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Dlp-Tle6 - Agri Afa Final

The document outlines a lesson plan for a 6th grade agriculture class. The lesson will teach students about the benefits of planting fruit trees and identifying successful orchard growers in their community. Students will learn that fruit trees provide food and nutrients, protect against soil erosion, and serve as wildlife habitats. They will also discuss local orchard farmers and the qualities that contribute to their success in agriculture. The lesson involves group activities, discussions, assessments, and an assignment for students to draw additional benefits of trees.

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Mephisto Morningstar

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0% found this document useful (0 votes)

304 views116 pages

Dlp-Tle6 - Agri Afa Final

Uploaded by

Mephisto Morningstar

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

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Session No.

School Grade Level VI

Teacher Quarter
Learning Area EPP/ Agriculture Teaching Dates & Duration 50 mins.
I. LEARNING OBJECTIVES
Demonstrates an understanding of scientific practices in planting trees and
A. Content Standards
fruit trees
B. Performance Standards Applies knowledge and skills in planting trees and fruit trees.
C. Learning Competencies/Code TLE6AG-0a-1 , 1.1.1
D. Objectives
Explain the benefits derived from planting trees and fruit-bearing trees to
 Knowledge
families and communities.
Identify the benefits derived from planting trees and fruit-bearing trees to
 Skills
families and communities.
 Attitude Appreciate the attitude of being hardworking
Benefits of Planting Trees and Fruit Bearing Trees to Families and
II. CONTENT
Communities.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages CG Grade VI,p32, Home Economics And Livelihood Education 6 pp. 59-63
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Meta cards, pictures
C. Supplies, Equipment, Tools, etc.
IV. PROCEDURES
A. Introductory Activity Showing of pictures(Fruit bearing trees)
(5 minutes) What is depicted in the picture?
Paste the meta cards in the cartolina. Which has the
benefit of planting trees?
 Tress promote soil stabilitynby protecting the
soil from soil erosion
 Trees serve as valuable habitat for wildlife
animals.
 Trees help maintain high quality water supply.
 Trees reduced destruction to homes and
B. Activity
agricultural crops.
(10 minutes)
 Trees provide shade to houses, streets, parks,
and playgrounds.
 Tree leaves contribute garbage to
surroundings.
 Fruit trees is a major sources of food such as
fruits and nuts.
 Major sources of fuel

C. Analysis What do trees provide us?

(5 minutes) Is it important to plant trees ? Why?
D. Abstraction Importance and benefits of fruit-bearing trees.

1
Fruits and nuts are good sources of carbohydrates (sugar
and starch), fiber, vitamins and minerals.
Trees promote soil stability by protecting the soil from
erosion and prevent floods.
Trees reduce destruction to homes and agricultural crops by
serving as windbreakers during typhoons and storms.
Tress improve the atmosphere of a place by giving a feeling
(15 minutes) of freshness and coolness, reducing, temperature and
decreasing pollution in congested urban areas.
Trees provide shade to houses, streets, parks, and
playgrounds attractive, but also they do not just make them.
Trees contribute to the beautiful landscapes in the city and
the country sides.
Trees helps maintain high quality water supply.
Trees serve as valuable habitat for wildlife animals.

Write C if the statement is true, X if it is not.

_______1. Fruit trees gives us food.

E. Assessment _______2. It provides us shade and oxygen,too.
(5 minutes) _______3. Fruit bearing trees give us carbon dioxide.
_______4. Fruit bearing trees provide water to humans.
_______5. Fruit trees protect from soil erosion.

