review: Cleaning some of the farm tools.
5 minutes
4.2 Activity
Actual Demonstration of sharpening a pruning shear.
10 minutes
4.3 Analysis
Guide questions:1.How will a pruning shear be sharpen ?
5 minutes
4.4 Abstraction In sharpening a pruning shear try to maintain the original factory bevel or angle. Use a whetstone beca
5 minutes produces a very sharp cutting edge.
4.5 Application Work by group ( 4 groups) select a group leader, secretary, and a reporter. Do the actual sharpening o
15 minutes pruning shear.
4.6 Assessment
Anlysis of Learners' Products Practical exam / demonstration - using the Scoring Rubric
10 minutes
lesson
Write in your TLE notebook the list of farm implements.
5 minutes
For pruners,use a whetstone because it produces a very sharp cutting edge.
5 minutes
5. Remarks
6. Reflections


Why did these work?

teachers?
GRADED PERFORMANCE
Assessment Criteria 10 points 9 points 8 points
Perfectly sharpened following the procedures
Speed and accuracy/ following the procedures
Total
Highest score is 20 points

Date:
June 26, 2017
Code:
TLE_AFAC7/8UT-0a-1
g shear.
OBJECTIVES:
he steps in sharpening a pruning shear.
the needed steps in sharpening pruning shear.
sharpening of the pruning shear with patience.
sharpening a pruning shear with self-control
tive maintenance
es 23-24, Pruning shear
w: Cleaning some of the farm tools.
n of sharpening a pruning shear.
ow will a pruning shear be sharpen ?
ning shear try to maintain the original factory bevel or angle. Use a whetstone because it
rp cutting edge.
oups) select a group leader, secretary, and a reporter. Do the actual sharpening of the
Practical exam / demonstration - using the Scoring Rubric
Write in your TLE notebook the list of farm implements.
hetstone because it produces a very sharp cutting edge.

7 points

Learning Area:
(Taken from the Curriculum Guide) TLE-AFAC7/ 8UT-Oa-1
to be Developed Farm implements.
OBJECTIVES:
The fact or Identify safety practices during operation of farm implements.
Applying
Skills Distinguish safety practices during operation of farm implements.
The
coming from one's
Creating
Attitude Receiving Phenomena
Values Valuing Appreciate the importance of the safety practices during operation of farm implements.
2. Content Regular maintenance of equipment.
3. Learning Resources LM pages 21-23, farm implement, chart
4. Procedures
Make a review of the cleaning and sharpening farm tools.Is it necessary to properly clean and sharpen
5 minutes tools? WHY?
4.2 Activity
Name farm implements .Sharing of ideas, interaction between student-to-student, teacher-to-student id
5 minutes
4.3 Analysis
Why do we need to learn safety practices during operation of farm implements.
10 minutes
4.4 Abstraction
Farm implements like ordinary plow and wooden harrow should be checked thoroughly before use.
Loosened bolts and nuts should be tightened firmly. Disc plow and harrow should also be lubricated on
10 minutes
moving parts like bearings.
4.5 Application
Graded oral activity on the safety practices during operation of farm implements/ equipment.
10 minutes
4.6 Assessment Why is it important for a farmer to do pre-operation check up of farm
Anlysis of Learners' Products
10 minutes implements ?
4.7 Assignment Enhancing / improving the day’s Follow safety practices during operation of farm implements to prolong t
5 minutes lesson use of those mention implements.
Tools that are worn out should be separated and be fixed immediately to avoid accident.
5 minutes
5. Remarks
6. Reflections

Why did these work?


teachers?
QuestionWhy is it important for a farmer to do pre-operation check up of

farm implements ?
Answer: Farm implements like ordinary plow and wooden harrow should be checked thoroughly before use.
Loosened bolts and nuts should be tightened firmly. Disc plow and harrow should also be lubricated
on their moving parts like bearings.
FARM IMPLEMENTS
NATIVE PLOW DISC PLOW
DISC HARROW
NATIVE WOODEN HARROW
Date:
June 27, 2017
Code:
TLE-AFAC7/ 8UT-Oa-1
nts.
ation of farm implements.
o properly clean and sharpen farm
student, teacher-to-student ideas.
ents.
ed thoroughly before use.

should also be lubricated on their
ments/ equipment.
peration check up of farm
farm implements to prolong the
avoid accident.
attitude
Receiving Phenomena
Responding to Phenomena
Valuing
Organization
Internalizing values
assignment

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
assessment
Observation
Talking to Learners/
Conferencing
Tests

Learning Area:
(Taken from the Curriculum Guide) TLE-AFAC7 / 8UT-Oa-1
to be Developed Farm Equipment.
OBJECTIVES:
Knowledge Remembering Discuss the proper way of the regular maintenance of farm equipment( hand tractor, four w
The fact or
condition of knowing tractor, water pumps).
Applying
Skills Classify farm equipment according to use.
The
coming from one's
Creating
Attitude Receiving Phenomena Study the uses and the proper maintenance of the farm equipment.
Values Valuing Share ideas on the proper maintenance of the farm equipment.
2. Content Regular maintenance of equipment.
3. Learning Resources LM pages 23-25; Farm equipment pictures
4. Procedures
Answering and checking the Pre-test and recording the results.
5 minutes
4.2 Activity
Showing pictures of the farm equipment to familiarize.
5 minutes
4.3 Analysis What are these equipment?Have you seen those equipment in real? Can you identify them?How do w
10 minutes maintain its function?
4.4 Abstraction Tractors should be tuned-up very well by skilled operator.Check on their oil, lubricant, fuel and cooling
10 minutes system.
4.5 Application Identify and classify the different farm equipment that you have seen from the shown pictures and give
10 minutes uses and the proper maintenance.
4.6 Assessment Show the flashed pictures again and let them classify its function and th
10 minutes proper maintenance.
4.7 Assignment Enhancing / improving the day’s In your TLE notebook, write down the farm implements and their uses a
5 minutes lesson maintenance.
Oil will help equipment to work as intended and will prevent the formation of rust.
5 minutes
5. Remarks
6. Reflections

Why did these work?

teachers?
FARM EQUIPMENT
HAND TRACTOR FOUR WHEEL TRACTOR
WATER PUMP

Date:
June 28, 2017
Code:
TLE-AFAC7 / 8UT-Oa-1
OBJECTIVES:
the proper way of the regular maintenance of farm equipment( hand tractor, four wheel
water pumps).
Clasify farm tools

according to use
farm equipment according to use.
e uses and the proper maintenance of the farm equipment.
eas on the proper maintenance of the farm equipment.
maintenance of equipment.
es 23-25; Farm equipment pictures
king the Pre-test and recording the results.
the farm equipment to familiarize.
pment?Have you seen those equipment in real? Can you identify them?How do we
?
uned-up very well by skilled operator.Check on their oil, lubricant, fuel and cooling
the different farm equipment that you have seen from the shown pictures and give their
maintenance.
Show the flashed pictures again and let them classify its function and the
proper maintenance.
In your TLE notebook, write down the farm implements and their uses and
maintenance.
ent to work as intended and will prevent the formation of rust.


Learning Area:
Perform Estimation.
(Taken from the Curriculum Guide) TLE_AFAC7/8MC0d-4
to be Developed Farm Inputs
OBJECTIVES:
The fact or Identify farm inputs.
Applying
Skills
The
coming from one's
Creating
Develop a positive point of view of knowing the importance of farm inputs.
Attitude Receiving Phenomena Name the farm inputs.
Values Valuing Practice selecting qualtiy farm inputs with accountability.
2. Content Farm Inputs
3. Learning Resources
4. Procedures
4.1 Introductory Activity Show pictures of the farm inputs.
10 minutes
4.2 Activity
What are those pictures?Write your answers on the board.
10 minutes
4.3 Analysis Based from your answers written on the board let us identify what are those pictures.Sharing of answe
10 minutes and ideas about the pictures and answers in each group.
4.4 Abstraction Farm inputs should be be identify in order to have correct and proper estimation of the materials to be
10 minutes usedand the work to be done.
4.5 Application
Asking questions about the farm inputs.Sharing of ideas.
10 minutes
4.6 Assessment
Anlysis of Learners' Products Graded Perfomance: How important is farm inputs in agriculture?
10 minutes
Write in your TLE notebook the labor requirement in land preparation.
5 minutes lesson
Knowing farm resources help in estimating the materials cost and labor requirement.
5 minutes
5. Remarks
6. Reflections
for remediation.

Why did these work?

teachers?
Question: Graded Perfomance: How important is farm inputs in

agriculture?
Answer: Seeds, fertilizer, and insecticides is very significant in agriculture to ensure high crop yield.
FARM INPUTS
SEEDS FERTILIZER
INSECTICIDES
Date:
June 29, 2017
Code:
TLE_AFAC7/8MC0d-4
farm inputs.
se pictures.Sharing of answers
mation of the materials to be
m inputs in agriculture?
ement in land preparation.
quirement.
attitude
Receiving Phenomena
Valuing
Organization
assignment

day’s lesson
lesson
lesson
assessment
Observation
Conferencing
Tests

Learning Area:
20 TLE-Agri-Crop Production 8 1 60 mins
Perform Estimation.
to be Developed Labor requirement for land preparation.
OBJECTIVES:
The fact or Identify the labor requierement for land preparation.
Applying
Skills
The
systematic, and sustained Compare the four types of labor requirement for land preparation.
coming from one's
Creating
Attitude Receiving Phenomena Study the advantage the prepared land before planting.
Values Valuing Share ideas about the importance of preparing the land before planting.
2. Content Labor requirement
3. Learning Resources LM PAGE 34, pictures of labor equipment of land preparation.
4. Procedures
Show pictures of the labor requirement for land preparation.
5 minutes
4.2 Activity
Identify the shown pictures by group.Write your answers on the board.
10 minutes
4.3 Analysis Based from your answers written on the board let us identify what are those pictures.Comparing of ans
10 minutes and sharing of ideas about the pictures .
4.4 Abstraction
Labor requirement for land preparattion is really a must although it is sometimes costly if we prefer to u
tractor, very laborious and tiring activity but for as farmers with dedication and beautiful hands all of the
10 minutes
will be paid off, if at the end we have a higher yield.
4.5 Application Asking questions about the labor requirement for land preparation.Make a comparison between the fou
10 minutes ways of land preparation.Site examples and share experiences.
4.6 Assessment Graded oral recitation: Asking questions about the labor requirement for
10 minutes preparation.
4.7 Assignment Enhancing / improving the day’s As far as you know, write inyour TLE notebook the labor requirement in
3 minutes lesson planting and for plant care.
2 minutes
5. Remarks
6. Reflections

Why did these work?

teachers?
LABOR REQUIREMENT FOR LAND PREPARATION

Plowing using tractor Clearing of the land using hoe
Plowing using animal Harrowing using hand tractor


Date:
June 30, 2017
Code:
TLE_AFAC7/8MC0d-4
or land preparation.
OBJECTIVES:
he labor requierement for land preparation.
e the four types of labor requirement for land preparation.
e advantage the prepared land before planting.
eas about the importance of preparing the land before planting.
equirement
E 34, pictures of labor equipment of land preparation.
labor requirement for land preparation.
ictures by group.Write your answers on the board.
swers written on the board let us identify what are those pictures.Comparing of answers
about the pictures .
or land preparattion is really a must although it is sometimes costly if we prefer to use

s and tiring activity but for as farmers with dedication and beautiful hands all of these
he end we have a higher yield.
out the labor requirement for land preparation.Make a comparison between the four
ation.Site examples and share experiences.
Graded oral recitation: Asking questions about the labor requirement for land
preparation.
As far as you know, write inyour TLE notebook the labor requirement in
planting and for plant care.

