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Module 6.9 tle views Edukasyong Pantahanan at
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 Module 6.9 tle

1. MMOODDUULLEE 66..99 CURRICULUM AND INSTRUCTION: THE TEACHING OF
TECHNOLOGY AND LIVELIHOOD EDUCATION Teacher Induction Program Teacher Education
Council, Department of Education
2. Helen D. Caparas, Ed. D. Writer Luz Rojo, Ph. D. Reviewer Cecilia D. Alip, Ed. D. Editor All
rights reserved. This module may not be reproduced in any form without the permission of the
Teacher Education Council, Department of Education.
3. TEACHER INDUCTION PROGRAM MODULE 6.9 Curriculum and Instruction: The Teaching
of Technology and Livelihood Education
4. INTRODUCTION This module is prepared for you teachers of Edukasyong Pantahanan at
Pangkabuhayan (EPP), and Technology and Livelihood Education (TLE). This will serve as your
guide in the teaching of the different components of EPP/TLE such as Industrial Arts, Home
Economics, Computer and Entrepreneurship, and Agriculture and Fishery Arts. The objectives of
each lesson in the component areas will serve as your gauge as to the teaching skills and
knowledge you will hone upon completing this module. Preassessment and postassessment
portions are included which deal with the topics that are covered. The lessons are presented
according to the major component areas. Each lesson is preceded by an introduction, followed
by the lesson objectives. Selected texts or lessons perceived to be the most important tips for
new teachers are included. Self-check questions and answer keys will guide you as you go
through this module. Activities which will enhance the knowledge and skills you will gain from the
text are provided in each lesson. You will assess your performance on the activities undertaken
based on the comments on the activities. Important points to remember are given to summarize
the skills and competencies for each EPP/TLE area. A postassessment portion will serve as your
measure of how well you have learned the module. This module also contains sample lesson
plans in the various components of EPP/TLE. i
5. OBJECTIVES This module will guide the beginning teacher in EPP/TLE to: 1. Adopt the
proper learning environment for EPP/TLE subject areas. 2. Demonstrate the skills in the
preparation of the laboratory areas for the EPP/ TLE classes. 3. Discuss fully with the students
the important competencies to be learned by the students in EPP/TLE under the 2002 Basic
Education Curriculum. 4. Utilize the appropriate assessment strategy to evaluate learning
outcomes in EPP/TLE. 5. Perform the evaluative process objectively in accordance with what is
stated in the expected learning outcomes. 6. Demonstrate the importance of the teacher’s
creativity and flexibility in teaching EPP/TLE. 7. Determine EPP/TLE area sub-concepts that are
teachable and applicable for the student’s situational needs. 8. Utilize class schedules in the
conduct of a laboratory class with meager resources, in terms of facilities, tools, and materials. ii
6. TABLEOFCONTENTS Contents Page Introduction i Objectives ii Preassessment 1 Lesson 1:
The Shop room 5 1.1 Shop room Layout 7 1.2 Tools, equipment and materials 9 1.3 Safety
precautions 11 Lesson 2: Industrial Arts and Home Economics 14 2.1 Implementation of
Industrial Arts and Home Economics under the 2002 BEC 14 2.2 Component Areas of Industrial
Arts and Home Economics 19 2.3 Strategies for Teaching Industrial Arts and Home Economics
21 Lesson 3: Agriculture and Fishery Arts 35 3.1 Laboratory Requirement for Agriculture and
Fishery Arts 36 3.2 Strategies for Teaching Agriculture and Fishery Arts 39 Lesson 4:
Introduction to Computers and Entrepreneurship 44 4.1 Laboratory Requirements and Shop
room Layout 45 4.2 Competencies to be developed 47 4.3 Entrepreneurship and Computers 49
4.4 Strategies for Teaching Entrepreneurship 51 Bibliography 54 iii
7. iv List of Appendices A. Sample Lesson Plan in Agriculture 55 B. Banghay Aralin sa
Agrikultura 61 C. Sample Lesson Plan in Home Economics 64 D. Banghay Aralin sa Pagluluto at
Nutrisyon 67 E. Sample Lesson Plan in Computers 72 F. Banghay Aralin sa Tingiang Pagtitinda
75 G. Sample Lesson Plan in Metal Works 78 H. Banghay Aralin sa Metal Craft 81 I. Sample
Lesson Plan in Woodworking 84 J. Sample Lesson Plan in Electronics 87 K. Sample Lesson
Plan in Fishery Arts 91 L. Sample Lesson Plan in Handicraft 94 M. Sample Lesson Plan in
Automotive 98 N. Sample Lesson Plan in Refrigeration 101 O. Sample Lesson Plan in Electricity
104 List of Tables Table 1 Component Area: Industrial Arts 23 Table 2 Component Area: Home
Economics 24 Table 3 Learning Competencies for EPP 25 Table 4 Learning Competencies in
TLE 27 Table 5 Experiments and Activities for Agriculture and Fishery Arts 41
8. TEACHER INDUCTION PROGRAM PREASSESSMENT PREASSESSMENT Let us see how
prepared you are to teach EPP/TLE. Below are questions that shall assess your preparedness.
Choose the letter of the best answer. An answer key appears on page 4. 1. In what specific
subject is EPP/TLE incorporated in the 2002 Basic Education Curriculum (BEC) of the
Department of Education? a) Science b) Makabayan c) Filipino d) Mathematics 2. What will the
EPP/TLE teacher do before conducting a laboratory class? a) set up the EPP/TLE laboratory
room properly. b) clean the laboratory room. c) open the tool cabinet. d) switch on the electric
current source. 3. Proper arrangement of furniture, tools and equipment in the EPP/TLE
laboratory room is important. The best reason is it a) provides beauty in the laboratory room. b)
provides space and ease in working. c) provides serenity and calmness. d) provides security and
safety. 4. What is to be done in order to determine the supplies, tools, and equipment available
in the EPP/TLE laboratory room? a) inspect tool cabinets. b) look for available equipment
MODULE 6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD
EDUCATION) 1
9. TEACHER INDUCTION PROGRAM PREASSESSMENT c) inspect the supply
shelves/cabinet. d) make an inventory list of supplies, tools and equipment. 5. Under the 2002
BEC, how many component areas are there in EPP/ TLE? a) three areas b) four areas c) five
areas d) six areas 6. How many areas are there in Home Economics under the 2002 BEC? a)
three b) four c) five d) six 7. What should you do if the school has no provisions for a laboratory
site for Agriculture and Fishery Arts? a) be flexible in teaching. b) conduct field trips. c) teach
only limited skills. d) don’t teach the area; instead, replace it with other areas of EPP/TLE. 8.
What should you consider in teaching Agriculture and Fishery Arts with reference to the
learners? a) teach according to what facilities are available in the school. b) strictly follow the
BEC. c) be flexible considering the level of the learners. d) consider leniency in teaching.
MODULE 6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD
EDUCATION) 2
10. TEACHER INDUCTION PROGRAM PREASSESSMENT MODULE 6.9: CURRICULUM AND
INSTRUCTION (TECHNOLOGY AND LIVELIHOOD EDUCATION) 3 9. What should you do as
the teacher of computers when the computer units and the students have a ratio of 1:6? a)
lecture to some students while others are on “hands on.” b) let some students go to the library. c)
let some students do their homework in other subjects. d) make a rotational schedule of
computer use among the students. 10. What should be done before going into actual
entrepreneur activity? a) allocate the budget for capital. b) make a business proposal or
feasibility study. c) look for a venue/room for the business. d) set up and obtain the merchandise
and products for the business.
11. TEACHER INDUCTION PROGRAM ANSWER KEY TO PREASSESSMENT
ANSWERKEYTOPREASSESSMENT 1. b. 2. a. 3. b. 4. d. 5. b. 6. d. 7. a. 8. c. 9. d. 10.b. What
does your score mean? How much do you know? Refer to the score and its descriptive ratings. 9
– 10 Your rating is excellent! You have sufficient prior knowledge as an EPP/TLE teacher. 7 – 8
Your rating is good. You will perform well but you still have to learn more from this module. 6 or
lower Your rating is fair. You will need to study this module carefully; it will be better if you do this
with a senior EPP/TLE teacher. MODULE 6.9: CURRICULUM AND INSTRUCTION
(TECHNOLOGY AND LIVELIHOOD EDUCATION) 4
12. TEACHER INDUCTION PROGRAM LESSON 1: SETTING UP THE CLASSROOM FOR
EPP/TLE MODULE 6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND
LIVELIHOOD EDUCATION) 5 LESSON1 SETTINGUPTHECLASSROOM FOREPP/TLE
INTRODUCTION Lesson 1 will provide you with the basic knowledge of the proper shop room
arrangement so that the teaching-learning process will be effective. This will give you an
orientation on the importance of preparing the shop room before the class starts. Furthermore
this will provide you with a model shop layout both for the technology courses and for home
economics, and opportunities to polish your skills in making an inventory of available shop tools,
equipment, and supplies. Setting up the shop room means getting the shop room ready for the
conduct of shop classes. Getting the shop room ready is deemed very important before starting
a laboratory class. Observations show that preparation of the laboratory shop room, tools,
equipment, and materials directly affects the teaching-learning activity. Try to reflect on the
classroom situation during your schooldays. Were there aspects which you can improve? Every
shop room must always be ready for the shop laboratory or activities. All EPP/ TLE areas must
be provided with laboratory rooms except Agricultural and Fishery Arts which is to be done in an
open area or field. OBJECTIVES After this lesson you shall be able to: 1. Demonstrate an
understanding of the importance of setting up the classroom before a class starts.
13. TEACHER INDUCTION PROGRAM LESSON 1: SETTING UP THE CLASSROOM FOR
EPP/TLE 2. Demonstrate the proper arrangement of a laboratory shop room. 3. Conduct an
effective inventory of the shop tools, equipment and materials. 4. Show skill in the preparation of
tools, equipment and supplies before the conduct of a laboratory shop. 5. Appreciate an ideal
shop lay-out. Here are guide questions for you to see whether the classroom is properly set up.
Is the furniture such as the working tables and benches ready for the students’ laboratory
activity? Are the tools and equipment available and functional? Is the lighting and ventilation just
right and sufficient? Are the material resources you need in teaching available such as electricity,
water, and equipment? Is the shop room free from noise pollution? SCQ 1.1 Why is a properly
set-up shop room important? SCQ 1.2 What are the steps you must take to prepare the shop
room for the conduct of a shop work class? In the succeeding two pages are samples of shop
layouts. Figure 1 is the shop layout for Industrial Arts shop, and Figure 2 is the shop layout for
Practice MODULE 6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD
EDUCATION) 6
14. TEACHER INDUCTION PROGRAM LESSON 1: SETTING UP THE CLASSROOM FOR
EPP/TLE MODULE 6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND
LIVELIHOOD EDUCATION) House. The different furniture, equipment and benches are
strategically located as well as the entrance and/ or exit doors. FIGURE 1 SAMPLE LAYOUT OF
INDUSTRIAL ARTS GENERAL SHOP 7
15. TEACHER INDUCTION PROGRAM LESSON 1: SETTING UP THE CLASSROOM FOR
EPP/ TLE Toilet Bedroom Bedroom Bathroom Laundry Room Study Room Kitchen Receiving
Area Dining Area Music Room FIGURE 2 SAMPLE LAYOUT OF A PRACTICE HOUSE
MODULE 6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD
EDUCATION) 8
16. TEACHER INDUCTION PROGRAM LESSON 1: SETTING UP THE CLASSROOM FOR
EPP/TLE This question will help you prepare the shop room for the conduct of the shop class.