(Formal and informal observations of learners’ performance or behaviors are

To make agriculture sustainable, the grower has got to be able to make a

G. Concluding Activity
profit.
(2 mins.)
by: Sam Farr

V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative

2
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by: rtb

3
Session No. 2

School Grade Level VI

Teacher Quarter
Learning Area EPP/ Agriculture Teaching Dates & Duration 50 mins.
I. LEARNING OBJECTIVES
Demonstrates an understanding of scientific practices in planting trees and
A. Content Standards
fruit trees
B. Performance Standards Applies knowledge and skills in planting trees and fruit trees.
C. Learning Competencies/Code TLE6AG-0a-1, 1.1.2
D. Objectives
Identify the successful orchard growers in the community or adjacent
 Knowledge
communities.
Distinguish a successful orchard growers in the community or adjacent
 Skills
communities.
 Attitude Appreciate the attitude of being hardworking.
 Values
II. CONTENT Successful orchard growers in the community
III. LEARNING RESOURCES
A. References
CG Grade VI,p32, Home Economics And Livelihood Education 6 pp. 66-
1. Teacher’s Guide pages
67
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Meta cards, pictures
C. Supplies, Equipment, Tools, etc.
IV. PROCEDURES
Pupils will report on personalities, experts and practitioners who are
A. Introductory Activity successful orchard growers
(5 minutes) Pupils will identify also some well known orchards/agri-farms in their
community.
Group Activity:
Group yourselves into five.
Read the words written in the strips and and look at the
pictures of a successful orchards growers and discuss it
with your group. Place the strips on the assign column of
the manila paper. Choose a reporter in your group to report
in front.

B. Activity Types of Orchards Name of Successful Orchards

(10 minutes) Growers

4
4

Picture of
1. Editha Dacuycuy Dragon fruit
2. Desiree Duran tomato
3. Jose Mercado banana
4. Senen Bacani coffee
Watch the video clip of successful orchard grower in the Philippines
http://www.gonegosyo.net/blog/tagumpay/finding-success-in-agripreneurship/

C. Analysis
(5 minutes) Who can guess on what would be our lesson for today?
Here are some of the well-known agri- entrepreneurs in the Philippines.
1. Senen Bacani of La Fuerta Inc.

A former Department of Agriculture( DA) head, Mr. Bacani is now the CEO
of La Fuerta Inc.. “ We excel because we care” In his company’s motto.. With
his eagerness to help his community in Mindanao, he converted his land into a
banana plantation that produces 5 to 6 million boxes of Cavendish bananas
and exports them to Middle East and other Asian countries.
D. Abstraction
(15 minutes) 2. Editha Dacuycuy of REFMAD Farms

Ms.Dacuycuy’s dragon fruit farm is a result of her research for a cure to her
daughter disease’s. With her continues research and process innovation her
business grow and became known zero waste farming practices .Her vision is

5
to make the country a big dragon fruit producer.

3. Desiree Duran of Duran Farm and Agribusiness Center

With her desire to learn about about farming Ms.duran involved herself in
various agribusiness seminar and training . She then converted her land into
tomato plantation and involved her community in the production .Beside
producing high quality fruits and vegetables, the center also train and teaches
farmers on modern agricultural technology.

4. Jose Mercado of Merlo Agricultural Corporation

As a young boy, he was already exposed to coffee farming in Batangas. He

continues this kind of business because he knew that coffee business will
make him successful. It actually gives him a better life. As one of the pioneer
s in the coffee industry in Batangas. , they bank one on the high quality of
coffee beans and roasting techniques. He likewise, developed his own blend,
Café de Lipa for its flavor and aroma, besides the popular brands Batangas
Brew and Kapeng Barako.

E. Application
Base on our discussion, pair the name of orchard to its successful growers.
(5 minutes)

6
Identify the famous and successful orchards growers based on the
describe information. Choose your answers from the box. Write your answer
before the number.
Editha Dacuycuy, Desiree Duran, Jose Mercado, Senen Bacani

_________ 1. A dragon fruit farm is a result of her research for a cure of her
daughter diseases.

F. Assessment _________2. Has a coffee farming in Batangas.

(5 minutes)
_________3. Involve herself in community production and has a Tomato
Plantation.