Learning Area:
Perform Estimation.
to be Developed Labor requirement in planting and for plant care.
OBJECTIVES:
The fact or
gained through Understanding Classify labor requirement in planting from labor requirement for plant care.
Applying
Skills Differentiate the needed labor requirement for plant care from the labor requirement in plan
The
coming from one's
Creating
Attitude Receiving Phenomena Identify the labor requirement in planting from labor requirement for plant care.
Values Valuing Expalin the importance of knowing the needed labor requirement for plant care from the labor requirement in planting.
2. Content Labor requierement in planting and for plant care.
3. Learning Resources LM PAGE35-36, PICTURES
4. Procedures
Show pictures of the labor requirement in planting and for plant care.
5 minutes
4.2 Activity
Discussion based on the shown pictures. Interaction between students-to-students, teacher-to-student
10 minutes
4.3 Analysis Guide Questions:What are the labor requirements in planting? for plant care? Why do farmers need al
10 minutes those laborious activities?
4.4 Abstraction Weeds compete with your crops for nutrients, water and sunlight.They prevent the growth of crops by
crowding them out. Weeding is done by uprooting or by applying weedicides or chemicals.Transplantin
best done late in the afternoon or very early in the morning when the sun is not yet shinning hot. Fertili
10 minutes application, irrigation, pest control, weeding,harvesting, drying and storing are some of the plant care
activities.
4.5 Application Guide Questions: Are you doing those activities in your garden? How often?Does it affect plant growth
10 minutes When to do labor requirement for plant care?in planting?
4.6 Assessment
Anlysis of Learners' Products Answer questions on LM page 37.
10 minutes
lesson
Try to sow 5 mongo seeds, and count the no. of seeds germinated
3 minutes
Water helps the plants grow but weeds keep plant growing, hence these must be destroyed.
2 minutes
5. Remarks
6. Reflections
Why did these work?


teachers?
LABOR REQUIREMENT IN PLANTING

PULLING OF SEEDLINGS TRANSPLANTING OF SEEDLINGS
LABOR REQUIREMENT IN PLANT CARE
FERTILIZER APPLICATION PEST CONTROL
IRRIGATION
WEEDING HARVESTING
THRESHING RICE DRYING RICE
DRYING CORN STORING
DRYING STORING

Date:
July 3, 2017
Code:
TLE_AFAC7/8MC0d-4
n planting and for plant care.
OBJECTIVES:
labor requirement in planting from labor requirement for plant care.
iate the needed labor requirement for plant care from the labor requirement in planting.
labor requirement in planting from labor requirement for plant care.
importance of knowing the needed labor requirement for plant care from the labor requirement in planting.
quierement in planting and for plant care.
E35-36, PICTURES
labor requirement in planting and for plant care.
n the shown pictures. Interaction between students-to-students, teacher-to-students.
hat are the labor requirements in planting? for plant care? Why do farmers need all
vities?
h your crops for nutrients, water and sunlight.They prevent the growth of crops by
Weeding is done by uprooting or by applying weedicides or chemicals.Transplanting is
afternoon or very early in the morning when the sun is not yet shinning hot. Fertilizer
n, pest control, weeding,harvesting, drying and storing are some of the plant care
re you doing those activities in your garden? How often?Does it affect plant growth?
quirement for plant care?in planting?
Answer questions on LM page 37.
Try to sow 5 mongo seeds, and count the no. of seeds germinated
nts grow but weeds keep plant growing, hence these must be destroyed.

Learning Area:
Perform Estimation.
to be Developed Estimating farm inputs.
OBJECTIVES:
The fact or Explain the the importance of farm inputs.
Applying
Skills Solve the percentage germination of seeds using the given formula.
The
coming from one's
Creating
Attitude Receiving Phenomena Follow the given formula in getting the percentage germination of seeds with interest.
Values Valuing Work on the percentage seed germination with accuracy.
2. Content Farm Inputs
3. Learning Resources Effective Technology &Home economics page117, LM page 33-34
4. Procedures
Show pictures of the farm inputs.
5 minutes
4.2 Activity
Guide Questions:What are those pictures? Present the formula of the percentage germination of seeds
10 minutes
4.3 Analysis
Why there is a need to test seed germination?Why should you select good seeds for planting?
10 minutes
4.4 Abstraction Several ways of testing the percentage of germination of seeds include the dish method,rag doll
10 minutes method,seed box method. Percentage germination is also known as percentage of viability.
4.5 Application Try to solve the percentage of germination:1. No. of seeds sown =80 seeds, No. of seeds germinated =
10 minutes seeds. 2. No. of seeds sown=100 seeds, No. of seeds germinated =65 seeds
4.6 Assessment
Anlysis of Learners' Products Solve: No. of seeds sown=50 seeds,No of seeds germinated =45 seeds
10 minutes
4.7 Assignment Enhancing / improving the day’s Compute the percentage of germination. You sow 250 okra seeds. Only
3 minutes lesson seeds germinated. What is the percentage of viability of the okra seeds.
2 minutes
5. Remarks
6. Reflections

Why did these work?

teachers?
NO. OF SEEDS GERMINATED

PERCENTAGE OF GERMINATION= NO. OF SEEDS GERMINATED X 1OO
Solve: No. of seeds sown=50 seeds,No of seeds

germinated =45 seeds
ANSWER: 45 X 100
50
SEED GERMINATION ; 90%


Date:
July 4, 2017
Code:
TLE_AFAC7/8MC0d-4
uts.
OBJECTIVES:
he the importance of farm inputs.
e percentage germination of seeds using the given formula.
he given formula in getting the percentage germination of seeds with interest.
the percentage seed germination with accuracy.
puts
e Technology &Home economics page117, LM page 33-34
farm inputs.
hat are those pictures? Present the formula of the percentage germination of seeds.
to test seed germination?Why should you select good seeds for planting?
ing the percentage of germination of seeds include the dish method,rag doll
ethod. Percentage germination is also known as percentage of viability.
entage of germination:1. No. of seeds sown =80 seeds, No. of seeds germinated =72
seeds sown=100 seeds, No. of seeds germinated =65 seeds
Solve: No. of seeds sown=50 seeds,No of seeds germinated =45 seeds
Compute the percentage of germination. You sow 250 okra seeds. Only 80
seeds germinated. What is the percentage of viability of the okra seeds.

Learning Area:
Perform Estimation.
to be Developed Estimating labor requirements in land preparation.
OBJECTIVES:
The fact or
gained through Understanding Discuss the importance of estimating labor requirements in land preparation.
Applying
Skills Use the labor requirements in land preparation.
The
coming from one's
Creating
Attitude Receiving Phenomena Follow the ways in preparing the land.
Values Valuing Perform the activity with patience.
2. Content Labor requirements in land preparation.
3. Learning Resources LM page 34, chart, copies
4. Procedures
Preliminaries Review: Seed Germination Percentage.
5 minutes
4.2 Activity Getting sample data: Number of workers prepared the land.Number of days consumed in preparing th
10 minutes area.Amount of salary given to each worker during the land preparation.
4.3 Analysis
Why do we need to get those data?How important is that data?
10 minutes
4.4 Abstraction
Getting data: Will be a guide and serve as a guiding calendar from preaparing to harvesting.
10 minutes
4.5 Application
Present the data in tabular form:(By group)
10 minutes
4.6 Assessment It is important to assess your performance in land preparation by record
10 minutes the data.
4.7 Assignment Enhancing / improving the day’s Advance study on estimating labor requirements in planting and for plan
3 minutes lesson care.
2 minutes
5. Remarks
6. Reflections

Why did these work?

teachers?
EVALUATION :
While performing the activity it is important for you to assess your performance following the criteria below:
# Required measuring tool is used in measuring the area.
# The data gathered is consistent.
# The respondent answers the question carefully.
# Data are presented in tabular form.
Date:
July 5, 2017
Code:
TLE_AFAC7/8MC0d-4
nd preparation.
ys consumed in preparing the
ring to harvesting.
n land preparation by recording
ments in planting and for plant

attitude
Receiving Phenomena
Valuing
Organization
assignment

day’s lesson
lesson
lesson
assessment
Observation
Conferencing
Tests

Learning Area:
Perform Estimation.
to be Developed Estimating labor requirements in planting and for plant care.
OBJECTIVES:
The fact or
gained through Understanding Explain the importance of knowing the labor requirements in planting and for plant care.
Applying
Skills Interpret sample data in labor requirement in planting and for plant care estimation.
The
coming from one's
Creating
Attitude Receiving Phenomena Follow the ways of the labor requirement in planting and for plant care with industry
Values Valuing
2. Content Estimating labor requirements in planting and for plant care.
3. Learning Resources LM page 78-39, chart.
4. Procedures
Review previous lesson, estimation of farm inputs and labor requirement in land preparation.
5 minutes
4.2 Activity
Group activity:Estimation only: Fill in data, in table form:Number of worker planted the area. Number o
consumed in planting the area. Amount of salary paid inplanting the area. Number of worker fertlized th
10 minutes
area for planting. Number of worker during weeding,during spraying of insecticides, and during harves
4.3 Analysis
What is the importance of getting data about the labor requirement in planting and for plant care?
10 minutes
4.4 Abstraction Closed monitoring from farm inputs estimation to labor requirement for plant care and in planting estim
10 minutes helps a farmer determined if he/she gain or loss.
4.5 Application Can you make your own labor requirement estimation in planting and for plant care?Does it help you?
10 minutes How?
4.6 Assessment
Anlysis of Learners' Products Present sample data of the labor requirement in plant care and for plant
10 minutes
lesson
Advance study on the basic formula on different land areas.
3 minutes
4.8 Concluding Activity It is a necessary for us farmers to assess our performance by listing all the labor extended for the
2 minutes monitoring of gaining or loosing.
5. Remarks
6. Reflections
Why did these work?


teachers?
EVALUATION :
While performing the activity it is important for you to assess your performance following the criteria below:
# Required measuring tool is used in measuring the area.
# The data gathered is consistent.
# The respondent answers the question carefully.
# Data are presented in tabular form.

Date:
July 6, 2017
Code:
TLE_AFAC7/8MC0d-4
uirements in planting and for plant care.
OBJECTIVES:
he importance of knowing the labor requirements in planting and for plant care.
sample data in labor requirement in planting and for plant care estimation.
he ways of the labor requirement in planting and for plant care with industry
ting labor requirements in planting and for plant care.
e 78-39, chart.
son, estimation of farm inputs and labor requirement in land preparation.
ation only: Fill in data, in table form:Number of worker planted the area. Number of days
g the area. Amount of salary paid inplanting the area. Number of worker fertlized the
mber of worker during weeding,during spraying of insecticides, and during harvesting.
nce of getting data about the labor requirement in planting and for plant care?
om farm inputs estimation to labor requirement for plant care and in planting estimation
mined if he/she gain or loss.
own labor requirement estimation in planting and for plant care?Does it help you?
Present sample data of the labor requirement in plant care and for planting.
Advance study on the basic formula on different land areas.
us farmers to assess our performance by listing all the labor extended for the
g or loosing.

