Agri Crop DLL
Agri Crop DLL
Agri Crop DLL
Learning
DAILY LESSON PLAN/LOG Teacher: ELBERT P. MALAYO Area: AGRICROP 10
Teaching Dates JULY 29- AUGUST 2 2019
and Time: 3:00-4:00 pm Quarter: 1st
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed
and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards:
The learner demonstrates an understanding of concepts, underlying theories and principles in the preparation of farm materials,
tools and equipment and occasional health and safety operations in crop production.
B. Performance Standards:
The learner uses farm materials, tools, and equipment and applies occupational health and safety practices in crop production.
C. Learning
Competencies/Objectives
:
1.1. Identify the required materials, tools and equipment according to lists provided and/or teacher's/supervisor’s instructions
Write the LC Code for each
1.2. Check farm tools, materials and equipment for faults and defects based on manufacturer's lists and pre-operating
procedures
1.3. Demonstrate the correct manual handling procedures and techniques when loading and unloading materials to minimize
damage to the load and vehicle
1.4. Select and check the suitable personal protective equipment (PPE), as required by the job
1.5. Provide the work support in accordance with OHS requirements and the workplace information
TLE_AFAC9HC-Ia-e-1
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a
week or two.
II. CONTENT
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Google.com
Resources
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School: LANTON HIGH SCHOOL Grade Level:
Learning
DAILY LESSON PLAN/
Teacher: ELBERT P. MALAYO Area:
LOG Teaching Dates
and Time: Quarter: 1st
Activity
Fill in the column
Picture Analysis
Activity 3
Activity 2
B. Presenting
Examples/Instances How do you What health benefits do you
of the Lesson understand the think that these fruits can give?
picture?
C. Discussing New
Concepts and
Practicing New
Skills #1
Origins of Horticultural Science
•The origin of horticultural science derives from a coming together of three events:
Analysis
-the formation of scientific societies in the 17th century,
-the creation of agricultural and horticultural societies in the 18th century, and
-the establishment of state-supported agricultural research in the 19th century in different countries.
•In England Two seminal horticultural societies involved:
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•Although required in very minute quantities, they are absolutely essential for the maintenance of
health.
•The deficiency of any vitamin from the diet for considerable period may lead to diseased state
or disorder conditions.
E. Developing Mastery
(Leads to Formative
Assessment 3)
F.
Finding Practical
Applications of Concepts
and Skills in Daily Living
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School: Grade Level: G10
MULTIGRADE
Learning
DAILY LESSON LOG Teacher: Area: Agriculture 10
Teaching Dates
and Time: Quarter: 1st
H.Evaluating Learning
VI. REMARKS
Page 4 of 5
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
VII. REFLECTION needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
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E. Performance Standards:
The learner independently selects a viable business idea.
F. Learning
Competencies/Objectives LO 3. Select a business idea based on the criteria and techniques provided for the agricultural crop production
: market
Write the LC Code for each 3.1. Identify potential business ideas to select from
3.2. Enumerate the various criteria and steps to selecting a business idea
3.3. Apply the criteria/steps in order to select a viable business idea
3.4. Identify a business idea based on the criteria/steps provided.
TLE_EM10-III0-3
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a
week or two.
VI. CONTENT
THE MARKET - SELECTING BUSINESS IDEA
1. Key concepts in Selecting a Business Idea
2. Criteria
3. Techniques
VII. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is
RESOURCES a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
C. References
5. Teacher’s Guide Pages to 12 TLE Agri – Fishery Arts – Agri - Crop Production Curriculum Guide December 2013 *LO- Learning Outcomes Page 14 of 21
6. Learner’s Materials
Pages
7. Textbook Pages
8. Additional Materials
from Learning
Resource (LR) portal
D.Other Learning
Resources
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School: LANTON HIGH SCHOOL Grade Level: 10
Learning
DAILY LESSON PLAN/
Teacher: ELBERT P. MALAYO Area: AGRICROP 10
LOG Teaching Dates
and Time: Quarter: 1st
K.Presenting What have you observe in a Study the photograph and discuss it
Examples/Instanc picture? in your group. Use the chart below to
es of the Lesson list people, objects, and activities
that you can clearly observe in the
photograph
L. Discussing New
Concepts and
Practicing New
Skills #1
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A. Identify Customer Needs - Using survey forms, interviews, researches, focused group discussions, and observations an
entrepreneur can easily identify customers’ needs and wants. In this stage, the information that can possibly be gathered here are
product specifications (performance, taste, size, color, shape, life span of the product, etc.). This stage is very important because
this would determine the product to be produced or provided.
Establish Target Specifications - Based on customers' needs and reviews of competitive products, you may now establish target
specifications of the prospective new product and/or service. Target specifications are essentially a wish-list.
Analyze Competitive Products - It is imperative to analyze existing competitive products to provide important information on
establishing product/service specifications. Other products may exhibit successful design attributes that should be emulated or
improved upon in the new product/service
N.Developing Mastery
(Leads to Formative
Assessment 3)
O.
Finding Practical
Applications of Concepts
and Skills in Daily Living
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X. REMARKS
Page 4 of 5
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
XI. REFLECTION needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
H. No. of learners who earned
80% in the evaluation
L. Which of my teaching
strategies work well? Why did
these work?
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H.Performance Standards:
The learner accurately performs estimation and basic calculation.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a
week or two.