_________4. He produces 5 to 6 million boxes of Cavendish banana from his

banana plantation farm.

5. She has a Durian farm in Mindanao.

(Formal and informal observations of learners’ performance or behaviors are

- Observation
recorded, based on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain insights
Learners/Conferencing on their understanding and to progress and clarify their thinking)
- Analysis of Learners’ (Teachers judge the quality of products produced by learners according to
Products agreed criteria)
(Teachers set tests or quizzes to determine learners’ ability to demonstrate
- Tests
mastery of a skill or knowledge of content)
G. Assignments ( 3 mins.)
o Search 5 personalities who are successful orchard growers
- Reinforcing / strengthening
in your community.
the day’s lesson
- Enriching / inspiring the
day’s lesson
- Enhancing / improving the
day’s lesson
- Preparing for the new
lesson
We have to bring children into a new relationship to food that connects them
H. Concluding Activity
to culture and agriculture.
( 2 mins. )
by: Alice Waters
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation

7
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me
solve?
G. What innovation or localized materials did
I use/discover which I wish to share with
other teachers?
Prepared by: rtb

8
Session No. 3

School Grade Level VI

Luzon Visayas Mindanao

Avocado jackfruit pomelo

B. Activity
Attis lanzones lemon
(10 minutes)
Citrus Rambutan mabolo
Camachile santol orange
Coconut mango pili
Durian sineguelas guyabano
Guava tamarind

Ask: After doing the activity, how did you feel?

C. Analysis
What do you think is the element to consider in planting fruit-bearing trees?
(5 minutes)
D. Abstraction Elements / Factors to be Observed in Planting Tress and Fruit-bearing Trees
(15 minutes)
1. Choose the best place for planting.

9
Trees and fruit trees require more space for growth than
ornamental plants or crops. This is so, because trees and fruit
trees grow tall and wide . There are trees that have roots that
expand sideward and those that move downward.

2. Choose the seeds that best suit the season and the soil.
This means that the seeds come from a good quality mother
and the seeds are healthy , mature with no blemishes or cuts,
and of the right size and form. Seeds must be prepared before
planting. Planting should be done preferably during the rainy
season.

3. Put sufficient fertilizers in the soil.

It is advisable to prepare the soil before planting. This means
cleaning the soil and its surrounding area and mixing the soil
with organic fertilizers.

4. Take care of the soil and the plants regularly.

Caring for the young trees means removing the grass and the
weeds around them so they do not compete in getting the
nutrients from the soil. Keeping the soil always moist is not a
problem during the rainy season.

Group Activity.
Dramatize on elements to be observed in planting trees and fruit-bearing
trees.

Group 1---- Choose the best place for planting.

Group 2-----Choose the seeds that best suit the season and the
soil.
E. Application
Group 3----- Put sufficient fertilizers in the soil.
(5 minutes)
Group 4----- Take care of the soil and the plants regularly.

Rubrics
Very Good Good Performance Poor Performance
Performance 4 3
5
True or False
Write true if the statement is correct and false if the statement is wrong.
______1. In fruit tree production select a variety of tree that is not found in the
locality.
F. Assessment
______2 Select planting materials in low quality.
(5 minutes)
______3. Low variety of seedling will be best to plant.
______4. The best suited to tour locality fruit should be considered.
______5. Geographical area should always be considered in planting fruit
trees.
(Formal and informal observations of learners’ performance or behaviors are
- Observation
recorded, based on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain insights
Learners/Conferencing on their understanding and to progress and clarify their thinking)

10
- Analysis of Learners’ (Teachers judge the quality of products produced by learners according to
Products agreed criteria)
(Teachers set tests or quizzes to determine learners’ ability to demonstrate
- Tests
mastery of a skill or knowledge of content)
G. Assignments (3 mins.)
- Reinforcing / strengthening Interview a farmer on what factors to consider when selecting a suitable
the day’s lesson location for planting trees and fruit-bearing trees.
- Enriching / inspiring the
day’s lesson
- Enhancing / improving the
day’s lesson
- Preparing for the new
lesson