Learning Area:
Perform basic workplace calculation
(Taken from the Curriculum Guide) TLE-AFAC7/8MC-Oe-5
to be Developed Estimation and basic calculation
OBJECTIVES:
Knowledge Remembering Identify the most common surface areas
The fact or
or association
Applying
Skills
The
activities or the ability, coming Evaluating Illustrate their different shapes and dimensions
from one's knowledge,
practice, aptitude, etc., to do
something
Creating
Attitude Receiving Phenomena Identify realistically the different shapes and dimensions of the common surface areas
Values Valuing Perform the activity with accuracy
2. Content Perform Calculation
3. Learning Resources LM pp. 43, Illustration of common surface areas (charts)
4. Procedures
Pre-test. Answering and recording of results.
5 minutes
4.2 Activity Group Discussion: Familiarization of the most common surface areas (Chart of the most common area
8 minutes their corresponding dimensions
4.3 Analysis
What are the most common surface areas? Let them locate their dimensions
15 minutes
4.4 Abstraction Recognizing the importance of identifying most common surface areas and their corresponding dimen
8 minutes is important. This is necessary to determine correct measurements.
4.5 Application
Board Work: Illustrate a triangle, rhombus, parallelogram and trapezium and their respective dimensio
9 minutes
4.6 Assessment
Tests Pen and paper test (see attached sheets)
10 minutes
4.7 Assignment Enhancing / improving the day’s In your TLE notebook, find out system and units of measurements to
3 minutes lesson followed in calculating surface areas.
Familiarizing surface areas in the farm is important to be able to measure and calculate
2 minutes
5. Remarks
6. Reflections
for remediation.
Why did these work?


teachers?
Answer

Date:
July 7,2017
Code:
TLE-AFAC7/8MC-Oe-5
c calculation
OBJECTIVES:
he most common surface areas
their different shapes and dimensions
ealistically the different shapes and dimensions of the common surface areas
the activity with accuracy
Calculation
3, Illustration of common surface areas (charts)
and recording of results.
amiliarization of the most common surface areas (Chart of the most common areas and
dimensions
ommon surface areas? Let them locate their dimensions
ortance of identifying most common surface areas and their corresponding dimensions
necessary to determine correct measurements.
e a triangle, rhombus, parallelogram and trapezium and their respective dimensions.
Pen and paper test (see attached sheets)
In your TLE notebook, find out system and units of measurements to

followed in calculating surface areas.
ing surface areas in the farm is important to be able to measure and calculate

Learning Area:
Perform and basic calculation
OBJECTIVES:
The fact or
or association
Applying
Skills Solve the area and its dimensions using the given formula
The
something
Creating

Follow accurately the formula in answering the given problem
Values Valuing Solve the problem with challenge
3. Learning Resources LM pp. 40-46, activity sheets
4. Procedures
4.1 Introductory Activity Recall the topic discussed last meeting
10 minutes
4.2 Activity
Games: Recalling the fundamental operation in mathematics
10 minutes
4.3 Analysis How to solve the area of the different surfaces like triangle, square and rectangles, rhombus and
10 minutes parallelogram
4.4 Abstraction Knowing the different formula in solving the area of the different surfaces could be applied in some rela
10 minutes farm activities in crop production.
4.5 Application Group Activity: The class is divided into 4 groups. Each group will be given an activity to solve at least
10 minutes surface area and show their answers on the board
4.6 Assessment
Tests Written Quiz (See attached sheets)
10 minutes
4.7 Assignment Make a research on the formula on how to compute the areas of the
10 minutes following surfaces like trapeziums and circles
4.8 Concluding Activity Computing surface area is necessary in order to know how to compute the different surface area in cro
10 minutes production
5. Remarks
6. Reflections
for remediation.

Why did these work?

teachers?

Date:
July 10,2017
Code:
TLE-AFAC7/8MC-Oe-5
c calculation
OBJECTIVES:
e area and its dimensions using the given formula
ccurately the formula in answering the given problem
e problem with challenge
Calculation
0-46, activity sheets
ussed last meeting
e fundamental operation in mathematics
ea of the different surfaces like triangle, square and rectangles, rhombus and
nt formula in solving the area of the different surfaces could be applied in some related
p production.
class is divided into 4 groups. Each group will be given an activity to solve at least one
ow their answers on the board
Written Quiz (See attached sheets)
Make a research on the formula on how to compute the areas of the

following surfaces like trapeziums and circles
area is necessary in order to know how to compute the different surface area in crop

Learning Area:
OBJECTIVES:
The fact or
or association
Applying
Skills Solve the area of a trapeziums and circles using the given formula
The
something
Creating
Attitude Receiving Phenomena Use the correct formula in answering the given problem
Values Valuing Work the activity with perseverance
3. Learning Resources LM pp. 47-49, activity sheets
4. Procedures
4.1 Introductory Activity Routinary Activities: Recall the past lesson. Ask the formula in finding the area of a triangle, square an
10 minutes rectangle, rhombus and parallelogram
4.2 Activity Illustrate a trapezium and circle. Let the student identify its dimensions and locate the height and the b
10 minutes of trapezium then the diameter of a square.
4.3 Analysis How to solve the area of the different surfaces like trapezium and circles? Do you know the formula in
10 minutes calculating surface area of trapezium and circles?
4.4 Abstraction Knowing the different formula in solving the area of a trapezium and circles could be applied in some
10 minutes related farm activities in crop production.
4.5 Application Individual Activity: Illustrate a trapezium and circle then compute the area of the different surfaces give
10 minutes base, top, height and diameter for a circle.
4.6 Assessment Pen and paper test: Compute for the surface area of a trapezium and ci
Tests
10 minutes (see attached illustration)
lesson
In your assignment notebook, explain system and units of measuremen
10 minutes
4.8 Concluding Activity Understading the right formula in computing different surface areas could give us guidance on what to
10 minutes any farm activities in crop production.
5. Remarks
6. Reflections
for remediation.
Why did these work?


teachers?

Date:
July 11,2017
Code:
TLE-AFAC7/8MC-Oe-5
c calculation
OBJECTIVES:
e area of a trapeziums and circles using the given formula
correct formula in answering the given problem
e activity with perseverance
Calculation
7-49, activity sheets
Recall the past lesson. Ask the formula in finding the area of a triangle, square and
and parallelogram
m and circle. Let the student identify its dimensions and locate the height and the base
e diameter of a square.
ea of the different surfaces like trapezium and circles? Do you know the formula in
area of trapezium and circles?
nt formula in solving the area of a trapezium and circles could be applied in some
s in crop production.
ustrate a trapezium and circle then compute the area of the different surfaces given its
d diameter for a circle.
Pen and paper test: Compute for the surface area of a trapezium and circles.
(see attached illustration)
In your assignment notebook, explain system and units of measurements
ht formula in computing different surface areas could give us guidance on what to do in

crop production.

Learning Area:
to be Developed Explaining system of measurment
OBJECTIVES:
The fact or
gained through experience Understanding Explain systems and units of measurments
or association
Applying
Skills Use appropriate instrument to measure length
The
something
Creating
Attitude Receiving Phenomena Describe the basic unit of surface area
Values Valuing Appreciate the importance of integrating unit of measurements in our daily life.
2. Content System of measurements
3. Learning Resources LM pp. 50, charts, Mathematics Grade 7, LM First Edition 2014 pp. 91-95
4. Procedures
4.1 Introductory Activity Routinary Activities: Recall the topic last meeting: Give preliminary instructions
10 minutes
4.2 Activity
Familiarization of basic unit of length in the metric system.
10 minutes
4.3 Analysis
What is the basic unit of length in the metric system? How to obtain units of surface?
10 minutes
4.4 Abstraction Explain to the learners that the basic unit of length in the metric system is the meter. It is part of our
10 minutes improvement now a day without it we cannot work easier and faster.
4.5 Application Apply this to real life situation. Measure the door, tables, windows, chairs etc of your classroom using t
10 minutes metric system.
4.6 Assessment
Tests Skill Perfomance Test
10 minutes
4.7 Assignment Enhancing / improving the day’s Write what you expect/need/hope to learn in this lesson systems of
10 minutes lesson measurements.
4.8 Concluding Activity Why metric system important in our life? Metric systems provide accuracy in measuring the field,
10 minutes infrastructure etc.
5. Remarks
6. Reflections
for remediation.

Why did these work?

teachers?

Date:
July 12,2017
Code:
TLE-AFAC7/8MC-Oe-5
f measurment
OBJECTIVES:
systems and units of measurments
ropriate instrument to measure length
e the basic unit of surface area
ate the importance of integrating unit of measurements in our daily life.
of measurements
0, charts, Mathematics Grade 7, LM First Edition 2014 pp. 91-95
Recall the topic last meeting: Give preliminary instructions
sic unit of length in the metric system.
it of length in the metric system? How to obtain units of surface?
ers that the basic unit of length in the metric system is the meter. It is part of our
day without it we cannot work easier and faster.
situation. Measure the door, tables, windows, chairs etc of your classroom using the
Skill Perfomance Test
Write what you expect/need/hope to learn in this lesson systems of

measurements.
mportant in our life? Metric systems provide accuracy in measuring the field,

Learning Area:
to be Developed Performing Conversion of Units

OBJECTIVES:
The fact or
gained through experience Understanding Convert Measurements from one unit to another
or association
Applying
Skills Use appropriate operations to comply with the job requirement
The
something
Creating
Attitude Receiving Phenomena Perform calculation needed to complete a task using the four basic mathematical operation
Values Valuing Practice answering problems with love and truth
2. Content Conversion of units
3. Learning Resources Mathematics Grade 7 LM first Edition 2014 pp. 91-95
4. Procedures
4.1 Introductory Activity Recap: Did you experience any difficulty when were doing the actual measuring yesterday? Where the
10 minutes differences in your data and your classmate's data?
4.2 Activity Show actual measuring tools. Let the students identify what is being shown. Ask them what is the unit
10 minutes observed in the instrument, then convert from one unit to another.
4.3 Analysis
What was the reason for choosing which unit to use? Why?
10 minutes
4.4 Abstraction To convert common English units of length into metric units of length (and vice versa), use conversion
10 minutes factors.
4.5 Application
When can we appropriately apply the Metric system
10 minutes
4.6 Assessment
Tests Written Quiz. (See attached sheets)
10 minutes
lesson
How to inerpet farm plans and layouts
10 minutes
4.8 Concluding Activity Knowledge on the use of the differrent systems of measurement is important because it could be appli
10 minutes any business related activities.
5. Remarks
6. Reflections
for remediation.

Why did these work?

teachers?

Date:
July 13,2017
Code:
TLE-AFAC7/8MC-Oe-5
ion of Units
OBJECTIVES:
Measurements from one unit to another
ropriate operations to comply with the job requirement
calculation needed to complete a task using the four basic mathematical operations
answering problems with love and truth
ion of units
atics Grade 7 LM first Edition 2014 pp. 91-95
erience any difficulty when were doing the actual measuring yesterday? Where there
ata and your classmate's data?
ing tools. Let the students identify what is being shown. Ask them what is the unit
ument, then convert from one unit to another.
n for choosing which unit to use? Why?
English units of length into metric units of length (and vice versa), use conversion
priately apply the Metric system
Written Quiz. (See attached sheets)
How to inerpet farm plans and layouts
se of the differrent systems of measurement is important because it could be applied in

d activities.

Learning Area:
Layout garden plots
(Taken from the Curriculum Guide) TLE-AFA7/8IO-of-g-6
to be Developed Plans and drawings relative to agricultural crop production
OBJECTIVES:
The fact or
gained through experience Understanding Interpret farm plans and layouts
or association
Applying
Skills
The
something
Creating
Design farm plans and layouts according to crop grown
Attitude Receiving Phenomena Practice this plan in every ativities in Agricultural Crop Production
Values Valuing Perform farm plans and layouts with responsibility
2. Content Farm Plans and Layout
3. Learning Resources Learner's Material pp. 73-76, calculator, pencil, rubrics
4. Procedures
Per-test. Answering and recording of results.Give preliminary instructions.
10 minutes
4.2 Activity
Group Discussion. Take turns in identifying farm plans and layouts
10 minutes
4.3 Analysis How do you interpret plans and layouts? Make your interpretations.
10 minutes
4.4 Abstraction Farming for the future can help you plan the best farm layout. It is consider the farm's, physical, financ
10 minutes and human/personal resourcs for both now and the future.
4.5 Application
Make your own farm plans and layouts
10 minutes
4.6 Assessment
Observation Judging of finish output
10 minutes
How crops are arranged in row planting
10 minutes lesson
4.8 Concluding Activity Farm plans and layout is necessary so that a map can be drawn of the property's, topography, bounda
10 minutes soils, water resources and so on and farm business can be formulated.
5. Remarks
6. Reflections
for remediation.