Try to be aware of this question and try your best to respond to it. If you have not done the steps
in preparing the shop room before the conduct of the shop work class then try to do the following
steps in preparing the shop room for the conduct of the shop work class: Take note of the
arrangement of furniture such as working tables and working benches. They should be arranged
in such a way that the students shall have enough space to work on their projects. Check the
tools to be used if they are in good condition. Take note that they are not worn out. Defective
tools should not be used because they will result in poor quality output/project. Switch on the
lights or open the windows to provide the necessary light and good ventilation. Gather the
needed materials and have them ready for use. Control if you can the sources of possible
excessive noise which may distract the conduct of the laboratory class. 1. Observe some of the
shop rooms in your school. Take note of the shop layout. 2. Make an inventory of the available
tools and supplies that are given to you by your immediate head for use by your students. (Form
1). It is important that you include the column for remarks. Below is the format you can use for
the inventory of shop tools, equipment, and supplies. Enter the names of tools, equipment,
supplies that are available in your shop room in this form. Turn to next the page… ACTIVITY 1.1
MODULE 6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD
EDUCATION) 9
17. TEACHER INDUCTION PROGRAM LESSON 1: SETTING UP THE CLASSROOM FOR
EPP/TLE After doing this Activity 1.1 assess your performance according to the criteria below,
and rate yourself by checking the column of the number which corresponds to your assessment.
Form 1 No. Unit/Pc. NAME OF EQUIPMENT REMARKS 3. Make a layout of your shop room,
indicating the equipment, tools and furniture available to you. 4. Evaluate your shop room as to
its lighting and ventilation. If your evaluation is poor, do something to improve it. Check 3 if you
feel that you have done it very well, 2 if you have done it well, and 1 if you have done it
haphazardly or not well. The activity that I have done resulted in the following: 3 2 1 1. I have
made the shop lay out to serve its purpose. 2. I have made the tools, equipment and furniture
available in their right places and I have properly recorded them. 3. I have written some
precautionary measures that are posted in the kitchen. 4. I have made the shop room well
lighted and ventilated. 5. I have done something to control the distracting noise. 6. I have
exercised a high degree of concern concerning shop safety. MODULE 6.9: CURRICULUM AND
INSTRUCTION (TECHNOLOGY AND LIVELIHOOD EDUCATION) 10
18. TEACHER INDUCTION PROGRAM LESSON 1: SETTING UP THE CLASSROOM FOR
EPP/TLE MODULE 6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND
LIVELIHOOD EDUCATION) Know your rating. Refer to the interpretation below. 2.4-3.0
……………….. very good 1.7-2.3 ………….……..good 1.0-1.6 ……………….. poor 11 POINTS
TO REMEMBER Take note of the following important points in Lesson 1. Proper shop layout
Proper lighting and ventilation facilities Availability of tools, equipment, and materials to be used
Absence of distracting noise in the classroom area Concern of the teacher for shop safety
19. TEACHER INDUCTION PROGRAM ANSWER KEY TO SCQ’S ANSWERKEYTOSCQ’S
ASCQ 1.1 A shop room set-up is one of the concerns of the teacher teaching EPP/TLE, because
it is much different from an ordinary lecture room. It is of prime importance that the setting up of
the shop room shall be done in conformity with the needs of the students and the health and
safety of both the students and the teacher. It should not be forgotten that shop room furniture
and equipment should be positioned in such a way that they do not cover the windows. The
teacher should be able to look at the entire shop room from any point or corner. If possible, the
wall accessories should be in light color. Below you will find the reasons why a properly set up
shop room is important: Proper placement of equipment and tools facilitates movement. Poor
shop room arrangement may be the cause of shop accidents. It provides ease in working. It
maximizes utilization of time allotment. MODULE 6.9: CURRICULUM AND INSTRUCTION
(TECHNOLOGY AND LIVELIHOOD EDUCATION) 12
20. TEACHER INDUCTION PROGRAM ANSWER KEY TO SCQ’S MODULE 6.9:
CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD EDUCATION) ASCQ
1.2 Here are the major steps you can do to prepare the shop room for the conduct of a shop
work class. Know the EPP/TLE area to teach. Each area has its needed tools, materials and
furniture for use by the students. Identify the needed tools, materials, and furniture that are
available. Make lay-out sketches for possible options of shop room arrangement. This way,
areas for mobility of students are studied with considerations to the students’ safety as well as
yours. Secondly, this will give options for access to tools, materials, and wash stand. See to it
that lighting and ventilation facilities are just right. See to it that the total shop room area is safe
and conducive to the teaching and learning activity. 13
21. TEACHER INDUCTION PROGRAM LESSON 2: INDUSTRIAL ARTS AND HOME
ECONOMICS LESSON2 INDUSTRIALARTSAND HOMEECONOMICS INTRODUCTION This
lesson will review the implementation of the Industrial Arts and Home Economics offerings under
the Basic Education Curriculum BEC of the Department of Education .This includes among
others the learning competencies to be developed in the students. The learning competencies in
each area are listed and were checked against the learning competencies provided by the BEC.
The teaching of Industrial Arts and Home Economics comes in two levels, namely: Industrial
Arts, taught in the elementary, and the other one taught in the secondary. The same is true with
Home Economics. Your role as a beginning teacher of Industrial Arts and/or Home Economics
starts with the recall of your previous knowledge of the different areas and update of the different
learning competencies as prescribed in the 2002 Basic Education Curriculum of the Department
of Education. OBJECTIVES What will this lesson provide you? After this lesson you shall be able
to: 1. Demonstrate an understanding of Industrial Arts and Home Economics and their
implementation under the 2002 Basic Education Curriculum. MODULE 6.9: CURRICULUM AND
INSTRUCTION (TECHNOLOGY AND LIVELIHOOD EDUCATION) 14
22. TEACHER INDUCTION PROGRAM LESSON 2: INDUSTRIAL ARTS AND HOME
ECONOMICS 2. Select the Industrial Arts and/or Home Economics areas most appropriate to be
taught at a certain grade/year level. 3. Apply flexibility in the teaching of the different Industrial
Arts and/or Home Economics areas with reference to available resources. 4. Exercise
innovativeness and creativity in the teaching of TLE/EPP. 5. Appreciate the Industrial Arts and
Home Economics offerings in the implementation of the BEC. READ Under the 2002 BEC
Industrial Arts and Home Economics are the two major components of the subject Technology
and Livelihood Education (TLE) on the high school level, and Edukasyong Pantahanan at
Pangkabuhayan (EPP) on the elementary level. On the high school level it is normally offered as
part of the exploratory courses taken in the first and second years. Areas of Industrial Arts
included and covered in the TLE are Handicraft, Drafting, Electricity, Civil Technology or
Woodwork, Graphic Arts, Auto-mechanics, Refrigeration, and Electronics. In the first two years,
the students have to learn the different areas and in the third year, they have to choose one area
which they would also take in the fourth year. This is what is called specialization area. On the
elementary level for EPP, the areas offered under the Industrial Arts components are the same
as in TLE except for Auto-mechanics and Refrigeration. The areas of Home Economics are
Home and Family Life, Food and Nutrition, Clothing, and Arts and Crafts. Cosmetology is partly
taken up as a component of personality development under Home and Family Life. MODULE
6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD EDUCATION) 15
23. TEACHER INDUCTION PROGRAM LESSON 2: INDUSTRIAL ARTS AND HOME
ECONOMICS SCQ 2.1 What are the basic things you will consider if you are to teach EPP or
TLE in one of the four locales given below? You were given a teaching assignment in one of the
following locales, specifically to teach Technology and Livelihood Education (TLE) and/or
Edukasyong Pantahanan at Pangkabuhayan (EPP). Locale 1 - Rural High School Locale 2 -
High School in a City or urban place Locale 3 - Rural Elementary School Locale 4 - Urban
Elementary School Knowing the locale of your school is an important consideration in selecting
the kinds of project that your students shall undertake. In the project-making method it will be
wise to make use of the available raw materials in the locality. The importance of prior skills and
knowledge of industrial arts and home economics is followed by the importance of the availability
of materials, tools and equipment in the school. Normally, tools and equipment are provided by
the school. But it is important to remember that creative and resourceful EPP/TLE teachers can
improvise tools to supplement the available tools in the school. In addition to improvising tools,
project- making can be used as a teaching method. We recall the philosophy of education by
John Dewey that “we learn by doing.” This is the working philosophy we adhere to when we
actualize our teaching by the project-making method. This is why the qualities of being
innovative, creative, and resourceful are of great importance too. Innovative means the quality of
being able to develop an article or a project which is an original one, or an improvement of an
existing one. Creative means the quality of being able to make a project or an article of
functional value out of existing materials and resources with a touch of originality. Resourceful
means the ability or MODULE 6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND
LIVELIHOOD EDUCATION) 16
24. TEACHER INDUCTION PROGRAM LESSON 2: INDUSTRIAL ARTS AND HOME
ECONOMICS quality of making the unavailable materials and tools available through the use of
alternatives and/or devising or making improvised tools. Strategies in the teaching of the
different areas of EPP/TLE have to consider the resources such as materials, tools and
equipment that are available. Strategies may mean the teaching act most appropriate and
effective for a particular teaching- learning situation. Furthermore, this should take into
consideration the learner, the school’s locale and culture, and the material resources of the
community. If the strategy is the project method, a foremost concern is the provision of materials
to be used by the students. Normally, the students provide the materials for themselves; hence
community resources are important. Your concern does not end with this only. You have to
remember that in the teaching of EPP/TLE, the concepts of innovativeness and creativity shall
also be taught to the students, and this is done thru the project-making method. The project-
making method is an avenue for new ideas and new designs. Sometimes ideas of art can be
used to improve or develop an already existing project or product. Your updated knowledge of
the new technologies, arts and designs can be attained through an awareness of the
environment and market customer demands. This you may gain by reading magazines and
newspapers, specifically the columns on technology education and training, arts, fashion, home,
and culture. Others take an existing product on sale and introduce design development. In this
way innovation is introduced to an original product design. Form 2 on the next page is a guide
which you may adopt in deciding what specific TLE/EPP area to teach according to the year or
grade level of students or pupils, with reference to the locale of the school. Accomplish the form
and refer to this as your guide plan. MODULE 6.9: CURRICULUM AND INSTRUCTION
(TECHNOLOGY AND LIVELIHOOD EDUCATION) 17
25. TEACHER INDUCTION PROGRAM LESSON 2: INDUSTRIAL ARTS AND HOME
ECONOMICS Form 2 Student, Year and Section Locale of School Area of TLE/EPP After
deciding on the area of TLE /EPP to be taught, a list of needed materials, tools, and equipment
has to be prepared. This will help you facilitate the teaching of the specific skills to the
students/pupils. Form 3 will guide you as to the available materials, tools, and equipment needed
to teach a specific area. Accomplish the form to check the inventory. Form 3 Materials Tools
Equipment Teaching TLE/EPP calls for the teacher to be updated with the new product designs
and development. Again there must be a guide list or a plan of what you will teach in order to
develop specific skills in the students. Hence, you will be asking yourself the question on the
next page. Answer the question by writing the new technology, art, or design corresponding to
each Industrial Arts and Home Economics area. MODULE 6.9: CURRICULUM AND
INSTRUCTION (TECHNOLOGY AND LIVELIHOOD EDUCATION) 18
26. TEACHER INDUCTION PROGRAM LESSON 2: INDUSTRIAL ARTS AND HOME
ECONOMICS MODULE 6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND
LIVELIHOOD EDUCATION) ACTIVITY 2.1 What are the new technologies, arts, and designs
that are attuned to the times and which you will find useful in the classroom? You may use Form
4 if you are teaching Industrial Arts and Form 5 if you are teaching Home Economics. Form 4
Industrial Arts New Technology/Art/Design Auto mechanics Drafting Electricity Electronics
Graphic Arts Handicraft Refrigeration Woodwork Form 5 Home Economics New
Technology/Art/Design Arts and Crafts Clothing Food and Nutrition Home and Family Living How
can innovation, flexibility, creativeness and, resourcefulness be utilized in the teaching of TLE ?