It is impossible to have a healthy and sound society without a proper respect

H. Concluding Activity
(2 mins.) for the soil.
Peter Maurin

V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by: rtb

11
Session No. 4

School Grade Level VI

A. Introductory Activity
(5 minutes)

What did you see this picture? Can you say something to it?
https://www.publicdomainpictures.net/en/view-image.php?
image=149772&picture=farmers-market-fruit-stand

Activity. Group the class into two and proceed accordingly.. Read the
Instruction in each envelop containing a cut –outs.
Group 1--- Cut outs to form a fruit bearing trees
B. Activity
Group 2--- Read the words in the meta cards, and form it into a sentence.
(10 minutes)
( Demands of Fruits in the Market)
Group 3--- Cut outs to form a fruit stand.

C. Analysis Based on the song and the activity we had. Can you guest what is our lesson
(5 minutes) for today?
D. Abstraction Market Demands for Fruits

12
Planting fruit trees is a profitable business if one puts his/her full attention,
and has technical knowledge and skill in planting coupled with hard work
and determination. The demand for fruits in the local and international
market continues to be high because more people realize the importance
of fruits in the diet. Nowadays, people across ages are becoming more
and more health conscious. They realize the importance of good nutrition
in promoting good health. Fruits are high in vitamins and minerals as well
as fiber. They are part of the daily intake of most Filipinos and people
across the world. That is why the demand for fruits in the market remains
high.
The fruit industry of the Philippines contributes considerably to the economy of
the country. The leading eight species grown in the country are banana,
pineapple, mango, papaya, calamondin, durian, jackfruit and lanzones based
on volume of production. These are available all-year round in the market.
Banana, pineapple and mango are the major export commodities of the
country.
With the opening of the ASEAN Common Market in 2015, the industry faces
a big challenge to provide a safe product at competitive prices. This can only
be achieved through the integration of the production and marketing for each
(10 minutes) fruit species. Furthermore, productivity and/or areas of production should be
increased in order to attain the economy of scale to expand and/or open new
markets abroad. Moreover, there is need to enhance the extension services
provided by the different government agencies in order to efficiently transfer
new technologies to growers to enhance their production and marketing
efficiency. Nowadays product standard and safety are major concerns in both
domestic and export markets such that application of Good Agricultural
Practices (GAPs) should be strongly pursued by the growers as well as its
subsequent product certification.
Research and development activities in fruit are generally fragmented and
lack continuity. Most often, it is reactionary response to a problem of a
particular commodity. This is brought about by the limited funds invested by
government on these efforts in the country. Hence, there is a need for the
government to increase its investment to a level of 1-2% of the total
contribution of the industry to the economy of the country. This will ensure the
proper support to develop the necessary manpower complement needed as
well as provide continuity on the research and development programs for each
commodity.

http://www.fftc.agnet.org/library.php?func=view&id=20150810090507

E. Application Group activity:

(10 minutes) Group 1 Dramatize how to sell fruits
Group 2Make a poem on how to market fruits.
Fill in the blanks. Write your anwers in the space provided for. Select your
answer in the box.
Fruits, Vitamin, Papaya, mineral, banana, fiber, mango. fruit industry
F. Assessment
(5 minutes) _______1-3 are the major export commodities of the country.
_______4-6 . Fruits are high in
_______7. The ________ of the Philippines contributes considerably to the

13
economy of the country.
_______8. they are part of the daily intake of most Filipinos and people across
the world.