Why did these work?

teachers?

Date:
July 14, 2017
Code:
TLE-AFA7/8IO-of-g-6
relative to agricultural crop production
OBJECTIVES:
farm plans and layouts
arm plans and layouts according to crop grown
this plan in every ativities in Agricultural Crop Production
farm plans and layouts with responsibility
ans and Layout
s Material pp. 73-76, calculator, pencil, rubrics
and recording of results.Give preliminary instructions.
ake turns in identifying farm plans and layouts
t plans and layouts? Make your interpretations.
e can help you plan the best farm layout. It is consider the farm's, physical, financial,
l resourcs for both now and the future.
plans and layouts
Judging of finish output
How crops are arranged in row planting
ut is necessary so that a map can be drawn of the property's, topography, boundaries,

es and so on and farm business can be formulated.

Learning Area:
Layout garden plots
(Taken from the Curriculum Guide) TLE-AFA7/8IO-of-g-6
to be Developed Planting system in crop production
OBJECTIVES:
The fact or Identify planting system in crop production
or association
Applying
Skills Illustrate the five system of planting in crop production
The
something
Creating
Attitude Receiving Phenomena Follow strictly planting system and practices according to approved cultural practices
Values Valuing Describe onself as an individual w/ roles to portray willingly and effectively
2. Content Planting System
3. Learning Resources LM pp. 77-79, LM Horticulture pp.72
4. Procedures
Routinary Activities. Recall the topic discussed last meeting.
10 minutes
4.2 Activity
Show pictures of the different planting system. Let the student identify what is being shown.
10 minutes
4.3 Analysis What are the most common planting system in crop production?What system of planting did you
10 minutes employ/use at home?
4.4 Abstraction Knowing the different planting system in crop production will give us idea to decide what planting syste
10 minutes suited in the locality.
4.5 Application
Actual Demonstration. Let the students do the actual planting using the five system of planting
10 minutes
4.6 Assessment
Tests Skill Performance Test
10 minutes
What is the role of the government in planning frm enterprise.
10 minutes lesson
10 minutes
5. Remarks
6. Reflections
for remediation.

Why did these work?

teachers?

Date:
July 17,2017
Code:
TLE-AFA7/8IO-of-g-6
rop production
OBJECTIVES:
planting system in crop production
the five system of planting in crop production
trictly planting system and practices according to approved cultural practices
e onself as an individual w/ roles to portray willingly and effectively
g System
77-79, LM Horticulture pp.72
Recall the topic discussed last meeting.
different planting system. Let the student identify what is being shown.
ommon planting system in crop production?What system of planting did you

?
nt planting system in crop production will give us idea to decide what planting system
n. Let the students do the actual planting using the five system of planting
Skill Performance Test
What is the role of the government in planning frm enterprise.


Learning Area:
Layout garden plots
(Taken from the Curriculum Guide) TLE-AFA7/8ID-of-g-6
to be Developed Planning farm enterprise
OBJECTIVES:
The fact or
gained through experience Understanding Explain the short and long term effects of farm enterprise
or association
Applying
Skills
The
from one's knowledge, Coordinate the local government for building approval or development consent
something
Creating
Attitude Receiving Phenomena Ask help to reduce unforeseen risks of a farm enterprise
Values Valuing Work the plans with humility and preserverance
2. Content Government plans
3. Learning Resources LM pp. 75, pictures, internet
4. Procedures
Give preliminary instructions.Recall the topic last meeting.
10 minutes
4.2 Activity Show pictures of a farm enterprise. Let the students enumerate the things needed to put up a farm
10 minutes business.
4.3 Analysis Who are the persons involve in a farm business? Do you think farm enterprise will be a successful with
the help of the government? How to to convince the government to agree on your proposed farm
10 minutes
enterprise?
4.4 Abstraction Government plan plays a vital role in putting up a business. This will help reduce unforeseen risks and
10 minutes enhance your farm business.
4.5 Application
Group Activity. The class is divided into five (5) groups. Make an interview for a successful farm operat
10 minutes
4.6 Assessment Talking to Learners/
Conferencing
Interview
10 minutes
4.7 Assignment Enhancing / improving the day’s In your TLE notebook. List down the 2 methods of planting crops. How c
10 minutes lesson are arranged in row planting.
Planning is important in farm business. This will serve as a guide on what to do in the actual field.
10 minutes
5. Remarks
6. Reflections
for remediation.

Why did these work?

teachers?

Date:
July 18,2017
Code:
TLE-AFA7/8ID-of-g-6
prise
OBJECTIVES:
he short and long term effects of farm enterprise
ate the local government for building approval or development consent
to reduce unforeseen risks of a farm enterprise
e plans with humility and preserverance
ment plans
5, pictures, internet
ructions.Recall the topic last meeting.
arm enterprise. Let the students enumerate the things needed to put up a farm
s involve in a farm business? Do you think farm enterprise will be a successful without
rnment? How to to convince the government to agree on your proposed farm
ays a vital role in putting up a business. This will help reduce unforeseen risks and
business.
class is divided into five (5) groups. Make an interview for a successful farm operator.
Interview
In your TLE notebook. List down the 2 methods of planting crops. How crops
are arranged in row planting.
t in farm business. This will serve as a guide on what to do in the actual field.

Learning Area:
Layout garden plots
(Taken from the Curriculum Guide) TLE_AFAC/8ID-Of-g-6
to be Developed Planting crops in the farm

OBJECTIVES:
The fact or Identify methods of planting crops in the farm
or association
Applying
Skills
The
from one's knowledge, Discover the two methods of planting crops in the farm
something
Creating
Attitude Receiving Phenomena Relate this methods of planting crops in the farm
Values Valuing Select the best planting methods wisely
2. Content Crops Arrangement
3. Learning Resources LM pp. 78-79, internet, pictures
4. Procedures
Routinary Activities. Recap.Recall the lesson last meeting
3 minutes
4.2 Activity
Show pictures of direct seeding and transplanting. Let the students analyze the pictures what they do.
15 minutes
4.3 Analysis
What are the two methods of planting crops? How can you apply this method in real life situation?
15 minutes
4.4 Abstraction
Recognizing the importance of identifying methods of planting crops is important. This is necessary to
15 minutes determine the right method to use in particular farm/field.
4.5 Application Actual Demonstration. Let the students do the actual planting using the two methods in your respective
5 minutes garden.
4.6 Assessment Pen and Paper. In your activity notebook, list down at least 2 advantage
Tests
5 minutes disadvantages of direct and transplanting methods.
lesson
Assignment notebook. In your own words discuss row planting.
2 minutes
4.8 Concluding Activity Studying the methods of planting crops is essential or a need to a farm operator in order to gain more
minutes income.
5. Remarks
6. Reflections
for remediation.

Why did these work?


teachers?

Date:
July 19,2017
Code:
TLE_AFAC/8ID-Of-g-6
farm
OBJECTIVES:
methods of planting crops in the farm
the two methods of planting crops in the farm
his methods of planting crops in the farm
e best planting methods wisely
rangement
8-79, internet, pictures
Recap.Recall the lesson last meeting
ect seeding and transplanting. Let the students analyze the pictures what they do.
ethods of planting crops? How can you apply this method in real life situation?
ortance of identifying methods of planting crops is important. This is necessary to

method to use in particular farm/field.
n. Let the students do the actual planting using the two methods in your respective
Pen and Paper. In your activity notebook, list down at least 2 advantages and
disadvantages of direct and transplanting methods.
Assignment notebook. In your own words discuss row planting.
ds of planting crops is essential or a need to a farm operator in order to gain more


Learning Area:
Layout garden plots
to be Developed Planting crops in the farm

OBJECTIVES:
The fact or Discuss row planting
or association
Applying
Skills
The
something
Creating Describe crops arranged in row plantimg

Identify intelligently the row planting row arrangement
Values Valuing Follow the activity with Integrity
2. Content Crop Arrangement
3. Learning Resources LM pp.78-79, internet, pictures
4. Procedures
Preliminaries
3 minutes
4.2 Activity
Familiarization of the most common surface areas
10 minutes
4.3 Analysis
How crops are arranged in row planting?
15 minutes
4.4 Abstraction
Planting arrangement is necessary in the farm. This could be applied in any conventional horizontal
farming/gardening in order to have a pattern in atleast one direction rather than planting without any di
15 minutes
arrangement
4.5 Application
Write what you expect/need/learn in this lesson crop arrangement.
5 minutes
Conferencing
Written Quiz
5 minutes
4.7 Assignment Enhancing / improving the day’s Enumerate the ff. 1-2.Functions of farm irrigation.3-5.Essential features
5 minutes lesson plan.
4.8 Concluding Activity Having a row planting arrangement will serve as a guide to the farmer in crop production to enhance
2 minutes maximum yield as well as for convenience.
5. Remarks
6. Reflections
for remediation.
Why did these work?


teachers?

Date:
July 20, 2017
Code:
TLE_AFAC/8ID-Of-g-6
farm
OBJECTIVES:
row planting
e crops arranged in row plantimg
ntelligently the row planting row arrangement
he activity with Integrity
angement
8-79, internet, pictures
e most common surface areas
ged in row planting?
nt is necessary in the farm. This could be applied in any conventional horizontal

n order to have a pattern in atleast one direction rather than planting without any distinct
ct/need/learn in this lesson crop arrangement.
Written Quiz
Enumerate the ff. 1-2.Functions of farm irrigation.3-5.Essential features of a

plan.
g arrangement will serve as a guide to the farmer in crop production to enhance
ell as for convenience.

Learning Area:
Interpret irrigation plan and design
to be Developed Irrigation plan and Irrigation design

OBJECTIVES:
The fact or
gained through Understanding Explain the functions of farm irrigation system. Discuss the reasons for irrigation.
Applying
Skills
The
coming from one's
Creating
Attitude Receiving Phenomena Share ideas witn interest the need of irrigation system in crop production.
Values Valuing Relate the importance of irrigation system in crop production productivity.
2. Content Irrigation Farm System and Irrigation Plan
3. Learning Resources LM, pp.84-86 K to 12 TLE Agri-Fishery Arts Agri-Production CG
4. Procedures
Preliminaries. Prepare the necessary learning resources
3 minutes
4.2 Activity
Recall on the different bodies of water.Reading the information sheet. Teacher-Students interaction.
15 minutes
4.3 Analysis What is the primary and the specific functions of an irrigation system? Is an irrigation project plan
15 minutes necessary? Why?
4.4 Abstraction
Water from rivers and lakes are potential sources of irrigation water. The primary function of farm irriga
system is to supply crops with irrigation water in the qualities and at the time is needed. Farm irrigation
system has specific and other functions. An irrigation project plan is important because it enables the
15 minutes
designer to lay out the irrigation system in the most cost effective way, it provides a step by step inform
on system installation, etc.
4.5 Application
How important is water to our crops? How is it supplied?
5 minutes
4.6 Assessment Written Test. In a one-fourth sheet of paper, you write down the four func
Tests
3 minutes of farm irrigation system.
lesson
What are the essential features of a plan?
2 minutes
Irrigation is the artificial way of supplying water to our crops.
2 minutes
5. Remarks
6. Reflections

Why did these work?


teachers?
Prepared by:
Name: School:
Position/
n:
Number:

Date:
July 21, 2017
Code:
TLE_AFAC/8ID-Of-g-6
rigation design
OBJECTIVES:
he functions of farm irrigation system. Discuss the reasons for irrigation.
eas witn interest the need of irrigation system in crop production.
he importance of irrigation system in crop production productivity.
Farm System and Irrigation Plan
4-86 K to 12 TLE Agri-Fishery Arts Agri-Production CG
re the necessary learning resources
nt bodies of water.Reading the information sheet. Teacher-Students interaction.
and the specific functions of an irrigation system? Is an irrigation project plan
d lakes are potential sources of irrigation water. The primary function of farm irrigation
crops with irrigation water in the qualities and at the time is needed. Farm irrigation
and other functions. An irrigation project plan is important because it enables the
he irrigation system in the most cost effective way, it provides a step by step information
n, etc.
ter to our crops? How is it supplied?
Written Test. In a one-fourth sheet of paper, you write down the four functions
of farm irrigation system.
What are the essential features of a plan?
cial way of supplying water to our crops.