1. Farm inputs
2. Labor requirement
X. CONTENT 3. Estimating farm inputs and labor requirements
4. Perform calculation
5. System of measurement
6. Units of measurement
7. Conversion of units
8. Fraction and decimals
9. Percentage and ratio
XI. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is
RESOURCES a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
E. References
9. Teacher’s Guide Pages K to 12 TLE Agri – Fishery Arts – Agri - Crop Production Curriculum Guide December 2013
10. Learner’s Materials HORTICULTURE 31
Pages K to 12 – Technology and Livelihood Education
11. Textbook Pages
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School: LANTON HIGH SCHOOL Grade Level: 9
Learning
DAILY LESSON PLAN/
Teacher: ELBERT P. MALAYO Area: AGRICROP 9
LOG Teaching Dates
and Time: Quarter: 2nd
T. Presenting
Examples/Instances
of the Lesson
U.Discussing New
Concepts and TRIANGLES
Practicing New The surface area or
Skills #1 surface (A) of a
triangle is
calculated by the
PERFORM formula:
A (triangle) = 0.5 x
CALCULATION base x height = 0.5
x b x h ..... (1)
School: LANTON HIGH SCHOOL Grade Level:
MULTIGRADE
Learning
DAILY LESSON LOG Teacher: ELBERT P. MALAYO Area:
Teaching Dates
and Time: Quarter:
W. Developing
Mastery
(Leads to Formative
Assessment 3)
Given Answer Calculate the surface areas of the rhombus and the
X. Square: length = parallelogram.
Finding Practical 2 cm Given Answer
Applications of width = 2 cm Rhombus: base = 3 cm
Concepts and Formula: A = height = 2 cm
Skills in Daily length x width Formula: A = base x height
Living = 2 cm x 2 cm = = 3 cm x 2 cm = 6 cm2
4 cm2 Parallelogram: base = 3.5 cm
Rectangle: height = 3 cm
length = 5 cm Formula: A = base x height
width = 3 cm = 3.5 cm x 3 cm = 10.5 cm2
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Z. Evaluating
Learning
AA. Additional
Activities for
Application or
Remediation
XIV. REMARKS
Page 4 of 5
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
XV. REFLECTION needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
O. No. of learners who earned
80% in the evaluation
S. Which of my teaching
strategies work well? Why did
these work?
Page 5 of 5
K.Performance Standards: The learner uses farm materials, tools, and equipment and applies occupational health and safety practices in crop production.
L. Learning
Competencies/Objectives Identify the required materials, tools and equipment according to lists provided and/or teacher's/supervisor’s instructions
:
Write the LC Code for each TLE_AFAC9HC-Ia-e-1
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a
week or two.
XIV. CONTENT
Page 1 of 5
School: LANTON HIGH SCHOOL Grade Level: 9
Learning
DAILY LESSON PLAN/
Teacher: ELBERT P. MALAYO Area: AGRICROP 9
LOG Teaching Dates
and Time: Quarter: 1st
CC. Presenting 1. What you have observed in the 1. Do you find it 1. Are you familiar with
Examples/Instances of picture? difficult to enumerate these vegetables?
the Lesson 2. Do you think you can establish the the materials?
same nursery? Explain Explain 2. What benefits you
can get if you eat fruits
2. . How to make sure and vegetables
that you have the
enough supply of
materials for
gardening
DD. Discussing New Enthusiasm and willingness are the most important things, and you will
Concepts and Practicing
New Skills #1 also need other elements.
In order to plant a garden you need:
1- A garden plan.
2- Available land.
3- Some garden tools.
It is important to know what we are eating and to use the garden for
improving our nutrition
When planning our vegetable garden we should know at which altitude above sea level we
are located and know what is possible to plant.
You have probably already planted vegetables and know which grow best in your area.
There are vegetables that are easier to grow than others and these are better to start with:
Easy vegetables:
• Swiss chard
• Lettuce
• Carrots
• Zucchini
• Pakchoi
• Cucumber
• Squash
• Cabbage
• Beans
FF. Developing
Mastery
(Leads to Formative
Assessment 3)
You should rotate your plants; this means to change the type of vegetables planted each season.
This way you will avoid:
GG. - The depletion of the same
Finding Practical
Applications of nutrients in the soil.
Concepts and Skills - The appearance of many weeds, pests and diseases
in Daily Living
GARDENING TIME..
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II. Evaluating
Learning
Test 1
Fill in the following table showing to what
group these foods belong:
Bread, potatoes, fish, milk, lettuce,
carrots, sugar, oil, oranges, eggs and onions.
You will find several tests like this one!
Find the answers in the text.
TEST 2.
Write the most suitable word on the dotted line. Choose one of the words in brackets( )
1- Good health means a................... diet. (varied - plentiful)
2- My vegetable garden provides................. that are fresher.(proteins - vegetables)
3-....................... foods supply vitamins, minerals and fibres. (building -regulating)
Test 3
In the circle next to each sentence, place a “T” if the statement is true, and an “F” if the statement is false, as given in the example
Example
Food provides the energy for strong, healthy growth
Exercises
1- Energy is needed perform any activity
2- It isn’t necessary to eat food from every group
3- Many nutritius food can be grown in the vegetable garden
4- Vegetables grown at home cannot be preserved
5- potatoes and bred contain carbohydrates
6- Keeping a vegetable plot helps to save money
7- Parents must teach their children how to work in the vegetable garden
8- Small children can help in the vegetable garden
Test 4
1- Potatoes and beans occupy....................space. (a lot of - less)
2- If the land is small, it is preferable to plant.......................
(carrots-pumpkin)
3- It is necessary to know the
............................ of the area, in order to know when to plant.
(climate-space)
JJ. Additional
Activities for
Application or
Why is it important to take care of the
soil in the garden?
Remediation
TYPES OF SOIL
XVIII. REM
ARKS
Page 4 of 5
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else
XIX. REFLECTION needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
V. No. of learners who earned
80% in the evaluation
Z. Which of my teaching
strategies work well? Why did
these work?
Page 5 of 5