(Formal and informal observations of learners’ performance or behaviors are

H. Concluding Activity Judge of a tree by its fruit, not by its leaves.

(2 mins.)
Periander

14
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by: rtb

15
Session No. 5

School Grade Level VI

Teacher Quarter
Learning Area Epp/ Agriculture Teaching Dates & Duration 100 mins.
I. LEARNING OBJECTIVES
Demonstrates an understanding of scientific practices in planting trees and fruit
A. Content Standards
trees.
B. Performance Standards Applies knowledge and skills in planting trees and fruit trees.
C. Learning
TLE6AG-0b-2,1.2.3, 1.2.4, TLEAG-0c-3,1.3.4
Competencies/Code
D. Objectives
 Knowledge Identify the agencies that provides high-value
 Skills Sketches in the locality
 Attitude Describes with positive vision the benefits derived from fruit bearing trees.
II. CONTENT Sources of Fruit-Bearing Trees
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Learning and Living in the 21st Century pp, 119, CG
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
internet
C. Supplies, Equipment, metacards, pictures
Tools, etc.
IV. PROCEDURES

A. Introductory
Activity
(5 minutes)

https://www.olx.ph/item/fruit-bearing-trees-nursery-ID3zTnG.html

Teacher prepare an activity place in an envelope.

B. Activity
The envelope contains cut-outs of different fruit bearing trees. Let the pupil
(10 minutes)
assemble the cut-outs, the first group to finish will be the winner.

C. Analysis
Ask: After doing the activity, what do you feel?
(5 minutes)
D. Abstraction Sources or Fruit-Bearing Trees

16
Young fruit-bearing trees can come from many sources. Foremost of these sources is the
government agency responsible for propagating high-value fruit-bearing trees. This is the
Bureau gives free fruit-bearing tree seedlings, leaflets, and other printed materials that will
help fruit tree growers in their business.

Agriculture plays a significant role in the Philippine economy. Involving about 40 percent

of Filipino workers, it contributes an average of 20 percent to the Gross Domestic Product.
Importance of Agriculture: Agriculture plays a crucial role in the life of an economy. It is
the backbone of our economic system. Agriculture not only provides food and raw
material but also employment opportunities to a very large proportion of population.
The Philippine Department of Agriculture (abbreviated as DA; Filipino: Kagawaran ng
Agrikultura), is the executive department of the Philippine government responsible for the
promotion of agricultural and fisheries development and growth.
Private nurseries are found within and outsides the city. Here you can buy high-value fruit
tree seedlings that grow fast and bear more fruits than ordinary fruit trees. These are
products of new technology in fruit tree farming. A good example is the Dizon Fruit Tree
Nursery at the parks and Wildlife Center. It is visited by many fruit tree growers who like to
keep abreast of new technology in tree farming.

(15 minutes) Choosing Appropriate Trees to Plant

1. Save seeds of fruit trees during the summer months. Grow them in tin cans
so that by the end of the summer, they are three months old.
2. It is advisable to plant trees that are indigenous to the place or locality. This
allows easy adaptation and ensures growth.
3. Species of trees considered for tree farming possess these qualities.
 Fast growing
 Resistant to pest and diseases
 Deeply rooted
 Stay green during the dry months
 Resistant to strong wind
 Have commercial and economic value
4. Tree suitable for reforestation of hills and mountains have these
characteristics
5. Trees suitable for city planting have these characteristics
https://www.google.com/search?
sa=X&q=What+is+the+role+of+Department+of+Agriculture+in+the+Philippines
%3F&ved=2ahUKEwjjw8XzrdvhAhXbb30KHd_ZCwkQzmd6BAgNEBE&biw=1366&bih=6
57

E. Application
Draw different kinds of fruit – bearing trees.
(5 minutes)
Fill in the blanks.
1. ____________ agency that responsible for progating high-value fruit bearing
F. Assessment trees.
(5 minutes) 2. The Dept. of Agriculture gives free _______, ________, _______.
3. ___________ are found within and outside the city that can you buy high value
fruit tree.
- Observation (Formal and informal observations of learners’ performance or behaviors are recorded,