Learning Area:

OBJECTIVES:
The fact or
Applying
Skills Interpret an irrigation plan
The
coming from one's Describe the essential features of an irrigation plan.
Creating
Attitude Receiving Phenomena Hold on the interest the lesson.
Values Valuing Give value on the importance of an accurate irrigation plan produce a quality irrigation syst
2. Content Essential features of an irrigation plan
3. Learning Resources LM, pp. 85-86, sample Farm Map, Curriculum Guide
4. Procedures
Preliminaries
3 minutes
4.2 Activity Review: What is the importance of irrigation plan? Studying the essential features of an irrigation plan
15 minutes sample farm map illustrating the farm irrigation plan.
4.3 Analysis What are the essential features of an irrigation plan? Describe each feature. What is your interpretation
15 minutes the farm map with illustration of farm irrigation plan?
4.4 Abstraction The essential features of an irrigation plan include topographic data, water source capacity, water log o
15 minutes water license, design parameters etc. interpretation of the farm irrigation plan.
4.5 Application
Sketch the plan on irrigation system. (Bring home activity)
2 minutes
Conferencing
What are the essential features of an irrigation plan?
5 minutes
4.7 Assignment Enhancing / improving the day’s As one of your projects this quarter, you are to make a sketch of an irrig
3 minutes lesson plan.
A project plan is essential in making a particular project.
2 minutes
5. Remarks
6. Reflections

Why did these work?

teachers?
Prepared by:
Name: School:
Position/
n:
Number:

Date:
July 24, 2017
Code:
TLE_AFAC/8ID-Of-g-6
rigation design
OBJECTIVES:
an irrigation plan
e the essential features of an irrigation plan.
the interest the lesson.
ue on the importance of an accurate irrigation plan produce a quality irrigation system.
l features of an irrigation plan
85-86, sample Farm Map, Curriculum Guide
importance of irrigation plan? Studying the essential features of an irrigation plan and a
ustrating the farm irrigation plan.
ial features of an irrigation plan? Describe each feature. What is your interpretation of
ustration of farm irrigation plan?
es of an irrigation plan include topographic data, water source capacity, water log or
n parameters etc. interpretation of the farm irrigation plan.
rrigation system. (Bring home activity)
What are the essential features of an irrigation plan?
As one of your projects this quarter, you are to make a sketch of an irrigation
plan.
ential in making a particular project.


Learning Area:

OBJECTIVES:
The fact or Identify the different designs of irrigation system and the types of surface irrigation system.
gained through Understanding Explain the types of surface irrigation system.
Applying
Skills
The
coming from one's
Creating
Values Valuing Give value on the importance of an accurate irrigation plan produce a quality irrigation syst
2. Content DIFFERENT DESIGNS OF IRRIGATION SYSTEM (Surface Irrigation)
3. Learning Resources LM, pp.88-95, Chart, K to 12 TLE Curriculum Guide
4. Procedures
Routine activities Prepare the necessary instrumental materials.
5 minutes
4.2 Activity
Study the types of surface irrigation system and compare them accordingly.
8 minutes
4.3 Analysis How water is applied to the field in a surface irrigation design system? What are the types of surface
20 minutes irrigation system? Explain.
4.4 Abstraction One of the irrigation system designs is the Surface irrigation. Water is applied to the field in either cont
or uncontrolled manner. There are types of surface irrigation system: a) Furrow irrigation, b) Border
irrigation, and 3) Basin irrigation. Furrow irrigation is of two types 1) furrow irrigation by cutting the ridg
18 minutes 2) furrow irrigation with siphons.
4.5 Application
How water is applied to the field in a surface irrigation design system?
2 minutes
4.6 Assessment Talking to Learners/ By asking 5 students to explain orally what is surface irrigation system
2 minutes Conferencing design.
lesson
What is border irrigation? Basin irrigation?
2 minutes
4.8 Concluding Activity Furrow irrigation is a type of surface irrigation where only the furrow is wetted thus minimizing evapora
2 minutes loss.
5. Remarks
6. Reflections
Why did these work?


teachers?
Prepared by:
Name: School:
Position/
n:
Number:

Date:
July 25, 2017
Code:
TLE_AFAC/8ID-Of-g-6
rigation design
OBJECTIVES:
he different designs of irrigation system and the types of surface irrigation system.
he types of surface irrigation system.
ue on the importance of an accurate irrigation plan produce a quality irrigation system.
ENT DESIGNS OF IRRIGATION SYSTEM (Surface Irrigation)
8-95, Chart, K to 12 TLE Curriculum Guide
epare the necessary instrumental materials.
urface irrigation system and compare them accordingly.
d to the field in a surface irrigation design system? What are the types of surface
xplain.
system designs is the Surface irrigation. Water is applied to the field in either controlled
ner. There are types of surface irrigation system: a) Furrow irrigation, b) Border
sin irrigation. Furrow irrigation is of two types 1) furrow irrigation by cutting the ridge and
ith siphons.
d to the field in a surface irrigation design system?
By asking 5 students to explain orally what is surface irrigation system

design.
What is border irrigation? Basin irrigation?
type of surface irrigation where only the furrow is wetted thus minimizing evaporation

Learning Area:
OBJECTIVES:
The fact or
Applying
Skills Interpret the surface irrigation system design.
The
systematic, and sustained Compare the types of Surface Irrigation System design
coming from one's
Creating
Attitude Receiving Phenomena Describe patiently the surface irrigation system and its types.
Values Valuing Identify the appropriate types of Surface irrigation System to use in the locality with sincerit
2. Content DIFFERENT DESIGNSOF IRRIGATION SYSTEM >Surface irrigation system
3. Learning Resources LM, Chart, Curriculum Guide
4. Procedures
Preliminaries Prepare the necessary instructional materials
3 minutes
4.2 Activity Motivation, Review, Read and understand the information sheet on the other two types of surface irriga
15 minutes Border irrigation system and basin irrigation system.
4.3 Analysis How water is applied to the field in Border Irrigation system? To what soil type is best suited to? What a
10 minutes design parameters? How about the basin irrigation system? How water is applied to the field?
4.4 Abstraction In a border irrigation system, controlled surface flooding is practiced whereby the field is divided into st
by parallel ridges or dikes and each strip is irrigated separately by introducing water upstream and it
progressively covers the entire strip. This can be used for all crops provided that the system is designe
15 minutes provide the needed water control for irrigation of crops. In basin irrigation, water is flooded in wider are
is ideal for irrigating rice.
4.5 Application
Which of the two types of surface irrigation system is most applicable in your area? Why?
4 minutes
4.6 Assessment Talking to Learners/ Interpret the types of surface irrigation system by comparing furrow irrig
8 minutes Conferencing border irrigation and basin irrigation.
lesson
What are the other designs of irrigation system?
2 minutes
There are three types of surface irrigation design: furrow irrigation, border irrigation and basin irrigation
3 minutes
5. Remarks
6. Reflections

Why did these work?


teachers?
Prepared by:
Name: School:
Position/
n:
Number:

Date:
July 26, 2017
Code:
TLE_AFAC/8ID-Of-g-6
rigation design
OBJECTIVES:
the surface irrigation system design.
e the types of Surface Irrigation System design
e patiently the surface irrigation system and its types.
he appropriate types of Surface irrigation System to use in the locality with sincerity.
ENT DESIGNSOF IRRIGATION SYSTEM >Surface irrigation system
rt, Curriculum Guide
e the necessary instructional materials
Read and understand the information sheet on the other two types of surface irrigation-
tem and basin irrigation system.
d to the field in Border Irrigation system? To what soil type is best suited to? What are its
How about the basin irrigation system? How water is applied to the field?
system, controlled surface flooding is practiced whereby the field is divided into strips
dikes and each strip is irrigated separately by introducing water upstream and it
s the entire strip. This can be used for all crops provided that the system is designed to
water control for irrigation of crops. In basin irrigation, water is flooded in wider areas. It
rice.
es of surface irrigation system is most applicable in your area? Why?
Interpret the types of surface irrigation system by comparing furrow irrigation,

border irrigation and basin irrigation.
What are the other designs of irrigation system?
s of surface irrigation design: furrow irrigation, border irrigation and basin irrigation.

Learning Area:

OBJECTIVES:
The fact or
gained through Understanding Discuss the different designs of irrigation systems
Applying
Skills Interpret designs of irrigation systems
The
coming from one's
Creating
Attitude Receiving Phenomena Intrepret designs of irrigation systems with interest.
Values Valuing Appreciate the value of irrigation as one of the agricultural crop production practices.
2. Content DIFFERENT DESIGNS OF IRRIGATION SYSTEMS > Sprinkler > Drip or tickle irrigation
3. Learning Resources LM, Chart, K to 12 TLE Curriculum Guide
4. Procedures
Preliminaries. Review on the previous lesson-SURFACE Irrigation system design.
5 minutes
4.2 Activity Checking of student's assignment on the other designs of irrigation systems. Guide questions are give
15 minutes students interaction.
4.3 Analysis Describe the sprinkler irrigation system design and interpret. How water is applied in this irrigation syst
What are the types of conventional sprinkler system? How about the drip or tickle irrigation? What are
15 minutes advantages of drip or tickle irrigation?
4.4 Abstraction
In sprinkle irrigation, water is applied in the form of sprays sometimes simulating natural rainfull. There
types of conventional sprinkler system: fully portable system, semi-portable system and the fully perma
15 minutes system. Describe each. In the drip or tickle system, water is applied directly to the crop so the entire fie
not wetted. There are advantages for this design of irrigation system.
4.5 Application
Which of the studied design of irrigation system is applicable in your place? Why?
4 minutes
4.6 Assessment Quiz: Answer the following: 1) 3 Types of conventional sprinkler system.
Tests
2 minutes advantages of drip or tickle irrigation system.
4.7 Assignment Enhancing / improving the day’s What are the appropriate safety measures that we are to apply while wo
2 minutes lesson in the farn? What is hazard, risk and exposure?
4.8 Concluding Activity The different designs of irrigation systems include: Surface irrigation, sprinkler irrigation and the Drip o
2 minutes Tickle irrigation.
5. Remarks
6. Reflections

Why did these work?


teachers?
Prepared by:
Name: School:
Position/
n:
Number:

Date:
July 27, 2017
Code:
TLE_AFAC/8ID-Of-g-6
rigation design
OBJECTIVES:
the different designs of irrigation systems
designs of irrigation systems
designs of irrigation systems with interest.
ate the value of irrigation as one of the agricultural crop production practices.
ENT DESIGNS OF IRRIGATION SYSTEMS > Sprinkler > Drip or tickle irrigation
rt, K to 12 TLE Curriculum Guide
w on the previous lesson-SURFACE Irrigation system design.
s assignment on the other designs of irrigation systems. Guide questions are given for
er irrigation system design and interpret. How water is applied in this irrigation system?
of conventional sprinkler system? How about the drip or tickle irrigation? What are the
r tickle irrigation?
water is applied in the form of sprays sometimes simulating natural rainfull. There are
al sprinkler system: fully portable system, semi-portable system and the fully permanent
ch. In the drip or tickle system, water is applied directly to the crop so the entire field is
e advantages for this design of irrigation system.
design of irrigation system is applicable in your place? Why?
Quiz: Answer the following: 1) 3 Types of conventional sprinkler system. 2) 7

advantages of drip or tickle irrigation system.
What are the appropriate safety measures that we are to apply while working
in the farn? What is hazard, risk and exposure?
s of irrigation systems include: Surface irrigation, sprinkler irrigation and the Drip or

Learning Area:
Apply appropriate safety measure while working in farm.
(Taken from the Curriculum Guide) TLE_AFAC7/805-Oh-i-7
to be Developed Appropriate safety measure while working in the farm.