Think of the strategies you are to utilize in each area. Write them in the column provided. Use
Form 6 if you are teaching Industrial Arts and Form 7 if you are teaching Home Economics. Form
6 Industrial Arts Innovative Strategies Auto mechanics Drafting Electricity Electronics Graphic
Arts Handicraft Refrigeration 19
27. TEACHER INDUCTION PROGRAM LESSON 2: INDUSTRIAL ARTS AND HOME
ECONOMICS MODULE 6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND
LIVELIHOOD EDUCATION) 20 ACTIVITY 2.2 1. Get a copy of the 2002 BEC Manual on
MAKABAYAN. 2. Make a list of the learning competencies that you intend to develop in your
pupils or students in the different areas of Industrial Arts and Home Economics for each grade or
year level. 3. Acquaint yourself with the new technologies, arts and designs by looking at new
magazines, reading articles, and going around shopping malls. 4. Introduce product designing to
existing products and articles that are in the market. 5. Make a list of possible projects/activities
per area to be done by your students considering the following: a. level of students b. target
learning competency to be developed c. availability of materials and tools/equipment for making
the project d. time element needed in making the project e. project/product innovation or
development to be done 6. Take notice of the learners’ ways and practices, food preferences,
clothing style, and home decors and themes. These will be a basis for possible projects and
activities that will suit their preferences and needs. Compare your work with the list in the tables
on pages 22-23. Form 7 Home Economics Innovative Strategies Arts and Crafts Clothing Food
and Nutrition Home and Family Living
28. TEACHER INDUCTION PROGRAM LESSON 2: INDUSTRIAL ARTS AND HOME
ECONOMICS MODULE 6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND
LIVELIHOOD EDUCATION) Try to decide on what projects or activities you are to teach or adopt
for students. Be sure that these activities or projects you have chosen will develop the skills of
the students with reference to the learning competencies. It is also wise to consider the students’
preferences for food, clothing styles, and home decors so that their projects will suit their
preferences. Tools, materials, and equipment inventory The key learning competencies of each
area of EPP/TLE per level The new technologies and innovative strategies POINTS TO
REMEMBER Take note of the following important points in Lesson 2. An understanding of the
BEC The EPP/TLE offering in each grade/year level 21
29. TEACHER INDUCTION PROGRAM ANSWER KEY TO SCQ’S AND ACTIVITIES MODULE
6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD EDUCATION) 22
ANSWERKEYTOSCQ’S ASCQ 2.1 Given the four locales, you will have to think of ways to teach
EPP/TLE. The following are some of the factors to be considered: The material resources
involved in the teaching of skills through project making are important. Certain localities abound
in indigenous materials and local agricultural products which can be utilized. Tools and
equipment are most of the time not sufficient. This calls for alternative teaching methodologies in
order to teach a specific learning skill. The type of project to be introduced and to be made by
the students must appeal to their personal and home needs. This strategy will make the article
more functional and valuable. The kind of project to be produced should be something unique
but must utilize available local tools and cheap materials. COMMENTS ON ACTIVITY 2.1 Below
is a sample list of new technologies or art and design, and the innovative strategies that you may
adopt in teaching the different areas of TLE. Compare your work with this. Can you notice some
similarities between your work and this list? INDUSTRIAL ARTS NEW TECHNOLOGY/ ART/
DESIGN AND INNOVATIVE STRATEGIES Auto Mechanics Bounce testing; album making of the
different road signs Drafting Isometric construction; computer-aided designing Electricity
Decorative lamp shade wiring diagram; house wiring plan Electronics Blinker schematic diagram;
cell phone operation Graphic Arts Photography with moving objects; blurring background
Handicraft Bamboo topiary; Origami
30. TEACHER INDUCTION PROGRAM ANSWER KEY TO SCQ’S AND ACTIVITIES MODULE
6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD EDUCATION) 23
Refrigeration Refrigeration cycle; poster making on the proper use of refrigeration Woodwork
Padding furniture and repair; wooden fruit tray designing HOME ECONOMICS NEW
TECHNOLOGY/ ART/ DESIGN AND INNOVATIVE STRATEGIES Arts and crafts Marbling; lace
making; bead works and body ornaments Clothing Selection of proper attire for various
occasions; clothing decorations Food and nutrition The basic nutrients plus the growth factors;
modern table skirting Home and family living Family life in the new millennium; health hazards
preventive measure Have you considered any of the suggested projects/activities listed below in
teaching TLE/or EPP? Check the YES or NO column. The projects or activities with a NO mean
that they may be options in succeeding projects/activities. Table 1 Component Area: Industrial
Arts Area Suggested Projects or Activities Yes No Handicraft Make and accomplish a project
plan. Construct a bamboo flower vase. Hand sew a leatherette pencil case or envelope. Create a
jewelry box out of an indigenous plant. Drafting Do the alphabet of lines. Make an orthographic
projection of a simple object. Print letters by standard printing. Make a free-hand sketch using
horizontal, vertical, and oblique lines. Make a mechanical drawing of the isometric of a box.
Electricity Make simple splices and joints. Sketch the schematic diagram of a simple circuit.
Apply Ohm’s law in simple electrical computations. Assemble an extension outlet. Repair a
broken household appliance.
31. TEACHER INDUCTION PROGRAM ANSWER KEY TO SCQ’S AND ACTIVITIES MODULE
6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD EDUCATION) 24
Civil Technology/Woodwork • Make sample wood joints. Make a fruit tray out of wood pieces.
Construct a CD/VCD rack. Construct a computer table. Apply wood finishing to all the projects.
Yes No Graphic Arts Do silk screen printing on T-shirt. Show skills in using camera. Take pictures
of students’ activity. Do ditto-stenciling. Refrigeration Demonstrate proper use and care of the
refrigerator. Show how to conserve electricity while using the refrigerator. Describe stages
undergone by the mechanical refrigeration system. Electronics Make a schematic diagram of a
blinker. Make a schematic diagram of a telecommunications apparatus. Trouble-shoot a telecom
apparatus. Table 2 Component Area: Home Economics Area Suggested Projects/Activities Yes
No Food and Nutrition Setting the table Cooking balanced and low cost meals for breakfast,
lunch, supper, and snacks Menu planning for a family Food preservation Menu planning for an
occasion Home and Family Life Do the scheduling of daily home activities. Take care of self and
other members of the family. Look into the orderliness and cleanliness of the home. Take care of
a child, an elderly, and a sick family member. Foster wholesome family relationships through
giving love, care, and attention.
32. TEACHER INDUCTION PROGRAM ANSWER KEY TO SCQ’S AND ACTIVITIES MODULE
6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD EDUCATION) 25
Clothing • Operate and maintain properly the sewing machine. Make an album of the different
kinds of cloth materials. Make different kinds of stitches. Attach buttons and mend torn clothing.
Take body measurements. Sew a simple blouse or a pair of shorts. Practice recycling through
creating articles/projects. Yes No Arts and Related Crafts Crochet a center piece or a hanky.
Cross stitch a simple home décor. Bead work a bracelet or necklace. Embroider by hand a table
linen. The succeeding tables contain the learning competencies which shall be the basis for you
to check how far you have accomplished your task. Your score will determine the level of
competency you possess for the teaching of EPP. Below is a list of the learning competencies for
teaching EPP based on the BEC 2002. Put a check mark in the YES or NO column depending
on your competence on the following learning competencies. Table 3 Learning Competencies for
EPP Component Area: Industrial Arts Learning Competencies Yes No 1. Identify the different
industrial arts activities. 2. Define the role of each member in the family, community, and the
nation. 3. Identify the different materials and tools and their functions, as they are used for
industrial work and activities in the home. 4. Make a project plan of an identified project or
activity. 5. Keep the materials and tools properly. 6. Apply properly the knowledge learned in the
repair of household furniture and appliances. 7. Follow the correct procedure/ steps in doing the
activity or project. 8. Prepare the materials and tools for an activity or a project. 9. Observe the
precautionary measures while working. 10. Develop the interest in doing industrial arts activities.
11. Appreciate one’s work output. 12. Develop the correct attitude towards work.
33. TEACHER INDUCTION PROGRAM ANSWER KEY TO SCQ’S AND ACTIVITIES MODULE
6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD EDUCATION) 26
Component Area: Home Economics (EPP) Clothing Learning Competencies Yes No 1. Develop
the skills for correct selection of clothing for every occasion. 2.Develop the skills in the care of
clothing. 3.Identify the different parts of clothes for both genders. 4.Develop the skills in the
proper use of materials and tools in sewing. 5.Identify the right side of a piece of fabric. 6.Mend
or repair torn parts of a piece of clothing. 7.Perform the basic skills in hand sewing and ironing.
Family Life Learning Competencies Yes No 1. Perform the responsibilities for developing self in
terms of physical cleanliness and hygiene. 2. Discuss the qualities and importance of a
wholesome family and home. 3. Perform correctly the duties of a good member of a family. 4.
Perform the proper ways of taking care of a younger brother/sister, an elderly, and a sick
member of the family. 5. Show the proper ways of taking care of the house so it will be clean and
orderly, at minimum cost possible. 6. Develop the habit of thrift in the performance of household
chores. Food and Nutrition Learning Competencies Yes No 1.Prepare balanced, economical,
and sufficient meals for the family. 2.Plan a balanced and economical menu for the family.
3.Prepare or cook meals for the family. 4.Follow the correct ways and procedures in the
preparation of food suited for an occasion. 5.Do the correct market list. 6.Clean the cooking
utensils properly. 7.Arrange the cooking utensils properly. 8.Observe precautionary measures in
food preparation. Arts and Crafts Learning Competencies Yes No 1. Develop the knowledge and
skills for arts and related crafts which are of economic value. 2. Identify the different arts and
crafts mostly needed in the house and in the community.
34. TEACHER INDUCTION PROGRAM ANSWER KEY TO SCQ’S AND ACTIVITIES MODULE
6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD EDUCATION) 27
3. Discuss the significance of the different arts and crafts to the country’s economy. Yes No 4.
Appreciate the importance of the different arts and crafts in the promotion of livelihood of the
country. 5. Manifest proper work attitude in craft activities. 6. Make articles or projects in arts and
crafts. Table 4 is a list of learning competencies to be developed in the students in the different
TLE areas, by year level. Refer to this to check how far you have accomplished your learning
activity by putting a check mark in the appropriate column. Put a check mark in the column YES
if you have it in your list (refer to table 3) and NO if it is not included. Table 4 Learning
Competencies in TLE Area Offerings by Year Level Year Level Learning Competencies Yes No
First Year Home and Family Life: • Discuss the proper outlook of an individual towards life. •
Maintain good harmonious family relationships. • Perform the duties of a responsible member of
a family. • Join in the productive endeavors of the family. • Handle difficult situations which may
arise. • Apply the proper methods of arranging and decorating the house. Food and Nutrition: •
Discuss the importance of balanced diet and proper nutrition to one’s health. • Discuss the
proper ways of food preparation and preservation. • Plan a breakfast menu. Clothing: • Use the
tools and equipment in sewing properly. • Trouble-shoot a sewing machine. • Identify the different
kinds of cloth materials and cloth accessories and decorations.
35. TEACHER INDUCTION PROGRAM ANSWER KEY TO SCQ’S AND ACTIVITIES MODULE
6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD EDUCATION) 28
Drafting: • Discuss the proper use and functions of the different drafting tools and equipment. •
Discuss the evolution of lettering and alphabet of lines. • Exercise free-hand lettering through the
orthographic projection. • Draw the alphabet of lines properly. Handicraft: • Discuss the role of
handicraft in the economic development of the country. • Identify the different kinds of indigenous
and related materials used in handicraft. • Discuss the different processes involved in the
preparation of materials for handicraft. • Identify the different kinds of weaves in basketry. • Make
a project plan. Woodwork: • Demonstrate the proper use and maintenance of the different
woodworking tools and equipment. • Classify the different kinds of materials used in
woodworking. • Identify the different kinds of wood joints. • Make the different kinds of wood
joints. • Appreciate the benefits derived from the proper use of woodwork tools and materials.