17
based on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain insights on their
Learners/Confe understanding and to progress and clarify their thinking)
rencing
- Analysis of (Teachers judge the quality of products produced by learners according to agreed
Learners’ criteria)
Products
(Teachers set tests or quizzes to determine learners’ ability to demonstrate mastery of a
- Tests
skill or knowledge of content)
G. Assignments
( 3 mins.)
- Reinforcing /
strengthening
the day’s Study your lesson.
lesson
- Enriching /
inspiring the
day’s lesson
- Enhancing /
improving the
day’s lesson
- Preparing for
the new lesson
H. Concluding This is usually a brief but affective closing activity such as a strong quotation, a short
Activity ( 2 mins.) song, an anecdote, parable or a letter that inspires the learners to do something to
practice their new learning.
V. REMARKS
VI. REFLECTIONS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching

18
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
Prepared by: rtb

19
Session No. 6

School Grade Level VI

Tuirf
Tun
B. Activity
(10 minutes) dees

Ans: fruit, nut, seed

C. Analysis How do you fell the activity?

(5 minutes) What are the different types of orchard farms?
What are the types of orchard farm that found in the community?
Video clip
D. Abstraction
(15 minutes)
https://www.youtube.com/watch?v=g4oHrLl04GM
https://bizfluent.com/info-7823641-types-orchards.html
E. Application Group Activity.
(5 minutes) Group 1 Draw a fruit Orchard

20
Group 2 Draw Nut Orchard
Group 3 Draw Seed Orchard
Identify what type of orchards that descried in the sentence.
1. __________ Orchard that include any facility that concentrates
on growing tree- bearing fruits such as papaya, mango, orange
lime and avocado.
2. __________ These orchards include facilities that produced
F. Assessment nuts such as cashew , pecan, walnut, almond, cacao, coconut
(5 minutes) and pine.
3. __________ These orchards focus primary on growing trees that
produced seeds sold for commercial distribution or resale
purposes. They can be sold to agricultural campanies or used
for food production.

(Formal and informal observations of learners’ performance or behaviors are

Agriculture is the foundation of manufactures, since the productions of nature

H. Concluding Activity
( 2 mins.)
are the materials of art.
Edward Gibbon
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson.
D. No. of learners who

21
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by: rtb

22
Session No. 7

School Grade Level VI

Teacher Quarter
Learning Area Epp/Agriculture Teaching Dates & Duration 50 mins.
I. LEARNING OBJECTIVES
Demonstrates an understanding of scientific practices in planting trees and fruit
A. Content Standards
trees.
B. Performance Standards Applies knowledge and skills in planting trees and fruit trees.
C. Learning
TLE6AG- 0c- 3, 1.3.2
Competencies/Code
D. Objectives
Demonstrates an understanding of scientific practices in planting trees and fruit
 Knowledge
trees.
 Skills Apply knowledge and skills in planting trees and fruit trees.
 Attitude Appreciate the importance of planting trees.
II. CONTENT Trees appropriate for Orchard Gardening
( Based on Location, Climate, and Market Demands)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide CG
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning internet
Resources
C. Supplies, Equipment, Meta cards, pictures
Tools, etc.
IV. PROCEDURES
A. Introductory Activity
Singing of an action song “I have a Tree”
(5 minutes)
Group yourselve into 4.
B. Activity
Make a contest in sketching an orchard garden.
(10 minutes)
Ask: How do you feel the activity,easy or difficult? Why?
C. Analysis
(5 minutes) Describe an orchards? What are the factors you need to consider in orchard
gardening? What do you think to be consider in orchard gardening?

23
D. Abstraction
(15 minutes)

Establishment of an orchard is a long term investment and deserves a very critical

planning. The selection of proper location and site, planting system and planting
distance, choosing the varieties and the nursery plants have to be considered
carefully to ensure maximum production.