OBJECTIVES:
The fact or Identify hazards while working in the farm
gained through Understanding Classify hazards.
Applying
Skills
The
systematic, and sustained Distinguish hazard, risk and exposure
coming from one's
Creating
Attitude Receiving Phenomena Identify and classify hazards carefully for application of appropriate safety measures
Values Valuing Demonstrate careful identification of hazards in the farm to reduce risk.
2. Content Hazard, Risk and exposure in the farm
3. Learning Resources LM, pp. 103-104
4. Procedures
Preliminaries. Definition of terms. Answer and checking of the pre-test.
20 minutes
4.2 Activity Introduction of the lesson. Brainstorming as to the hazards that are present in the farm and the approp
10 minutes safety measures that farmers should do while working in the farm.
4.3 Analysis What is hazard? What hazard are present in the farm? What is risk? What is exposure? When does
10 minutes exposure occur? What are the classification of hazards?
4.4 Abstraction Hazard is the potential for harm, or adverse effect on an employee's health to anyone at or near a
worlplace. Exposure on the other hand occurs when a person comes in contact with a hazard. Hazards
5 minutes classified into; physical, mechanical and or electrical,chemical, biological and physiological. examples
4.5 Application
What hazard have you encountered while working in your garden?
3 minutes
4.6 Assessment
Tests Written Test. (See attached sheet)
5 minutes
lesson
What are the farms works involves using chemical?
5 minutes
4.8 Concluding Activity Farmers should be aware the many hazards are present in the farm and that they should always apply
2 minutes appropriate safety measures while working in the farm.
5. Remarks
6. Reflections

Why did these work?


teachers?
Prepared by:
Name: School:
Position/
n:
Number:

Date:
July 28, 2017
Code:
TLE_AFAC7/805-Oh-i-7
measure while working in the farm.
OBJECTIVES:
hazards while working in the farm
hazards.
sh hazard, risk and exposure
and classify hazards carefully for application of appropriate safety measures
trate careful identification of hazards in the farm to reduce risk.
Risk and exposure in the farm
103-104
tion of terms. Answer and checking of the pre-test.
sson. Brainstorming as to the hazards that are present in the farm and the appropriate
t farmers should do while working in the farm.
at hazard are present in the farm? What is risk? What is exposure? When does
hat are the classification of hazards?
ial for harm, or adverse effect on an employee's health to anyone at or near a

on the other hand occurs when a person comes in contact with a hazard. Hazards are
cal, mechanical and or electrical,chemical, biological and physiological. examples
ou encountered while working in your garden?
Written Test. (See attached sheet)
What are the farms works involves using chemical?
aware the many hazards are present in the farm and that they should always apply
measures while working in the farm.

Learning Area:
OBJECTIVES:
The fact or Identify farm works that involve using chemicals
gained through Understanding Explain Chemical hazards.
Applying
Skills Demonstrate ways one can reduce the risk of hazards from chemicals
The
coming from one's
Creating
Values Valuing Recognize the importance of proper way of using chemicals to reduce risk of hazards.
2. Content Farm works that involve using chemicals
3. Learning Resources LM,pp. 106: CG
4. Procedures
Preliminaries. Review previous lesson. Motivation
5 minutes
4.2 Activity
Lecture Discussion. Give guide questions for learners' interaction. Reading the information sheet.
10 minutes
4.3 Analysis What are chemicals? Examples? Why farmers use chemicals in the farm? How chemicals are used? W
are examples of chemical hazards? What are some ways you can reduce the risk of hazards from
15 minutes chemicals? What the safe ways to use chemicals?
4.4 Abstraction Chemicals include chemicals substance such as acids or poisons like pesticides, herbicides, etc. Thes
used by farmers in the farm to fertilize and control pests. Most of these chemicals are applied by spray
Chemical hazards are due to the following farm practices: spraying in a strong wind, washing spray
equipment etc. to reduce risk of hazards from chemicalss use personal protective equipment such as
15 minutes respirators, never spray chemicals are safety stored, etc. There are also practices in which chemicals
be used safely.
4.5 Application
What will you do if you can see bottles of pesticides just placed anywhere in the house?
5 minutes
Conferencing
What are some ways you can reduce the risk of hazards from chemicals
5 minutes
4.7 Assignment Enhancing / improving the day’s Conduct Hazards Report (See attached sheet for the instruction of the
3 minutes lesson activity and the evaluation criteria)
Remember: Spraying chemicals is a helpful farm practice but hazardous if not properly done.
2 minutes
5. Remarks
6. Reflections

Why did these work?


teachers?
Prepared by:
Name: School:
Position/
n:
Number:

Date:
July 31, 2017
Code:
OBJECTIVES:
arm works that involve using chemicals
Chemical hazards.
trate ways one can reduce the risk of hazards from chemicals
ze the importance of proper way of using chemicals to reduce risk of hazards.
rks that involve using chemicals
06: CG
w previous lesson. Motivation
Give guide questions for learners' interaction. Reading the information sheet.
? Examples? Why farmers use chemicals in the farm? How chemicals are used? What
mical hazards? What are some ways you can reduce the risk of hazards from
e safe ways to use chemicals?
hemicals substance such as acids or poisons like pesticides, herbicides, etc. These are
he farm to fertilize and control pests. Most of these chemicals are applied by spraying.
re due to the following farm practices: spraying in a strong wind, washing spray
duce risk of hazards from chemicalss use personal protective equipment such as
pray chemicals are safety stored, etc. There are also practices in which chemicals can
ou can see bottles of pesticides just placed anywhere in the house?
What are some ways you can reduce the risk of hazards from chemicals?
Conduct Hazards Report (See attached sheet for the instruction of the
activity and the evaluation criteria)
g chemicals is a helpful farm practice but hazardous if not properly done.


Learning Area:
OBJECTIVES:
The fact or Identify Personal Protective Equipment and their uses
Applying
Skills Demontrate on how to use the personal protective equipment properly.
The
coming from one's
Creating
Attitude Receiving Phenomena Demonstrate interest in identifying personal protective equipment.
Values Valuing Display the value of using appropriate personal protective equipment while performing acti
in the farm.
2. Content Personal Protective Equipment (PPE)
3. Learning Resources LM (Crop Production), pp. 107-108 CG, Samples of Personal Protective Equipment
4. Procedures
Routine Activities. Prepare the necessary instructional materials. Review previous lesson
5 minutes
4.2 Activity
Show to the students Personal Protective Equipment and let them identify and give their uses.
8 minutes
4.3 Analysis
What Persional Protective Equipment? What are their uses? How to use them? Why do farmers need
15 minutes use them while performing farm activities? What benefits do we farmers gain in using the PPE?
4.4 Abstraction Personal Protective equipment are tools used by workers to reduce the number and severity of farm w
related injuries and illnesses. PPE not only helps protect workers but also improves productivity and pr
Personal Protective equipment include hard that protect your head when doing jobs with head injury ris
15 minutes like safety glasses, goggles, etc. to protect your eyes. PPE not only help protects workers but also imp
productivity and profits.
4.5 Application
What Protective equipment do you use when you come to school during rainy days? Why you use PPE
7 minutes
4.6 Assessment Written Test (1-5 Identify the following personal protective equipment as
Tests
5 minutes shown)
4.7 Assignment Enhancing / improving the day’s Prepare for a pratical test on how to use the PPE while performing activ
3 minutes lesson through action or body language
PPE reduce the chances of the occurrence and severity of farm work related injuries and illnesses.
2 minutes
5. Remarks
6. Reflections

Why did these work?


teachers?
Prepared by:
Name: School:
Position/
n:
Number:

Date:
Aug. 1, 2017
Code:
OBJECTIVES:
Personal Protective Equipment and their uses
ate on how to use the personal protective equipment properly.
trate interest in identifying personal protective equipment.
he value of using appropriate personal protective equipment while performing activities

m.
l Protective Equipment (PPE)
p Production), pp. 107-108 CG, Samples of Personal Protective Equipment
repare the necessary instructional materials. Review previous lesson
s Personal Protective Equipment and let them identify and give their uses.
ective Equipment? What are their uses? How to use them? Why do farmers need to
orming farm activities? What benefits do we farmers gain in using the PPE?
equipment are tools used by workers to reduce the number and severity of farm work
llnesses. PPE not only helps protect workers but also improves productivity and profits.
equipment include hard that protect your head when doing jobs with head injury risks
goggles, etc. to protect your eyes. PPE not only help protects workers but also improves
its.
ipment do you use when you come to school during rainy days? Why you use PPE?
Written Test (1-5 Identify the following personal protective equipment as

shown)
Prepare for a pratical test on how to use the PPE while performing activities
through action or body language
nces of the occurrence and severity of farm work related injuries and illnesses.

Learning Area:
OBJECTIVES:
The fact or
Applying Demonstrate on how to use personal protective equipment properly in a particular activity i
Skills farm.
The
coming from one's
Creating
Attitude Receiving Phenomena Demonstrate the proper way of using PPE with interest and sincerity
Values Valuing Display the importance of the proper way of using personal protective equipment in a partic
activity in the farm.
2. Content Personal Protective Equipment
3. Learning Resources Personal Protective Equipment: Hard hat, face mask, footwear, long pants, gloves, rubber
boots, goggles, earmuffs: bond paper, pencil/ballpen
4. Procedures
Preliminaries, Review Prepare the necessary learning resources
5 minutes
4.2 Activity
Students-Demonstration
5 minutes
4.3 Analysis
minutes
4.4 Abstraction
minutes
4.5 Application
minutes
4.6 Assessment Demonstrate on how to use appropriate PPE on a particular farm activit
Observation through action or body language.(See attached operation sheet for the
50 minutes instruction and criteria).
lesson
What are the basic of First Aid? What is its importance?
3 minutes
Keeping properly all the personal protective equipment used.
2 minutes
5. Remarks
6. Reflections
Why did these work?


teachers?
Prepared by:
Name: School:
Position/
n:
Number:

Date:
Aug. 2, 2017
Code:
OBJECTIVES:
trate on how to use personal protective equipment properly in a particular activity in the
trate the proper way of using PPE with interest and sincerity
he importance of the proper way of using personal protective equipment in a particular

n the farm.
l Protective Equipment
l Protective Equipment: Hard hat, face mask, footwear, long pants, gloves, rubber
oggles, earmuffs: bond paper, pencil/ballpen
w Prepare the necessary learning resources
ation
Demonstrate on how to use appropriate PPE on a particular farm activity

through action or body language.(See attached operation sheet for the
instruction and criteria).
What are the basic of First Aid? What is its importance?
the personal protective equipment used.