Yes No Second Year Home and Family life: • Discuss the different factors of a good friendship. •
Discuss the proper methods of solving the problems of a teen-ager. • Plan and budget time
properly. • Discuss the importance of a family budget. • Prepare a budget plan for oneself. Food
and Nutrition: • Discuss family size and its effect on meal planning. • Prepare the budget for
different kinds of meals. • Evaluate the recommended dietary allowance (RDA) for different
groups of diners. Yes No
36. TEACHER INDUCTION PROGRAM ANSWER KEY TO SCQ’S AND ACTIVITIES MODULE
6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD EDUCATION) 29 •
Set the table for any occasion. • Prepare food for special occasions. Clothing: • Take body
measurements properly. • Discuss the proper steps in pattern-making. • Sew a pair of short
pants. • Appreciate making well-fitting pants. Electricity: • Explain the electron theory. • Identify
the electrical conductors and insulators. • Explain the different kinds of circuit. • Identify the
different kinds of electrical tools and devices. • Assemble an extension cord or outlet. • Show the
different safety precautions while working. Electronics: • Explain the use and maintenance of the
different tools in electronics work. • Draw the schematic diagram for the different electronics
work. • Read the different capacitor specifications. • Give the meaning of the resistor color code.
• Read the multi-tester correctly. Metal Work: • Explain the characteristics of the different kinds of
metals. • Use the different tools and equipment in metal work properly. • Apply the proper way of
measuring in metal work. • Make a functional project in metal work. Yes No Third Year Home
Nursing: • Identify the different types of teen-age relationships. • Discuss the proper behavior
when going into a teen-age relationship. • Explain the basis for an intelligent choice of a
prospective spouse. • Explain the concept of responsible parenthood. Yes No
37. TEACHER INDUCTION PROGRAM ANSWER KEY TO SCQ’S AND ACTIVITIES MODULE
6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD EDUCATION) 30 •
Show an understanding of the importance of a healthy infancy. • Explain the developmental
stages of a fetus. • Discuss the importance of the proper ways of taking care of an infant. •
Discuss the proper ways of educating a child. Food Service: • Identify the important aspects to
be considered in baking a cake. • Demonstrate the proper ways of preparing pies and pastries. •
Demonstrate the knowledge in preparing breads and noodles. • Demonstrate the skills in
preparing meat, fish and vegetable recipes. • Show the skills in preparing native delicacies. •
Identify alternative ingredients for some food recipes. • Demonstrate the skills in innovative food
preparation. Clothing: • Draft pattern for a garment to be sewn. • Demonstrate the different types
of hand sewing. • Show the proper ways of attaching pockets. • Explain the criteria in selecting a
garment material. • Demonstrate the proper ways of cutting cloth material to be sewn. • Sew a
skirt and a blouse. Drafting: • Explain the importance of knowing the different types of letters. •
Explain the functions of the different tools and equipment in lettering and in drawing. • Use the
lettering tools properly. • Discuss the importance of geometrical construction. • Use the drawing
tools and instruments in drawing lines. • Construct different figures such as solid, prism, cylinder,
angles, and polygon. • Explain the importance of the elements of a working drawing. Yes No
38. TEACHER INDUCTION PROGRAM ANSWER KEY TO SCQ’S AND ACTIVITIES MODULE
6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD EDUCATION) 31 •
Make/draw a working drawing. • Make an orthographic projection of a pictorial drawing. •
Discuss the principles and elements of design. • Make poster, logo, and monogram designs. •
Make a design for silkscreen printing. • Perform silkscreen printing. Metal Work and Bench Work:
• Show the proper ways of using the tools in metal work. • Observe and follow the safety
practices in metal work. • Demonstrate the skills in bending and welding metals. • Prepare the
bill of materials for a project. • Make a project in metal work. Electricity: • Compute for the
resistance, current and volt in a series or parallel connection. • Demonstrate the skills in using
and taking care of the electrical tools and equipment. • Make the different types of splices and
joints. • Observe and follow the different safety practices in electrical work. • Show an
understanding of the theories of signal connection. • Discuss the importance and correct
application of signal connection. • Follow the steps in doing signal connections. • Demonstrate
the skills in the assembly of ballast. • Explain the parts and functions of an electrical fixture. •
Demonstrate the skills in reading a house wiring plan. • Interpret the current Electrical Code of
the Philippines. • Make an estimate of the materials to be used in electrical installation. •
Demonstrate the skills in the different techniques in connecting electrical wirings. Yes No
39. TEACHER INDUCTION PROGRAM ANSWER KEY TO SCQ’S AND ACTIVITIES MODULE
6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD EDUCATION) 32
Fourth Year Home Industry (Craft): • Identify the different kinds of indigenous materials that
abound in the locality such as sea shell, coconut shell, bamboo and other indigenous plants, and
leather. • Explain the steps and processes involved in the preparation of the indigenous
materials into usable form. • Perform the steps or processes involved in the preparation of
indigenous materials. • Demonstrate the skills in accomplishing a job plan. • Identify the right
materials to be used for a project. • Identify the different tools used in home industry. •
Demonstrate the skills in using the tools correctly. • Observe and follow the safety practices
when working. • Make various kinds of projects using indigenous materials. Plastics and
Synthetics: • Explain the different uses of plastics in project making. • Explain the steps in plastic
wood lamination, plastic molding, and plastic casting. • Make an innovative project using
plastics. • Explain the advantages and disadvantages of plastic materials as used in project
making. Home Nursing: • Apply the knowledge and skills in taking care of the sick. • Discuss the
basic food service management in taking care of the sick. Food Service: • Use background or
prior knowledge in purchasing ingredients for a menu. • Discuss the factors related to sanitary
food service in the family. • Perform food service correctly. • Explain the factors for a successful
catering service. Yes No
40. TEACHER INDUCTION PROGRAM ANSWER KEY TO SCQ’S AND ACTIVITIES MODULE
6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD EDUCATION) 33
Clothing: • Make the pants’ pocket wide. • Demonstrate the knowledge and skills needed in
establishing a dress/tailor shop. • Make a project proposal. Cosmetology: • Discuss the methods
of developing one’s personality. • Demonstrate the knowledge and skills in manicuring and
make-up. • Demonstrate knowledge and skills in hair care and hair style. Auto-mechanics: •
Discuss the different components of a vehicle. • Demonstrate simple auto-mechanic operations.
• Discuss the different kinds of engine and the types of fuel used. • Explain how the engine
functions. • Discuss the fuel system operations, the horn system, suspension system, brake
system, clutch assembly, differential and axle assembly, wheel and tires. Refrigeration and Air-
Conditioning: • Discuss the refrigeration cycle. • Explain how the refrigeration system works. •
Demonstrate an understanding of the operation of the refrigeration system. • Demonstrate the
skills in the use of gauge manifold. • Demonstrate the skills in refrigeration servicing. Civil
Technology: • Observe the precautionary measures to be observed while working. • Make a
woodwork product. • Demonstrate the skills in the use of wood finishing materials. • Explain the
house specification plan. • Discuss the different aspects of a house plan. • Demonstrate skills in
masonry work. Yes No
41. TEACHER INDUCTION PROGRAM ANSWER KEY TO SCQ’S AND ACTIVITIES MODULE
6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD EDUCATION)
Electrical and Electronics Work: • Discuss the different schematic diagrams in electronics. •
Identify the different functions of electronics tools and soldering tools. • Explain the correct
methods in trying out the different electronics components. • Compute for the resistance,
capacitance, and inductance in circuits. • Identify the parts of a radio receiver and their functions.
• Explain how the power supply works. • Assemble an intermediate amplifier frequency and
automatic circuit control. • Explain the operation of amplitude modulation detector stage. • Repair
a radio receiver. • Demonstrate the steps in trouble shooting a radio receiver. Yes No Now try to
count the number of your check marks in the YES column and in the NO column. If you have
more check marks in the YES column, it means that you know well what learning competencies
are to be developed in the students. If there are more in the NO column, it means that you have
to consider these learning competencies in teaching EPP/TLE. Know your rating After counting
the NO and YES check marks you have accomplished in the foregoing tables, the table below
will assist you in assessing your knowledge regarding the learning competencies to develop
among your students. %NO %YES Descriptive Ratings 75 25 You are not well informed 50 50
You are moderately informed 25 75 You are well informed 34 POINTS TO REMEMBER An
understanding of the BEC The TLE/EPP offering in each year level Tools, materials, and
equipment inventory The key learning competencies of each area of TLE per year level The new
technologies and innovative strategies
42. TEACHER INDUCTION PROGRAM LESSON 3: AGRICULTURE AND FISHERY ARTS
LESSON3 AGRICULTUREANDFISHERYARTS INTRODUCTION Lesson 3 will discuss the
teaching strategies for the teaching of Agriculture and Fishery Arts. This highlights the alternative
strategies you may adopt in teaching in situations where there is no available laboratory site for
students to use. In the 2002 Basic Education Curriculum (BEC), Agriculture and Fishery Arts is
taught in the first and second years as an exploratory course. During the third and fourth years it
is offered as a specialization course. As an exploratory subject in the first and second years, it is
offered for one grading period, while in the third and fourth years it is for the whole school year.
One grading period for the first two years seems too short, hence as teacher of this area of TLE,
you are to teach the concepts and skills in the easiest and most expeditious way to achieve
mastery and perform the activities of the course. In EPP this area is taken up in grades IV, V,
and VI for two grading periods in each grade level. OBJECTIVES After this lesson you shall be
able to: 1. Choose the topics most appropriate to be taught, based on the learning competencies
to be developed. 2. Determine the methods most appropriate after considering the school’s site,
laboratory area and facilities. 3. Innovate strategies in the teaching of concepts in order to meet
students’ needs, even in the absence of laboratory areas and facilities. MODULE 6.9:
CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD EDUCATION) 35
43. TEACHER INDUCTION PROGRAM LESSON 3: AGRICULTURE AND FISHERY ARTS 4.
Identify activities/projects applicable for young learners of this vocational endeavor. 5.
Demonstrate interest in teaching Agriculture and Fishery Arts. SCQ 3.1 What is the first
consideration in teaching Agriculture and Fishery Arts? The teaching of Agriculture and Fishery
Arts requires enough space for the students to conduct their laboratory activities. It is a reality
that if your school is located in the city, the area will not be enough for all the activities as well as
the facilities. You will now be confronted with the questions “How shall I teach the subject? What
innovative strategies can possibly be introduced in the existing situation?” For those assigned in
agricultural vocational high schools, this problem may not be evident. Let us answer the
questions by making a list of the possible concepts and skills to be taught and see if they can be
taught considering your school site and facilities. So scanning the school site is your first
concern to answer the questions. Agriculture being a science covers a broad scope of study, and
so does Fishery Arts. Hence one challenge to you as a teacher is to be able to appropriately
select topics for the level of your students in the BEC. In the absence of a school SCQ 3.2 What
are the concepts and skills that can be introduced/taught considering the school site and
facilities? MODULE 6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND
LIVELIHOOD EDUCATION) 36
44. TEACHER INDUCTION PROGRAM LESSON 3: AGRICULTURE AND FISHERY ARTS
MODULE 6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD
EDUCATION) garden site, urban farming can be introduced. Urban farming is a farming concept
appropriate for schools within a city where there is no area that can be tilled. It involves growing
plants in containers. In the growing process, concepts of the factors that affect growth and
development can be simultaneously demonstrated through experimentation. This makes the
teaching of the subject more factual and interesting to the students. Factors such as sunlight,
soil, rainfall/water, and genetic selection can be the basis for simple experiments. Experiments
such as growing plants in different types of soil, growing plants with or without sunlight exposure,
and with or without watering schemes can be done. Data and observations shall be drawn up by
the students. Data gathered shall be discussed in class by the students and this will be
enhanced by reading related topics in the textbooks. Similarly, the teaching of fishery arts shall
have limitations especially if the school is located in the poblacion or in the city. It may be
hampered by the non- availability of a laboratory area or a fishpond. In this context, teaching
may be limited to the resources the school has. For purposes of delivering instruction, you
should be creative. A miniature pond can be made and activities may cover simple experiments
such as water sterilization; testing for the right temperature, the ph level and the salinity level; an
exercise on planning pond arrangement; an experiment on feeding by altering nutrition
requirements of the fish; and fishtrap making. There are experiments and activities which you
may perform with your class in the absence of a laboratory area for Agriculture and Fishery Arts.