Learning Area:
(Taken from the Curriculum Guide) TLE_AFAC7/80S-Oh-i-7
to be Developed Safety measures while working in the farm

OBJECTIVES:
The fact or
gained through Understanding Explain the meaning of First Aid.
Applying
Skills
The
coming from one's
Creating
Attitude Receiving Phenomena Follow the principles of Firs Aid with sincerity.
Values Valuing Display and develop the sense of responsibilty to help others through the knowledge and
application of first aid.
2. Content The Basic of First Aid
3. Learning Resources Doria Jose P.et al. Physical Education and Health-Grade 9. Learners Material. First Ed. 20
pp. 324-329, 2014
4. Procedures
Preliminaries
2 minutes
4.2 Activity Group Activity by selected students (3 groups with 4 members): Act out your immediate action to be ta
to the following situations: 1). Your classmates cuts her finger with a khife during your performance act
in your cooking lesson. 2). Your mother accidentally touches the hot electric iron you placed on the tab
15 minutes after you ironed your uniform.
4.3 Analysis
Why do we need to give immediate action to an emergency situation? Do you think did the right action
10 minutes each situation? What is First Aid? What are the roles of first aid? What are its objectives and principles
4.4 Abstraction First Aid is an immediate and temporary care given to a person who suddenly gets ill or injured. Roles
First Aid: 1).It is a bridge that fills the gap between the victim and the physician, 2). It is not intended to
compete… 3) It ends when the sevices of the physician begins. objectives of First Aid: to save lives, pr
life, alleviate suffering and prevent further injury. the principles of First Aid include the DOs and Don'ts
20 minutes giving first aid.
4.5 Application
If injuries happen at any time, at any place to anybody, then what should we do if these will happen?
3 minutes
4.6 Assessment Written Test: Answer the following: 1) What is First Aid? 2) What are the
6 minutes objectives of First Aid?
What are the characteristics of a good First Aider?
2 minutes lesson
Ponder: Improper First Aid can actually do more harm than good in some instances
2 minutes
5. Remarks
6. Reflections

Why did these work?


teachers?
Prepared by:
Name: School:
Position/
n:
Number:

Date:
Aug. 3, 2017
Code:
TLE_AFAC7/80S-Oh-i-7
ile working in the farm
OBJECTIVES:
he meaning of First Aid.
he principles of Firs Aid with sincerity.
and develop the sense of responsibilty to help others through the knowledge and
on of first aid.
ic of First Aid
se P.et al. Physical Education and Health-Grade 9. Learners Material. First Ed. 2014
329, 2014
ected students (3 groups with 4 members): Act out your immediate action to be taken
tions: 1). Your classmates cuts her finger with a khife during your performance activity
on. 2). Your mother accidentally touches the hot electric iron you placed on the table
r uniform.
give immediate action to an emergency situation? Do you think did the right action for
t is First Aid? What are the roles of first aid? What are its objectives and principles?
diate and temporary care given to a person who suddenly gets ill or injured. Roles of
idge that fills the gap between the victim and the physician, 2). It is not intended to
s when the sevices of the physician begins. objectives of First Aid: to save lives, prolong
g and prevent further injury. the principles of First Aid include the DOs and Don'ts in
any time, at any place to anybody, then what should we do if these will happen?
Written Test: Answer the following: 1) What is First Aid? 2) What are the
objectives of First Aid?
What are the characteristics of a good First Aider?
rst Aid can actually do more harm than good in some instances

Learning Area:
OBJECTIVES:
The fact or
gained through Understanding Discuss the characteristics of a good First Aider.
Applying
Skills Demonstrate the characteristics of a good first aider through a role play
The
coming from one's
Creating
Attitude Receiving Phenomena Aid people in need during emergencies in a sympathetic way.
Values Valuing Display a sense of responsibility as a good first aider to help others in times of emergencie
through the knowledge and application of first aid.
2. Content The basics of First Aid
3. Learning Resources Doria Jose P.et al. Physical Education and Health-Grade 9. Learners Material. First Ed. 20
pp. 324-329, 2014
4. Procedures
Review on the roles, objectives and principles of first aid.
10 minutes
4.2 Activity Discuss the characteristics of a good first aider. Divide the class into groups of 4 members. Each group
10 minutes given a situation for role playing (5 minutes to prepare).
4.3 Analysis
What are the characteristics of a good first aider? Do you think you are a good first aider? Why?
10 minutes
4.4 Abstraction
A good first aider has the following characteristics: gentle, observant, resourceful, tactful and sympathe
10 minutes
4.5 Application
Role playing presentation. (Presented in the assessment)
10 minutes
4.6 Assessment Through a role play, portray the characteristics of a good first aider. (See
Observation
10 minutes attachement for the instruction and criteria).
4.7 Assignment Enhancing / improving the day’s What are the farm emergency procedures regarding safety working
10 minutes lesson environment?
"First Aid save life"
10 minutes
5. Remarks
6. Reflections
Why did these work?


teachers?
Prepared by:
Name: School:
Position/
n:
Number:

Date:
Aug. 4, 2017
Code:
TLE_AFAC7/80S-Oh-i-7
ile working in the farm
OBJECTIVES:
the characteristics of a good First Aider.
trate the characteristics of a good first aider through a role play
ple in need during emergencies in a sympathetic way.
a sense of responsibility as a good first aider to help others in times of emergencies

the knowledge and application of first aid.
cs of First Aid
se P.et al. Physical Education and Health-Grade 9. Learners Material. First Ed. 2014
329, 2014
objectives and principles of first aid.
eristics of a good first aider. Divide the class into groups of 4 members. Each group is
role playing (5 minutes to prepare).
teristics of a good first aider? Do you think you are a good first aider? Why?
s the following characteristics: gentle, observant, resourceful, tactful and sympathetic.
tation. (Presented in the assessment)
Through a role play, portray the characteristics of a good first aider. (See
attachement for the instruction and criteria).
What are the farm emergency procedures regarding safety working
environment?

Learning Area:
46 TLE (AGRI-CROP PRODUCTION) 8 1 60 mins Aug. 5, 2017
OBJECTIVES:
Knowledge Remembering Identify the potential emergencies in the farm. Identify factors that may increase risk of injury or
The fact or
condition of knowing illness of farm workers.
gained through
experience or association Understanding Explain the farm emergency procedures regarding safety working environment.
Applying
Skills
The
coming from one's
Creating
Attitude Receiving Phenomena Follow Farm emergencies procedures
Values Valuing
2. Content Farm emergency procedures regarding safety working environment
3. Learning Resources LM, pp. 104-105.
4. Procedures
Preliminaries
4 minutes
4.2 Activity Studying about the farm emergency procedure by reading the information sheet. Give guide questions for
10 minutes students interaction.
4.3 Analysis What are the farm emergency procedures regarding safety working enviroment? What are the possible
emergencies that may occur on the crop production farm? What factors may increase the risk of injury or
15 minutes illness for farm workers?
Farm emergency procedures include: identifying the potential emergencies, providing emergency facilities,
4.4 Abstraction etc.The emergencies that may occur on a crop production farm could include: fire, flood, typhoon, snake or
spider bite, etc. The following factors may increase risk of injury or illness of farm workers: 1) Age-injury
rates are highest among children 15 and under and adults over 65, and 2) Equipment and machinery-most
15 minutes farm accidents and fatalities involve machinery.
4.5 Application
Can you tell what are the emergencies that may possibly happen in the farm?
5 minutes
Conferencing
Asking questions to learners: What are the farm emergency procedures?
6 minutes
4.7 Assignment
Enhancing / improving the day’s What are the general cleaning procedures of all farm tools and materials that
3 minutes lesson responsible farm workers should do?

Emergencies can be prevented but can't be avoided, so always be ready for any emergencies to happen.
2 minutes
5. Remarks
6. Reflections

Why did these work?


teachers?
Detailed Lesson Plan (DLP)

Learning Area:
47 TLE (AGRI-CROP PRODUCTION) 8 1 60 mins. Aug. 7, 2017
Safely keep/dispose tools, equipment and materials
TLE-AFAC7/80S-0j-8
to be Developed General Procedures in cleaning tools, equipment and materials

OBJECTIVES:
Knowledge Remembering Identify the general procedures in cleaning tools, equipment and materials used in farm
The fact or
condition of knowing operation
gained through
experience or association Understanding
Applying
Skills Demonstrate the general procedures in cleaning tools, equipment, and materials
The
coming from one's
Creating
Attitude Valuing Practice the general cleaning procedures with interest
Responding to
Values Perform the activity with spirit of cleanliness
Phenomena
2. Content General Procedures in cleaning tools, equipment and materials
3. Learning Resources LM in Animal Production (K to 12), pp. 110-111
4. Procedures
Preliminaries
Review
3 minutes
4.2 Activity
1. Group Activity (Brainstorming). Let each group list down in a manila paper some practical cleaning
procedures by which farmers adhere to in cleaning tools, equipment, and materials in performing farm
operations. Post this on the board.
15 minutes 2. Presentation
3. Processing
4. Inputing/Enriching
4.3 Analysis 1. What are the general cleaning procedures involved in performing farm operations?
15 minutes 2. How are these procedures performed? Why they are to be performed?
4.4 Abstraction
Knowledge on identifying general cleaning procedures in cleaning tools, equipment and materials and the
3 minutes skill on how they are performed will help increase their life span and usability.
4.5 Application
Where can you possibly apply the skill gained from our lesson? Have you practiced some of the cleaning
4 minutes
procedures already? Is it not that you can apply this in our very own nursery with tool room?
4.6 Assessment
Observation Skill demonstration using assessment criteria (Please refer attached Rubric)
15 minutes
4.7 Assignment What are the procedures in cleaning equipment, tools, re-usable container
lesson
and garbage cans? (LM in Animal Production - Exploratory Course Grade 7
3 minutes & 8, pp. 111-112)
Cleanliness is next to Godliness.
2 minutes
5. Remarks
6. Reflections

Why did these work?


teachers?

Learning Area:
48 TLE (AGRI-CROP PRODUCTION) 8 1 60 mins. Aug. 8, 2017
TLE-AFAC7/80S-0j-8
to be Developed Cleaning tools, equipment and materials

OBJECTIVES:
Knowledge Remembering Identify procedures in cleaning tools, equipment, and materials (re-usable container and
The fact or
condition of knowing garbage cans)
gained through
experience or association Understanding
Applying
Skills Demonstrate the procedures in cleaning tools, equipment and materials
The
coming from one's
Creating
Attitude Valuing Follow sincerely the procedures involved in cleaning tools, equipment and materials
Responding to
Values Perform the activity with spirit of cooperation
Phenomena
2. Content Procedures in cleaning tools, equipment, and materials
3. Learning Resources LM in Animal Production (Exploratory Course) 7 & 8, pp. 111-112
4. Procedures
Preliminaries
Review (Question and Answer Method)
3 minutes
4.2 Activity
1. Motivation
In the actual field operations in your gardens, is it not that you are using tools and some
materials? What did you do to these tools and materials after using or before storing them?
2. Presentation
17 minutes 3. Lecture-Discussion
4. Skill Demonstration
4.3 Analysis
What are the procedures in cleaning tools, equipment, re-usable container and garbage cans? How is each
procedure performed? Why farmers must have to clean them before storing?
15 minutes
4.4 Abstraction Skill in cleaning tools, equipment ans some materials used in crop production is important in maintaining
3 minutes their usability.
4.5 Application Let each group apply their knowledge and skills gained in using their tools and some materials used in their
3 minutes crop production projects.
4.6 Assessment
Observation Skill demonstration using Assessment Criteria
15 minutes
4.7 Assignment
Enriching / inspiring the day’s How to clean areas for handling and storing fresh produce and hygienic facilities?
2 minutes lesson (LM in Animal Production - Exploratory Course Grade 7 & 8, pp. 111-112)

Cleanliness is next to Godliness.
2 minutes
5. Remarks
6. Reflections

Why did these work?


teachers?