See page 41. (Table 5). ACTIVITY 3.1 What are the experiments which can be undertaken in the
absence of a laboratory area for Agriculture and Fishery Arts? 37
45. TEACHER INDUCTION PROGRAM LESSON 3: AGRICULTURE AND FISHERY ARTS
ACTIVITY 3.2 Considering the school laboratory facilities for Agriculture and Fishery Arts, what
specific subject matter can you teach? What activities/ projects/ experiments can be introduced
to illustrate the concepts and skills? List your answers in a form similar to the ones below. Form
8 Subject Matter/ Activities/ Projects/Experiments for Agriculture Topic
Activity/Project/Experiment Form 9 Subject Matter/ Activities/ Projects/Experiments for Fishery
Arts Topic Activity/Project/Experiment ACTIVITY 3.3 Your output in activity 3.1 and 3.2 can be
your materials to make a teaching guide to contain the following: a. The topics most appropriate
to be taught in each year level based on the learning competencies to be developed. b. The
methods most appropriate, after considering the school’s site, laboratory area and facilities.
MODULE 6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD
EDUCATION) 38
46. TEACHER INDUCTION PROGRAM LESSON 3: AGRICULTURE AND FISHERY ARTS
Activities 3.1, 3.2 and 3.3 should be your module guide in the teaching of Agriculture and Fishery
Arts in your specific school. It is assumed that what you have done are all possible activities
which can be taught to your pupils/students considering the availability or non-availability of a
laboratory site in your school. POINTS TO REMEMBER Agriculture and Fishery Arts under the
BEC are usually taken during the first and second year levels as exploratory areas. In the third
and fourth year levels, it is offered as a specialization course. Meanwhile, in grades IV, V, VI in
the elementary level, it is taught for two grading periods each grade level. There are alternative
activities in the teaching of concepts in the absence of a laboratory site/area. These include
container gardening, preparation of poultry house plan, and experimentation. Innovative projects
to suit the level of students must be adopted. MODULE 6.9: CURRICULUM AND INSTRUCTION
(TECHNOLOGY AND LIVELIHOOD EDUCATION) 39
47. TEACHER INDUCTION PROGRAM ANSWER KEY TO SCQ’S AND ACTIVITIES
ANSWERKEYTOSCQ’SANDACTIVITIES ASCQ 3.1 In deciding to teach Agriculture and Fishery
Arts, you must consider the following first: The availability of a laboratory site for agriculture
practice such as a planting area, poultry house, and a fishpond for the culture of fish. Alternative
activities which can be done by the students in the case of a school without laboratory areas.
The needed facilities for the activities to be taught to the students. The availability of efficient
water system is a very important factor to be considered. The photoperiod or sunlight duration in
the laboratory area is also of prime importance. ASCQ 3.2 Below are the concepts/skills and
activities most appropriate for urban farming. Check the YES or NO column depending on the
concepts/skills you possess. Those with asterisks may be done by the elementary grades, those
with none are for the high school level. MODULE 6.9: CURRICULUM AND INSTRUCTION
(TECHNOLOGY AND LIVELIHOOD EDUCATION) 40
48. TEACHER INDUCTION PROGRAM ANSWER KEY TO SCQ’S AND ACTIVITIES POSSIBLE
PROJECTS / ACTIVITIES Germinate seeds in cans or garden. ** Experiment on the viability of
seeds.** Grow vegetables.** Apply fertilizers to plants at their early growth stage.** Look for plant
pests.** Harvest the vegetables.** Plant a tree.** Make/Keep a record of agriculture activities.**
Weave a fishnet-trap. Control pests. Administer vaccine to poultry. Estimate poultry house
construction cost. Prepare a simple feasibility study of a small poultry production. Give the
stages in soil sterilization. Prepare a project proposal for duck raising. Raise quails.** Raise
doves.** Sterilize water. Test water temperature. Test ph level. Table 5 Experiments and Activities
for Agriculture and Fishery Arts Concepts Suggested Experiments Yes No Different Types of soil
texture** Experiment on water holding and absorbing capacity.** Significance of sunlight to plant
growth** Experiment on two identical plants. Grow in two separate containers, one exposed to
sunlight, the other placed under the shade.** Functions of the different types of fertilizers
Experiment on the growth of 3 seedlings, each fertilized with one fertilizer type a. organic
fertilizer b. complete fertilizer c. urea Germinate sample seeds through the rag doll method and
compute the percentage of germination.** Seed viability ** MODULE 6.9: CURRICULUM AND
INSTRUCTION (TECHNOLOGY AND LIVELIHOOD EDUCATION) 41
49. TEACHER INDUCTION PROGRAM ANSWER KEY TO SCQ’S AND ACTIVITIES
Effectiveness of different root media • Perform marcotting on 2 branches: > one wrapped with
soil > one wrapped with sphagnum moss Yes No Weight gain of salmon fish fed with wheat germ
meal, and without Culture 2 salmon fish in 2 separate ponds. Those with asterisks maybe done
by the elementary grades and those with none are for the high school level. Know your rating
The table below will assist you in assessing your knowledge regarding the learning
competencies in Table 5. Count the NO and YES check marks. .%NO %YES Descriptive Ratings
75 25 You are not well informed. 50 50 You are moderately informed. 25 75 You are well
informed. COMMENTS ON ACTIVITY 3.2 After accomplishing forms 8 and 9, compare them with
the topics or subject matters listed below. Those with asterisks may be done by the elementary
grades and those with none are for the high school level. Topics for Agriculture: Plant
propagation methods such as: Grafting Sexual propagation** Marcotting** Inarching MODULE
6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD EDUCATION) 42
50. TEACHER INDUCTION PROGRAM ANSWER KEY TO SCQ’S AND ACTIVITIES MODULE
6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD EDUCATION) 43
Ornamental plant growing by: Growing plant in containers/ pots** Bonsai culture Dish
gardening** Poultry production by means of Broiler production in a small poultry house to
accommodate 10 heads of chicken Vegetable production** Topics for Fishery Arts: The different
species of cultured fish which are adapted to the locality.** The right kind of water condition for a
fishpond by considering its temperature and ph level. The procedure in making a fishnet trap.**
The proper feeding techniques of a school of fish.** The proper way of sterilizing water for a
fishpond. If you listed 50% and above of the topics then that means you have the facility of
knowledge of the subject matter to be taught, below 50% means you should think of some more
topics or you may adopt the topics listed here as options.
51. TEACHER INDUCTION PROGRAM LESSON 4: INTRODUCTION TO COMPUTERS AND
ENTREPRENEURSHIP MODULE 6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY
AND LIVELIHOOD EDUCATION) 44 LESSON4 INTRODUCTIONTOCOMPUTERSAND
ENTREPRENEURSHIP INTRODUCTION Lesson 4 will give you an idea on how the teaching of
computers would be more effective in a situation wherein the number of computer units is
insufficient for the students during a “hands-on” laboratory class. The insufficient number of
computer units is a common situation in most of the DepEd schools. In cases like this, the
teacher must exercise creativity and flexibility. Another concern of the teacher is the arrangement
of computer units as against the power source or electricity outlet. In this way the laboratory
room stays neat, orderly, and spacious. The preparation for global competitiveness of our
students starts as early as their basic education level. One step towards this is the training in
computers and entrepreneurship. Under the 2002 Basic Education Curriculum, emphasis is on
the familiarization with the basic parts and components of the computer and the skills in basic
operations that are most applicable as tools for learning. On the other hand, Entrepreneurship
provides the skills needed to develop an awareness of community needs and for putting up a
small business. OBJECTIVES After this lesson you shall be able to: Make a schedule of
computer use by the students in cases where computer units are insufficient. Make a schedule
of the chosen skills for the level of students to be taught.
52. TEACHER INDUCTION PROGRAM LESSON 4: INTRODUCTION TO COMPUTERS AND
ENTREPRENEURSHIP MODULE 6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY
AND LIVELIHOOD EDUCATION) 45 Install and arrange computer units for ease in movement.
Orient oneself as to the type of economic and social conditions prevailing in different
communities. Explore the merchandise needs of the community. Put up a mini or practice store
for the students. READ COMPUTERS In the public school system the number of students in
EPP/TLE classes ranges from 25-60 students. This number is too big for a laboratory class. This
number poses a great challenge for teachers like you, considering the few computer units that
are available in a classroom. Thus a class laboratory schedule is very necessary. The reality is
that only around 12 computers are available in most public secondary schools. The problem of
insufficiency of computer units needs a class scheduling of students’ hands-on activities. The
class may be divided into three groups. These groups should swap activities for the duration of
three weeks in order for them to learn the hands-on activities and skills which are scheduled for
the first three weeks. The same process should be done for the other hands-on activities to be
undertaken in the succeeding weeks. When teaching computers in a school with inadequate
facilities and computers, a scheme or a schedule is important to maximize the use of the
facilities and equipment. On the next page is a summary format of students “hands-on”
schedule. The class may be divided into three groups, such as group 1, group 2, and group 3.
Those with asterisks are for the elementary grades, those with none are for the high school level.
53. TEACHER INDUCTION PROGRAM LESSON 4: INTRODUCTION TO COMPUTERS AND
ENTREPRENEURSHIP MODULE 6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY
AND LIVELIHOOD EDUCATION) 46 Time Duration Group Activities/Projects Remarks Weeks 1,
2, 3 1 ** 2 ** 3 ** Familiarize with the key board. Identify the components of the computer and
their functions Identify the parts of the hard disk. Demonstrate proper handling of basic computer
related- devices such as the printer, mouse, floppy drives, flash drives, compact discs, and
connect the computer cables and wires (peripherals). Practice booting Identify the parts of
windows desktop; tell the functions of the task bars items and explore the start button menus.
The 3 groups shall swap activities for the duration of 3 weeks. Weeks 4, 5, 6, 7, 8, 9 1 ** ** 2 3 **
Practice Microsoft operation. Practice the use of the keyboard, and experience exploring the
different menus. Create a file or a folder; work with a document, and practice the use of word
document. Practice Excel operation. Practice Power Point presentation. Work with files; copy,
delete, move, make a back-up. The groups shall swap every 2 weeks. This time the monitors,
the keyboards, and CPU are simultaneously working. While some students are on “hands-on”
mode, the other members of the group shall observe and wait for their turn until everybody has
been given the chance to use the computer. Week 10 All groups 1, 2, 3 The members of each
group shall work on their exercises in the different skills and submit hard copy. Others who are
not operating the computer shall be given related activities such as writing the steps of the
computer skills they are studying which will serve as their reference guide.
54. TEACHER INDUCTION PROGRAM LESSON 4: INTRODUCTION TO COMPUTERS AND
ENTREPRENEURSHIP MODULE 6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY
AND LIVELIHOOD EDUCATION) SCQ 4.1 Why is a properly set-up computer room important?
Are there aspects in the computer room which you can improve? Every computer room must
always be ready for the shop laboratory or activities. The shop room sometimes referred to as
the laboratory area shall be provided for computer classes. Here are guide questions for you to
check if the computer room is properly arranged: Are the pieces of furniture such as the
computer tables and chairs ready? Are the tools and equipment available and functional? Is the
lighting and ventilation just right and sufficient? Are there enough outlets? The questions will help
you prepare the computer room for the conduct of the class. Try to be aware of these questions
and try your best to respond to them. If you answer “NO” to the preceding questions then try to
do this: Take note of the arrangement of the computers. Check the instructional materials to be
used for the lesson. Switch on the lights or open the windows to provide the necessary light and
ventilation. Gather the needed materials and have them ready for use. Check the outlets, their
locations, and accessibility. In the succeeding page is a sample of a shop layout. The computers
are strategically located as well as the windows and entrance and exit doors. 47
55. TEACHER INDUCTION PROGRAM LESSON 4: INTRODUCTION TO COMPUTERS AND
ENTREPRENEURSHIP MODULE 6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY
AND LIVELIHOOD EDUCATION) 48 FIGURE 3 SAMPLE LAYOUT OF A COMPUTER
LABORATORY Teacher’sDesk Students’ Desks -- -- ACU ACU
56. TEACHER INDUCTION PROGRAM ANSWER KEY TO SCQ’S AND ACTIVITIES READ
ENTREPRENEURSHIP It is a common observation that when we talk of business, the first
question that is normally asked is “what kind of business?” referring to what merchandise to sell
or what services to render. Usually business opportunities are directly related to the immediate
material needs of the households and the services that are needed by the residents of a specific
community. Being a teacher, your awareness of the students’ and or pupils’ residential
community and environment is of importance. From the awareness of the community and
environment, you should be able to evaluate the needed merchandise and services of the
community. Your awareness of the community and its environment will make you think of the
types of communities such as: fishing community, farming community, a city near or within a
university belt area, and a community in a central poblacion. Knowing these community types
will lead you to the knowledge of products, goods, or merchandise needed by them. From the
awareness of the community and environment you should be able to respond to questions like:
SCQ 4.2 What kinds of merchandise, products, and or services are most needed by the
communities where the students live? MODULE 6.9: CURRICULUM AND INSTRUCTION
(TECHNOLOGY AND LIVELIHOOD EDUCATION) 49
57. TEACHER INDUCTION PROGRAM ANSWER KEY TO SCQ’S AND ACTIVITIES The
question shall be the basis for motivating the students to learn about entrepreneurship. Similarly,
the answer to this shall be the focus of the undertaking. This can be done by listing down your
observations as to the most needed products and services. Please accomplish the form below.
Form 10 Community Type Products/Goods/ Merchandise and Services Needed(Fishing,
Farming, Poblacion, City) The teaching of Entrepreneurship should be realistic and functional.
What is really “in demand” shall synchronize with the focus of sample business proposals to be
made by the students. There are times when business proposals do not prosper due to
similarities of products within a community. This means that supply exceeds the demand. Ideally,
the teaching of entrepreneurship shall be based on reality. What is really needed as felt by the
students is a strong motivational factor that will encourage the students to know what business
enterprise will prosper in their locale. 4. Make a feasibility study. 5. Install a mini sari-sari store.
ACTIVITY 4.1 1. List as many computer-related activities as there are topics. 2. Make a layout of
the computer room. 3. Divide the students into groups to determine the working teams.
MODULE 6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD
EDUCATION) 50
58. TEACHER INDUCTION PROGRAM ANSWER KEY TO SCQ’S AND ACTIVITIES : POINTS
TO REMEMBER Take note of the following important points in Lesson 4. Proper shop layout is
of prime concern. Proper lighting and ventilation of the computer room ease performance of
activities. A list of activities/ instructional materials to be used in computer instruction should
always be available. Proper scheduling of students’ “hands-on” activity can be a solution to the
problem of the insufficient number of computer units. A business proposal or a feasibility study is
an important step to be learned towards success in entrepreneurship. MODULE 6.9:
CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD EDUCATION) 51
59. TEACHER INDUCTION PROGRAM ANSWER KEY TO SCQ’S AND ACTIVITIES
ANSWERKEYTOSCQ’SANDACTIVITIES ASCQ 4.1 Below you will find the reasons why a
properly set-up computer room is important: Proper placement of equipment and computer units
facilitates movement. Poor shop room arrangement may be the cause of shop accidents. A
properly set-up computer room provides ease in working. A properly set-up computer room
maximizes utilization of time. ASCQ 4.2 Demand for products or goods may differ according to
community type. Fishing communities as well as farming communities normally are far from
groceries and malls; hence, these localities may need the basic commodities that are needed for
home consumption. Similarly, school supplies and other dry goods such as clothing may be in
demand in these communities. Whereas in a poblacion or in a city, merchandise demand can be
high for products and by-products made from indigenous materials. Now compare your work with
the table below. Community Type Products/Goods/ Merchandise Needed Fishing Community
Basic commodities, garments Farming Community Basic commodities, garments City/University
belt area Art supplies shop, toiletries Central Poblacion Farm products and delicacies, beauty
products MODULE 6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND
LIVELIHOOD EDUCATION) 52
60. TEACHER INDUCTION PROGRAM ANSWER KEY TO SCQ’S AND ACTIVITIES MODULE
6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND LIVELIHOOD EDUCATION)
After doing these learning activities, assess your performance according to the following
indicators, and rate yourself by checking the column of the number which corresponds to your
assessment. Check column 3 if you feel you have done it very well, 2 if you have done it well,
and 1 if you have done it fairly. 3 2 1 I have placed the computers and instructional materials in
the right places. I have made my shop room well-lighted and ventilated. I have made the list of
computer-related activities. I have scheduled the students properly for their computer “hands-on”
activities. I have made a feasibility study of a business proposal. I have made a plan for a
practice mini sari-sari store. Know your Rating. Now compute your rating by getting the mean (X)
value. Refer to the interpretation below. 2.4 – 3.0…………….. very good 1.7 – 2.3……………..
good 1.0 – 1.6…………….. poor 53
61. TEACHER INDUCTION PROGRAM BIBLIOGRAPHY BIBLIOGRAPHYBIBLIOGRAPHY
BooksBooks Bies, John D. Industrial Drafting: Principles, Techniques, and Industry Practices.
New York: Macmillan Pub. Co, 1987, pp. 3-46. Bies, John D. Industrial Drafting: Principles,
Techniques, and Industry Practices. New York: Macmillan Pub. Co, 1987, pp. 3-46. Cabangon,
Joy Bob. Refrigeration and Air Conditioning. Manila: National Bookstore,Cabangon, Joy Bob.
Refrigeration and Air Conditioning. Manila: National Bookstore, 1994.1994. Cruise, William H.
and Anglin, Donald L. Automotive Mechanics. New York: Macmillan Pub. Co.,1992, pp.2-39.
Cruise, William H. and Anglin, Donald L. Automotive Mechanics. New York: Macmillan Pub.
Co.,1992, pp.2-39. Datu, Galicano J. Material Resource Management. Mandaluyong, Metro
Manila: Spectrum Publishing Corp., 1990, pp. 105-120. Datu, Galicano J. Material Resource
Management. Mandaluyong, Metro Manila: Spectrum Publishing Corp., 1990, pp. 105-120.
Fajardo, Corazon R. Entrepreneurship. Manila: National Bookstore, 1994, pp. 173- 182. Fajardo,
Corazon R. Entrepreneurship. Manila: National Bookstore, 1994, pp. 173- 182. Gatchalian,
Corazon F. Food Service Management. Quezon City: Phoenix Publishing, 2000, pp. 16-28.
Gatchalian, Corazon F. Food Service Management. Quezon City: Phoenix Publishing, 2000, pp.
16-28. Parsons, J. et al. Microsoft Office 2000 Professionals. Jomma Mfg. Corp. Phil.,
2000.Parsons, J. et al. Microsoft Office 2000 Professionals. Jomma Mfg. Corp. Phil., 2000.
Quezon City: Phoenix Publishing, 2000, pp. 16-28.Quezon City: Phoenix Publishing, 2000, pp.
16-28. Quilang, Tomas M. New Handicraft. Manila: National Bookstore, 1994, pp. 1-20.Quilang,
Tomas M. New Handicraft. Manila: National Bookstore, 1994, pp. 1-20. Rojo, Luz et al. Effective
Home Economics. Quezon City: Adriana Publishing, 1998.Rojo, Luz et al. Effective Home
Economics. Quezon City: Adriana Publishing, 1998. Villanueva, Cristina A. et.al. Effective
Technology and Home Economics I. Quezon City: Adriana Printing Co. Inc., 1997. Villanueva,
Cristina A. et.al. Effective Technology and Home Economics I. Quezon City: Adriana Printing Co.
Inc., 1997. Primers/ManualsPrimers/Manuals Elementary Education Curriculum Primer 2002.
Department of Education, Pasig City.Elementary Education Curriculum Primer 2002. Department
of Education, Pasig City. Secondary Education Curriculum, Primer 2002. Department of
Education, Pasig City.Secondary Education Curriculum, Primer 2002. Department of Education,
Pasig City. Electronic SourcesElectronic Sources www.yahoo.comwww.yahoo.com
www.google.com MODULE 6.9: CURRICULUM AND INSTRUCTION (TECHNOLOGY AND
LIVELIHOOD EDUCATION) 54
62. TEACHER INDUCTION PROGRAM APPENDICES APPENDICESAPPENDICES SAMPLE
LESSON PLANS IN EDUKASYONG PANTAHANAN AT PANGKABUHAYAN (EPP) AND IN
SAMPLE LESSON PLANS IN EDUKASYONG PANTAHANAN AT PANGKABUHAYAN (EPP)
AND IN TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)TECHNOLOGY AND
LIVELIHOOD EDUCATION (TLE) The sample lesson plans can be used as your model lesson
plan in EPP/TLE. Take note of the objectives. You will note that the objectives are stated in
behavioral terms which include the three domains of skills to be developed in the students: the
cognitive, psychomotor, and affective. The sample lesson plans can be used as your model
lesson plan in EPP/TLE. Take note of the objectives. You will note that the objectives are stated
in behavioral terms which include the three domains of skills to be developed in the students: the
cognitive, psychomotor, and affective. APPENDIX AAPPENDIX A SAMPLE LESSON PLAN IN
AGRICULTURESAMPLE LESSON PLAN IN AGRICULTURE (MAY BE TAUGHT IN GRADE VI,
AND IN FIRST AND SECOND YEAR HIGH SCHOOL) I. Objectives: At the end of a session’s
lesson the students are expected to: a. Identify the tools and materials needed in making an
open terrarium. b. Show interest in making an open terrarium. c. Perform the steps in making a
terrarium. II. Subject Matter: A. Topic: Horticulture/Ornamental Gardening SubTopic: (Urban
Farming) Making an open terrarium B. Tools and Materials MODULE 6.9: CURRICULUM AND
INSTRUCTION(TECHNOLOGY AND LIVELIHOOD EDUCATION) 55
63. TEACHER INDUCTION PROGRAM APPENDICES Tools Materials Hand Trowel Pebbles
Charcoal(pulverized) Water sprayer Fish bowl or glass container Loam soil Pruning scissors or
shears Sand Plants Decorative materials Figurines Organic fertilizer/ manure (optional) III.
Procedure Preparation A. Classroom routinary activities B. Review of the past lesson. 1. What is
Agriculture? 2. What are the different branches of agriculture? C. Motivation D. Presentation of
the lesson Key questions to unlock lesson difficulties: 1. What is ornamental gardening? 2. What
is urban farming? 3. How can urban farming be practiced in your communities? 4. What is an
open terrarium? (As an urban farming method.) 5. What are the tools and materials needed in
making an open terrarium? 6. What are the steps in making an open terrarium? A. Definition of
technical terms 1. Terrarium 2. Open Terrarium 3. Closed Terrarium 4. Organic fertilizer (optional)
MODULE 6.9: CURRICULUM AND INSTRUCTION(TECHNOLOGY AND LIVELIHOOD
EDUCATION) 56
64. TEACHER INDUCTION PROGRAM APPENDICES B. Safety precautions to be observed in
making an open terrarium. 1. Cover your nose with a handkerchief to avoid inhaling the
pulverized charcoal and organic fertilizer (if used). 2. Be careful in handling the hand trowel and
the pruning scissors to avoid hurting your fingers. 3. Avoid spilling or dropping water on the floor
so that the floor will not become slippery. 4. Move carefully in order to avoid spilling the soil. C.