Learning Area:
49 TLE (AGRI-CROP PRODUCTION) 8 1 60 mins.
TLE-AFAC7/80S-0j-8
to be Developed Cleaning areas for handling and storing fresh produce and hygienic facilities

OBJECTIVES:
Knowledge Remembering Identify procedures in cleaning areas for handling and storing fresh produce and hygienic
The fact or
condition of knowing facilities
Applying Demonstrate the procedures in cleaning of handling and storing areas of fresh produce and
Skills hygienic facilities
The
through deliberate,
systematic, and sustained Analyzing
coming from one's Evaluating
Creating
Attitude Valuing Practice the operations with patience and sense of responsibility .
Responding to
Values Perform the activity with productivity
Phenomena
Procedures in cleaning, handling and storing areas of fresh products and hygienic
2. Content facilities
3. Learning Resources LM in Animal Production (Exploratory Course) 7 & 8, pp. 111-112
4. Procedures
Preliminaries
Review
3 minutes
4.2 Activity
1. Motivation
2.
Presentation
3. Lecture-Demo
17 minutes Group Activity: (By rotation) Let each grou
perform 2 cleaning procedures in cleaning areas for handling and storing fresh produce and procedure
cleaning hygienic facilities and the non-presenting groups will observe and make reactions.
4.3 Analysis What are the procedures involved in cleaning areas for handling and storing fresh produce? How abou
procedures in cleaning hygienic facilities? What is the importance of cleaning these areas and facilities
15 minutes How this affects crop production?
4.4 Abstraction Areas for handling and storing of fresh produce as well as hygienic facilities is important as this will dire
3 minutes and indirectly affect the amount of production.
4.5 Application Let each group apply their knowledge and skills gained in cleaning the mentioned areas specifically in
2 minutes nursery.
4.6 Assessment
Observation Skill demonstration using assessment criteria
15 minutes
4.7 Assignment
Enriching / inspiring the day’s What are the proper techniques in handling and storing chemicals? (Ref
3 minutes lesson 112-113)
Practicing hygiene and sanitation plays an important role in crop production.
2 minutes
5. Remarks
6. Reflections

Why did these work?


teachers?
Prepared by:
Name: School:
Position/
n:
Number:
tailed Lesson Plan (DLP)

Date:
Aug. 9, 2017
Code:
TLE-AFAC7/80S-0j-8
r handling and storing fresh produce and hygienic facilities
OBJECTIVES:
procedures in cleaning areas for handling and storing fresh produce and hygienic
trate the procedures in cleaning of handling and storing areas of fresh produce and
facilities
the operations with patience and sense of responsibility .
the activity with productivity
ures in cleaning, handling and storing areas of fresh products and hygienic
s
nimal Production (Exploratory Course) 7 & 8, pp. 111-112
eview
2.
cture-Demo
Group Activity: (By rotation) Let each group
procedures in cleaning areas for handling and storing fresh produce and procedures in
cilities and the non-presenting groups will observe and make reactions.
ures involved in cleaning areas for handling and storing fresh produce? How about the
ng hygienic facilities? What is the importance of cleaning these areas and facilities?
p production?
nd storing of fresh produce as well as hygienic facilities is important as this will directly
the amount of production.
y their knowledge and skills gained in cleaning the mentioned areas specifically in the
Skill demonstration using assessment criteria
What are the proper techniques in handling and storing chemicals? (Ref.
112-113)
nd sanitation plays an important role in crop production.

Learning Area:
50 TLE (AGRI-CROP PRODUCTION) 8 1 60 mins.
TLE-AFAC7/80S-0j-8
to be Developed Proper techniques in handling, storing and disposal of chemicals

OBJECTIVES:
The fact or
gained through Understanding Explain the proper techniques in handling and storing chemicals
Applying
Skills
The Illustrate the proper techniques in handling and storing chemical
through deliberate,
Creating
Attitude Receiving Phenomena Practice the the proper techniques in handling and storing chemicals with self-confidence
Values Valuing Perform the activity with protection of the environment
2. Content Proper Techniques in Handling/Storing and Disposal of Chemicals
3. Learning Resources LM in Animal Production (Exploratory Course), pp. 112-113
4. Procedures
Preliminaries
Prepare visual aids (chemicals, signal words pasted in the cartolina)
3 minutes
1. Motivation
4.2 Activity Show to the class the prepared visual aids. Give guide questions and let the students
interact.
2.
Presentation
15 minutes
3. Interactive Discussion
4.3 Analysis
1. What are the proper techniques in handling and storing chemicals? Illustrate them. 2. Why do chem
be properly handled and stored? 3. How does it affect one's health?
15 minutes
4.4 Abstraction Knowing the techniques in handling, storing and and disposal of chemicals makes people's health, saf
5 minutes and the environment.
4.5 Application
Apply the skill gained in your respective gardens/farms with your parent.
2 minutes
Conferencing
Open-ended questions within the teaching-learning activity.
15 minutes
4.7 Assignment What is Farm Waste Management? What are the Legal Bases of Farm
Preparing for the new lesson Waste Disposal? (Ref. LM in Animal Production- K to 12- Exploratory, pp
3 minutes 114-115)
The safe management of chemicals requires access to information and responsible action.
2 minutes
5. Remarks
6. Reflections

Why did these work?


teachers?
Prepared by:
Name: School:
Position/
n:
Number:

Date:
Aug. 10, 2017
Code:
TLE-AFAC7/80S-0j-8
in handling, storing and disposal of chemicals
OBJECTIVES:
he proper techniques in handling and storing chemicals
the proper techniques in handling and storing chemical
the the proper techniques in handling and storing chemicals with self-confidence
the activity with protection of the environment
echniques in Handling/Storing and Disposal of Chemicals
imal Production (Exploratory Course), pp. 112-113
epare visual aids (chemicals, signal words pasted in the cartolina)
ow to the class the prepared visual aids. Give guide questions and let the students
2.
eractive Discussion
per techniques in handling and storing chemicals? Illustrate them. 2. Why do chemicals
and stored? 3. How does it affect one's health?
ues in handling, storing and and disposal of chemicals makes people's health, safety
t.
d in your respective gardens/farms with your parent.
Open-ended questions within the teaching-learning activity.
What is Farm Waste Management? What are the Legal Bases of Farm
Waste Disposal? (Ref. LM in Animal Production- K to 12- Exploratory, pp.
114-115)
ent of chemicals requires access to information and responsible action.


Learning Area:
TLE (AGRI-CROP
1 8 1 60 mins.
PRODUCTION)
TLE-AFAC7/80S-0j-8
to be Developed Farm Waste Management System

OBJECTIVES:
The fact or
gained through Understanding Explain farm waste management and its legal bases
Applying
Skills
The
through deliberate,
Creating Design a farm waste management plan
Attitude Receiving Phenomena Perform the activity with creativity
Values Valuing Practice waste management with sense of protecting the environment
2. Content Farm Waste Management System and Its Legal Bases
3. Learning Resources LM in Animal Production (Exploratory Course), pp. 114-115,
4. Procedures
Routinary activities
Review
3 minutes Prepare resources needed
4.2 Activity 1. Motivation
2.
15 minutes Presentation
3. Lecture Discussion
4.3 Analysis
What is farm waste management? What are the legal bases of farm waste management? What does i
10 minutes include? Why we should make a farm waste management plan?
4.4 Abstraction Farm waste management covers the responsible storage, collection and disposal of all farm waste and
5 minutes preparation and implementation of farm waste management.
4.5 Application
How are you going to manage your farm waste at home?
5 minutes
4.6 Assessment
Tests Paper and Pen Test
12 minutes
4.7 Assignment
Reinforcing / strengthening the Study for a long test on the competency Safely keep/dispose tools,
3 minutes day’s lesson equipment and materials
Proper waste disposal means a productive nation.
2 minutes
5. Remarks
6. Reflections

Why did these work?


teachers?
Prepared by:
Name: School:
Position/
n:
Number:

Date:
Aug. 11, 2017
Code:
TLE-AFAC7/80S-0j-8
ement System
OBJECTIVES:
arm waste management and its legal bases
a farm waste management plan
the activity with creativity
waste management with sense of protecting the environment
aste Management System and Its Legal Bases
nimal Production (Exploratory Course), pp. 114-115,
Review
Prepare resources needed
2.
cture Discussion
management? What are the legal bases of farm waste management? What does it
ould make a farm waste management plan?
ement covers the responsible storage, collection and disposal of all farm waste and the
lementation of farm waste management.
o manage your farm waste at home?
Paper and Pen Test
Study for a long test on the competency Safely keep/dispose tools,

equipment and materials
al means a productive nation.

DLP Tle - 8 Agri-Crop Production

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Republic of the Philippines

Day Week DLP no. Topics Learning Competencies Writer/Contributor

June 21 3 13 Common Farm Equipment

July 4 1 22 Estimating Farm Inputs

July 13 2 29 Conversion of Units Meraluna D. Cabanayan

Layout Garden Plots

July 17 3 31 Planting System

Designs of Irrigation Interpret Irrigation Plan and Design

Hazard, Risk and

Aug. 3 1 44 The Basics of First Aid Merly A. Pangandoyon

Aug. 4 1 45 The Basics of First Aid

Farm Waste Management

Certified True and Correct:

Name of the QA Members:

Detailed Lesson Plan (DLP) Format

Values Valuing Demonstrate appreciation on the good qualities of a successful entrepreneur

2. Content Personal Entrepreneurial Competencies

3. Learning Resources Hand Outs in Entrepreneurial Competencies

B. No. of learners who require additional

F. What difficulties did I encounter which my

G. What innovation or localized materials did I

Detailed Lesson Plan (DLP) Format

Adapted Cognitive Process

Values Valuing Display the value of responsibility

2. Content Assessment of Practitioner's PeCS.

3. Learning Resources Handouts in Entrepreneurship, Self Assessment questionaire

E. Which of my learning strategies worked well?

F. What difficulties did I encounter which my

G. What innovation or localized materials did I

Detailed Lesson Plan (DLP) Format

Adapted Cognitive Process

Values Valuing Show good characteristics possessed by an entrepreneur with humility.

2. Content Successful entrepreneur/employee in the town

3. Learning Resources Handouts in Entrepreneurship, p. 226

E. Which of my learning strategies worked well?

G. What innovation or localized materials did I

Detailed Lesson Plan (DLP) Format

Adapted Cognitive Process

2. Content Comparing self with a practitioner's entrepreneurial competencies.

F. What difficulties did I encounter which my

G. What innovation or localized materials did I

Detailed Lesson Plan (DLP) Format

Adapted Cognitive Process

Values Valuing Perform the activity with humility

2. Content Self Assessment of Personal Entrepreneurial Competencies

3. Learning Resources CG, LM Handouts in Entrepreneurship, Prepared Checklist

4.8 Concluding Activity

E. Which of my learning strategies worked well? Why

G. What innovation or localized materials did I

d Lesson Plan (DLP) Format

the characteristics that need to be developed or improved

honestly the characteristics that need improvement

the activity with humility

essment of Personal Entrepreneurial Competencies

Handouts in Entrepreneurship, Prepared Checklist

Prepare the checklist

lt of yourself evaluation, identify at least one characteristics that needs development

Write the remaining identified characteristics that need to be developed. In

trepreneurial competencies is a foundation of a successful crop-production entreprises.

Detailed Lesson Plan (DLP) Format

Adapted Cognitive Process

Attitude Receiving Phenomena Identify different farm tools with interest

Values Valuing Perform the task with accuracy