Steps in making an open terrarium 1. Prepare all the needed tools and materials. 2. Wipe the
bottle or glass container to make it very clearly transparent. 3. Put a one-inch thick layer of
pulverized charcoal into the glass container. 4. Put a one-inch thick layer of sand on top of the
pulverized charcoal. Put a one-inch thick layer of fertilizer (organic or commercial) next to the
pulverized soil. 5. Fill the remaining space in the glass container with loam soil. 6. Trim the
terminal roots of the plant material with the aid of the pruning scissors. 7. Plant or set the plant
material in the glass container, taking into consideration the design to be created.
Herbaceous/shrub plants should be used specially those that do not grow big. 8. Press the soil
slightly around the plant. 9. Place the decorative materials such as pebbles and figurines.
MODULE 6.9: CURRICULUM AND INSTRUCTION(TECHNOLOGY AND LIVELIHOOD
EDUCATION) 57
65. TEACHER INDUCTION PROGRAM APPENDICES 10. Water with a fine spray. Water should
just be enough to be absorbed by the soil media. This includes the loam, sand, fertilizer and
charcoal. 11. Place in a shaded area or inside the house. 12. Trim the plants occasionally to
maintain the correct height. D. Application Call one or more students to re-demonstrate the steps
in making the open terrarium. . E. Generalization Call one or more students to generalize the
topic that has been discussed. IV. Evaluation: Short Quiz Direction: Choose the letter of the
correct answer. 1. It is a miniature landscape garden in a container. a. flat garden b. bonsai c.
open terrarium 2. It is the material used to enhance the beauty or appearance of the open
terrarium. a. soil b. pebbles c. charcoal MODULE 6.9: CURRICULUM AND
INSTRUCTION(TECHNOLOGY AND LIVELIHOOD EDUCATION) 58
66. TEACHER INDUCTION PROGRAM APPENDICES 3. It is a kind of tool used to supply water
in fine sprays to the open terrarium. a. handwater sprayer b. water hose c. sprinkler 4. It is a
farming method done when there is no available lot area or open field. a. container gardening b.
garden plot making c. ornamental gardening 5. It is a kind of plant that is suited to be grown in a
container such as an open terrarium. a. trees b. vine plants c. small shrubs and herbs Key to
Correction 1. c 2. b 3. a 4. a 5. c MODULE 6.9: CURRICULUM AND
INSTRUCTION(TECHNOLOGY AND LIVELIHOOD EDUCATION) 59
67. TEACHER INDUCTION PROGRAM APPENDICES MODULE 6.9: CURRICULUM AND
INSTRUCTION(TECHNOLOGY AND LIVELIHOOD EDUCATION) 60 V. Assignment Follow up
assignment 1. Make an open terrarium in your house. Advanced assignment: 1. Read about
vegetable gardening. 2. What are the atmospheric factors that affect plant growth? 3. Define the
following terms. a. Weather b. Climate c. Humidity d. Topography e. Photoperiod Reference:
Senn Andrews, Fundamentals of Horticulture. Manila: National Bookstore, 1978.
68. TEACHER INDUCTION PROGRAM APPENDICES MODULE 6.9: CURRICULUM AND
INSTRUCTION(TECHNOLOGY AND LIVELIHOOD EDUCATION) 61 APPENDIX B BANGHAY-
ARALIN SA AGRIKULTURA BAITANG V Mga Layunin 1. Matutunan ang batayang konsepto sa
tamang paghahalamang ornamental. 2. Matukoy ang mga kinakailangan sa paghahalamang
ornamental. 3. Makapagtanim ng halamang ornamental. 4. Mapahalagahan ang pag-aalaga at
pagkultura sa halamang ornamental. Mga Paksa • Batayang konsepto sa pag-aalaga at
pagkultura ng halamang ornamental • Mga kinakailangan sa paghahalamang ornamental •
Tamang pamaraan sa pagtatanim ng halamang ornamental Karagdagang Kaalaman Para sa
Guro at Mag-aaral Sa paghahalaman ay may mga batayang konsepto na dapat muna malaman.
Ito ang mga konsepto sayantipiko na may kinalaman sa pagtubo at paglaki ng halaman
hanggang sa ito ay maging prodaktib: ang tamang uri ng lupa na pagtataniman, tamang
panahon o klima, init ng araw, tamang ulan o pagdidilig, at tamang pag- aalaga. Pamaraan A.
Paghahanda Isulat sa pisara ang maikling tula na ito: Magtanim magtanim ngayon Pagandahin
ang ating nayon Hindi lang sa amin, ngunit sa inyo rin.
69. TEACHER INDUCTION PROGRAM APPENDICES MODULE 6.9: CURRICULUM AND
INSTRUCTION(TECHNOLOGY AND LIVELIHOOD EDUCATION) 62 Malinis na hangin ating
langhapin Kapaligiran ay gawing luntian Nang tayong lahat ay makalanghap. Tanungin ang mga
bata kung ano ang dulot ng halaman ayon sa maikling tula. Ang sagot ay dapat nagmumula sa
tulang ito. B. Paglinang Mga materyales at kagamitan sa paghahalamang ornamental. May mga
mahalagang materyales at kagamitang kinakailangan sa paghahalamang ornamental. Ito ay ang
mga sumusunod: Materyales: Kagamitan: --Lupang loam --paso na pagtataniman --Lupang
organiko --hand trowel --Konting buhangin --hand gloves sa pagtatanim --Binhi o halaman --
regadera C Hakbang sa Pagtanim Ng Halamang Ornamental 1. Ihanda ang lahat ng mga
materyales at kagamitan. 2. Isapin ang buhangin sa loob ng paso. Sa ganitong paraan ay
maiiwasan ang pagdikit o pagkapit ng ugat ng halaman sa ilalim. Ito ay teknik para mapadali ang
paglipat-tanim sakaling lumaki na ito at kailanganing mailipat sa mas malaking paso. 3. Haluin o
pagsamahin sa parehong proporsiyon ang lupang loam at organiko. 4. Ilagay ang magkahalong
dalawang uri ng lupa hanggang sa kalahatian ng paso. 5. Itanim ang binhi o halamang
ornamental sa gitna ng paso. 6. Punan ng pinagsamang loam at organikong lupa ang natitirang
bakanteng lugar ng paso.
70. TEACHER INDUCTION PROGRAM APPENDICES MODULE 6.9: CURRICULUM AND
INSTRUCTION(TECHNOLOGY AND LIVELIHOOD EDUCATION) 63 7. Idiin ang lupa sa paligid
ng halaman nang katamtamang lakas. 8. Diligan nang may pag-iingat para hindi maanod ang
lupa sa ibabaw. 9. Ilagay sa lilim hanggang isang linggo bago ito paarawan. Kailangan ito para
ang halaman ay hindi malanta dahil sa pagkakagalaw ng mga ugat nito. 10.Diligan lamang kung
kinakailangan. D. Pagtatapos at Pagtaya Pagsunod- sunurin ang mga hakbang sa pagtatanim
ng halamang ornamental. Ilagay ang tamang numero sa puwang. _______ a. Itanim ang binhi o
halaman sa paso. _______ b. Ilagay ang magkahalong lupa hanggang sa kalahatian ng paso.
_______ c. Idiin ang lupa sa paligid ng halaman. _______ d. Diligan lamang kung kinakailangan.
_______ e. Ihanda ang lahat ng mga materyales at kagamitan. _______ f. Haluin o pagsamahin
ang loam at organikong lupa. _______ g. Isapin ang buhangin sa loob ng paso. _______ h.
Diligan nang may pag-iingat para hindi maanod ang lupa. _______ i. Ilagay sa lilim. _______ j.
Punan ng lupa ang natitirang bakanteng lugar sa paso. Sanggunian: Senn Andrews.
Fundamentals of Horticulture. New York: Pub., 1975. Susi sa Pagwawasto a. 5 f. 3 b. 4 g. 2 c. 7
h. 8 d. 10 i. 9 e. I j. 6
71. TEACHER INDUCTION PROGRAM APPENDICES MODULE 6.9: CURRICULUM AND
INSTRUCTION(TECHNOLOGY AND LIVELIHOOD EDUCATION) 64 APPENDIX C SAMPLE
LESSON PLAN IN HOME ECONOMICS (MAY BE TAUGHT IN THE SECOND YEAR HIGH
SCHOOL) I. Objectives: At the end of the lesson the students are expected to: A. Enumerate the
characteristics of a newborn baby. B. Recognize the differences among babies. C. Show interest
in familiarizing oneself with the characteristics of newborn babies. II. Subject Matter: A. Topic:
Babyhood Years Subtopic: Characteristics of a newborn baby B. Instructional Materials: Aids and
devices Charts Pictures of babies III. Procedure: A. Preparation. 1. Daily classroom routine 2.
Review of the past lesson B. Motivation: There are different letters in the chart. Select some
letters which can form a word and encircle them. The words you shall form are the
characteristics of a newborn baby.
72. TEACHER INDUCTION PROGRAM APPENDICES B F D H I K P J I G Q D A P P E A R A N
C E E R U T E LV H G E M P X F V U LP C K Q W W T Y B Y T I LAU D V I D N I E D C E H S
S O L R M B H G I S O F N A X Z Y A J K L S N E S A N C Z F You will form the following words.
Appearance Helplessness Individuality C. Presentation of the Lesson 1. Definition of technical
terms: Appearance Helplessness Individuality 2. Unlocking of difficulties a. What are the
characteristics of a newborn baby? b. What are the differences which are observable among
babies? D. Application: Let us now see how well you have learned. Summarize the lesson just
discussed. E. Evaluation; Short Quiz MODULE 6.9: CURRICULUM AND
INSTRUCTION(TECHNOLOGY AND LIVELIHOOD EDUCATION) 65
73. TEACHER INDUCTION PROGRAM APPENDICES MODULE 6.9: CURRICULUM AND
INSTRUCTION(TECHNOLOGY AND LIVELIHOOD EDUCATION) 66 Direction: Fill in the blanks
with the correct word. Read each item carefully. 1. ___________ is the state of being dependent
babies. 2. The common characteristics of newborn infants are___________ and 3.
____________ 4. The physical image of a person is called ____________. 5. Babyhood years
begin from the day of birth of the baby until ____________ year of age. Key to Correction: 1.
Helplessness 2. Smallness 3. Top heaviness 4. Appearance 5. One IV. Assignment: 1. Define the
term childhood. 2. Describe the body proportion of an infant. Reference: Nursing Services,
American Red Cross. Home Nursing. New York: Doubleday and Company, Inc., 1977, pp. 91-
113.
74. TEACHER INDUCTION PROGRAM APPENDICES MODULE 6.9: CURRICULUM AND
INSTRUCTION(TECHNOLOGY AND LIVELIHOOD EDUCATION) 67 APPENDIX D BANGHAY-
ARALIN SA PAGLULUTO AT NUTRISYON BAITANG IV Mga Layunin 1. Matalakay ang
kahalagahan ng tamang nutrisyon. 2. Makilala ang iba’t- ibang local na pagkaing nagbibigay ng
sustansiya ayon sa food pyramid. 3. Maipaliwanag ang kahalagahan ng anim na food elements
na mahalaga para sa tamang nutrisyon. 4. Mapahalagahan ang tamang pagbabalak ng pagkain
para sa pamilya. Mga Paksa • Kahalagahan ng anim na food elements at ng tamang nutrisyon •
Ang anim na food elements para sa mabuting nutrisyon • Iba’t-ibang uri ng pagkaing lokal na
nagbibigay ng mga food elements • Mahalagang aspeto sa pagbabalak ng pagkain para sa
pamilya Karagdagang Kaalaman Para sa Guro at Mag-aaral Ang kalusugan ng mga miyembro
ng pamilya ay nakasalalay sa tamang pagkain. Ito ang mga pagkain na nagbibigay ng mga food
elements na kinakailangan ng ating katawan para mapanatili at mapangalagaan ang kalusugan.
Maraming uri ng pagkaing lokal na kayang bilhin ng mag-anak ang maaaring ihanda sa hapag
kainan para matugunan ang tamang pangangailangan ng katawan ng tamang nutrisyon. Ang
pagbibigay ng tamang nutrisyon ay makakamit mula sa tamang pagbabalak ng pagkain para sa
pamilya.
75. TEACHER INDUCTION PROGRAM APPENDICES MODULE 6.9: CURRICULUM AND
INSTRUCTION(TECHNOLOGY AND LIVELIHOOD EDUCATION) 68 Mga kagamitan Mga
larawan at aktwal na produkto o pagkaing lokal. Larawan ng food pyramid na nagtataglay ng
mga ibat ibang uri ng pagkain na nagbibigay ng mga sustansiya. Pamaraan A. Paghahanda
Ganyakin ang mga mag-aaal sa larawan ng food pyramid at aktwal na pagkaing lokal. Hayaan
ang mga mag-aaral na makapagbigay puna sa kanilang nakikita. B. Paglinang Ang anim na food
elements na kailangan ng katawan para sa mabuting nutrisyon • Fats and oils--Ito ang
nagbibigay sustansiya para mapanatili ang init ng katawan at ito ay nagbibigay din ng enerhiya
para may lakas ang katawan • Vitamins--Ito ay nagbibigay sustansiya para mapasigla at
mapaliksi ang katawan, at nang lumakas ang resistensiya laban sa sakit. • Minerals–Ito ang
nagbibigay sustansiya para mapanatiling matigas ang mga buto at mga kuko. • Proteins--Ito ang
sustansiyang tumutulong para ang muscles at tissues ng ating katawan ay siksik at matigas. •
Carbohydrates--Ito ang nagbibigay ng sustansiya para ang ating katawan ay may enerhiya at
lakas. • Liquids/Water--Ito ang tumutulong sa katawan sa lahat ng metabolismo at nang sa
ganun ay magawa nito nang maayos ang mga prosesong internal.
76. TEACHER INDUCTION PROGRAM APPENDICES MODULE 6.9: CURRICULUM AND
INSTRUCTION(TECHNOLOGY AND LIVELIHOOD EDUCATION) 69 Mga Halimbawa ng ibat
ibang pagkaing lokal na nagbibigay ng mga food elements • Fats and oils Butter/mantikilya
Mayonnaise Mantika Taba ng mga ulam( baboy, manok) • Vitamins Pinya Ubas Dalandan Mga
prutas • Minerals Pagkaing sea shells: Isdang dilis -Halaan Saging -Suso • Proteins Mga karne:
Mga Isda: - Manok - Hasa-hasa - Baboy - Tanigue • Carbohydrates Kanin Tinapay Kamote Gabi
Kendy • Liquids/Water Tubig Sabaw ng pagkain Juices
77. TEACHER INDUCTION PROGRAM APPENDICES MODULE 6.9: CURRICULUM AND
INSTRUCTION(TECHNOLOGY AND LIVELIHOOD EDUCATION) 70 Mga Mahalagang
Aspetong Dapat Pagtuunan ng Pansin sa Pagbabalak ng Pagkain para sa Pamilya 1. Uri ng
pagkain at uri ng sustansiya na naibibigay nito 2. Pagkaing nasa panahon ( in season) 3. Abot
kaya ng pamilya ang halaga 4. Kasariwaan ng pagkain (freshness) Pagtatapos at Pagtaya Piliin
ang tamang sagot sa pamamagitan nang pagbilog sa letra ng mga tinutukoy: 1. Ang food
element na nagbibigay enerhiya o lakas sa katawan ay: a. carbohydrates c. vitamins b. proteins
d. minerals 2. Ang food element na nakakapagpalakas ng resistensiya laban sa sakit ay: a. fats
and oils c. liquids and water b. vitamins d. carbohydrates 3. Ang food element na
nakakapagpatigas ng ating mga buto at kuko ay: a. fats and oils c. liquids and water b. proteins
d. vitamins 4. Ang pagkain na sagana sa vitamins ay: a. isda c. tinapay b. mantikilya d. bayabas
5. Ang pagkain na may taglay na proteins ay a. isda c. tinapay b. mantikilya d. bayabas
78. TEACHER INDUCTION PROGRAM APPENDICES MODULE 6.9: CURRICULUM AND
INSTRUCTION(TECHNOLOGY AND LIVELIHOOD EDUCATION) 71 6. Ang pagkain na sagana
sa minerals ay: a. pinya c. halaan b. manok d. kanin 7. Ang pagkain na taglay ang carbohydrates
ay: a. pinya c. halaan b. manok d. kanin Magbigay ng tatlong aspeto na dapat tuunan ng pansin
sa pagbabalak ng pagkain sa pamilya 8. 9. 10. Sanggunian: Luz Rojo. Effective Home
Economics, Quezon City: Adriana Publishing, 1998. Susi Sa Pagwawasto 1. a 2. b 3. b 4. d 5. a
6. c 7. d 8. uri ng pagkain at uri ng sustansiya na naibibigay nito 9. pagkaing nasa panahon ( in
season) 10. abot kaya ng pamilya ang halaga -- kasariwaan ng pagkain (freshness)
79. TEACHER INDUCTION PROGRAM APPENDICES MODULE 6.9: CURRICULUM AND
INSTRUCTION(TECHNOLOGY AND LIVELIHOOD EDUCATION) 72 APPENDIX E SAMPLE
LESSON PLAN IN COMPUTERS (MAY BE TAUGHT IN THE ELEMENTARY AND IN HIGH
SCHOOL) I. Objectives: Given the information and an hour session, the students are expected
to: 1. Learn the advantages of using power point in making presentations. 2. Appreciate the
advantages of power point presentations. 3. Construct a presentation using power point. II.
Subject Matter: A. Concept: Power Point / Graphics Presentation Sub concept: Creating a power
point presentation B. Instructional Materials: 1. Reference: Microsoft Office 2000 Professionals
2. Aids and Devices: 2.1 Visual aids 2.2 Computer unit/s 2.3 M.S. Office 2000 Software III.
Procedure: Preparation 1. Daily classroom routine. 2. Review of the past lesson. Topic: Creating
a Slide Presentation
80. TEACHER INDUCTION PROGRAM APPENDICES MODULE 6.9: CURRICULUM AND
INSTRUCTION(TECHNOLOGY AND LIVELIHOOD EDUCATION) 73 A. Motivation: Class, I
have here two drawings of a dove. One on a cartolina and the other one projected on the screen.
Which dove do you like? Why? B. Presentation: 1. (Unlocking of Difficulties) Discuss the
answers to the following key questions: a. What is a power point presentation? b. What are the
advantages of a power point presentation? c. What are the structures to be considered in
planning a power point presentation? d. What are the other elements which can be added or
utilized in a power point presentation to make it more interesting and attractive? e. What are the
steps in creating a power point presentation? 2. Definition of Terms: a. Power Point b.
Presentation c. Layout d. Dialog Box C. Application: Call at least 3 students to create their own
presentation using power point. D. Generalization: Call at least 3 students to give a brief
summary of the topic that has been discussed. E. Evaluation: Short Quiz. Direction: Write the
answer in the space provided. __________1. It is a pattern or frame.
81. TEACHER INDUCTION PROGRAM APPENDICES MODULE 6.9: CURRICULUM AND
INSTRUCTION(TECHNOLOGY AND LIVELIHOOD EDUCATION) 74 __________2. A software
which enables one to extend the ability to communicate and help make effective presentations.
__________3. The giving of information to the audience and listeners. __________4. It allows
one to provide more information about how a program should carry out a task. __________5.
Characterized by having font and alignment buttons most common on a toolbar. Key to
Correction: 1. Layout 2. Power Point 3. Presentation 4. Dialog Box 5. Formatting Toolbar IV.
Assignment a. Follow-up: Study more about the power point presentation. b. Advance
assignment: Read about the slide show presentation. Reference: Parsons, J. Et al. Microsoft
Office 2000 Professionals. Jomma Mfg. Corp. Phil., 2000, Quezon City: Phoenix Publishing,
2000. pp 16-28.
82. TEACHER INDUCTION PROGRAM APPENDICES MODULE 6.9: CURRICULUM AND
INSTRUCTION(TECHNOLOGY AND LIVELIHOOD EDUCATION) 75 APPENDIX F BANGHAY-
ARALIN SA TINGIANG PAGTITINDA BAITANG VI I. Mga Layunin 1. Matalos ang kahulugan ng
tingiang pagtitinda. 2. Maipaliwanag ang kahalagahan ng matalinong pamamahala ng tingiang
pagtitinda. 3. Matalakay ang mga alituntunin kailangang isaisip para sa ikauunlad ng pagtitinda.
4. Mapahalagahan ang mga alituntunin sa ikauunlad ng pagtitinda. II. Mga Paksa 1. Kahulugan
ng tingiang pagtitinda 2. Kahalagahan ng matalinong pamamahala ng tingiang pagtitinda 3. Mga
alituntuning dapat isa-isip o isagawa para sa maunlad na pagtitinda. III. Karagdagang Kaalaman
Para sa Guro at Mag-aaral Sa panahon ngayon ay makabubuti sa isang mag-anak ang
mayroong karagdagang kita o hanapbuhay. Ito ay nakatutulong sa maaaring kakulangan ng kita
o sa kawalan ng kita o hanapbuhay ng ilang pamilya. Ito ay gawaing madaling matutunan ng
ating mga kabataan habang sila ay nasa bahay lamang o di kaya’y habang walang pasok sa
paaralan. Ito ay maaari ding sanayang panimula para sa mas malaking pangangalakal.
Pamaraan A. Paghahanda Magkaroon ng talakayan tungkol sa karanasan ng mga bata sa
pamimili sa mall o sa tingiang tindahan, at tanungin kung anu-ano ang
83. TEACHER INDUCTION PROGRAM APPENDICES MODULE 6.9: CURRICULUM AND
INSTRUCTION(TECHNOLOGY AND LIVELIHOOD EDUCATION) 76 magagandang napuna nila
sa mga mall o tingiang tindahan. Hatiin sa dalawang grupo ang klase: a. yung may gusto
magsalita tungkol sa napuna sa mall at b. yung may gusto magsalita tungkol sa napuna sa
tingiang tindahan. B. Paglinang Ang tingiang pagtitinda ay isa sa mga mahahalagang gawaing
nakatutulong sa ika-uunlad ng ating pamayanan. Isa ito sa mga programa ng ating pangulo
upang matulungan ang pamayanan at mapaunlad ang ating bansa. Isa ito sa mga bagay na
dapat natin isagawa para sa maunlad na katuparan ng programang ito na tutuo namang
makatutulong sa ikauunlad ng pamayanan. Ang ikauunlad ng tingiang pagtitinda ay nakasalalay
sa mga alituntuning ito: • Masigasig na hangarin ng pamilya na mapaunlad ang pagtitinda •
Sapat na kaalaman sa pamimili at pagtitinda • Katamtamang puhunan sa panimula • Mga
katangian ng magtitinda, gaya ng mga sumusunod: a. magalang at magiliw sa mamimili b.
matapat at maayos sa gawain c. nag-uukol ng sapat na panahon sa pagtitinda d. may kaalaman
sa tamang halaga ng mga paninda e. sumusunod sa tamang alintuntunin sa pagpapatong ng
halaga na tutubuin f. may kaalaman sa magandang pag-aayos ng paninda g. may tamang
pamamaraan sa pamimili h. may kaalaman sa paglilista ng tamang halaga at mga napagbilhan

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