Location and site

Proper selection of site is important. Selection may be made based on the following
criteria.
1. The location should be in a well established fruit growing region because one
could get the benefit of experience of other growers and also get the benefit of
selling the produce through co-operative organizations with other fruit growers.
2. There should be a market close to the area.
3. The climate should be suitable to grow the chosen fruit crops.
4. Adequate water supply should be available round the year.

Planting season
The season of planting varies with different fruits and local conditions. There are
two seasons of planting in vogue in India.
i) Monsoon (June - August) and
ii) Spring (February - March)
Monsoon season is considered to be the best for planting evergreen fruit trees like
citrus, mango, sapota and guava. If the trees are planted early in the rainy season
they soon establish themselves and grow vigorously. Deciduous trees may be
planted during the dormant period without shock. Care should be taken that
planting is done before the
growth starts, otherwise trees suffer severely and will be in poor condition to
withstand the next hot weather.

http://agritech.tnau.ac.in/horticulture/horti_orchard%20management.html

Grafted tree tomato.

Tamarillo best known by the name tree-tomatoes in Kenya is a fast-growing tree
that grows up to 5 meters. Peak production is reached after 1-3 years, and the life
expectancy is about 12 years. The tree usually forms a single upright trunk with
lateral branches. They produce 1 to 6 fruits per cluster. Plants can set fruit without
cross-pollination, but the flowers are fragrant and attract insects. Cross-pollination

24
seems to improve fruit set.
The Tree-Tomato prefers subtropical climate, they grow with rainfall between 600
and 4000 millimeters and annual temperatures between 15 and 20 °C. It is
intolerant to frost (below -2 °C) and drought stress. It is assumed that fruit set is
affected by night temperatures.

Bananas do well from a sea level of 1800M with a minimum rainfall of 1000m per
year which is appropriate during flowering. Farmers in low rainfall areas should
ensure that irrigation is done throughout. Soils should be fertile and well drained to
avoid water logging.
( Teacher may add other kind of orchard in his/her lesson.)
http://agritech.tnau.ac.in/horticulture/horti_orchard%20management.htm

Group activity:
E. Application Group 1---- Pantomime the kinds of orchard to be garden
(5 minutes) Group 2----Dramatize the type of orcharge to be garden based in your locality.

Write the correct answer in the blank.

1. _________ is a season considered to be the best for planting
evergreen fruit trees like citrus, mango, sapota and guava.
2. _________ prefers subtropical climate, they grow with rainfall
between 600 and 4000 millimeters and annual temperatures between
15 and 20 °C.
F. Assessment
(5 minutes) 3. Adequate ________ supply should be available round the year.

4-5. There are two seasons of planting

4. __________ 5.__________

(Formal and informal observations of learners’ performance or behaviors are

- Observation
recorded, based on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain insights on
Learners/Conferencin their understanding and to progress and clarify their thinking)
g
- Analysis of Learners’ (Teachers judge the quality of products produced by learners according to agreed
Products criteria)
(Teachers set tests or quizzes to determine learners’ ability to demonstrate
- Tests
mastery of a skill or knowledge of content)
G. Assignments (3 mins.)
- Reinforcing /
strengthening the
day’s lesson
- Enriching / inspiring

25
the day’s lesson
- Enhancing / improving Study your lesson.
the day’s lesson
- Preparing for the new
lesson
H. Concluding Activity “Plant trees to protect our mother earth.”’
(2 mins.)
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Prepared by: rtb

26
Session No. 8

School Grade Level VI

Teacher Quarter
Learning Area Epp/ Agriculture Teaching Dates & Duration 100 mins.
I. LEARNING OBJECTIVES
A. Content Standards Demonstrates an understanding of scientific processes in animal/fish raising
B. Performance
Applies knowledge and skills, and develops one’s interest in animal/fish raising
Standards
C. Learning
TLEAG-0c-3,1.3.3
Competencies/Code
D. Objectives
 Knowledge Explain the methods of planting/propagating trees and fruit-bearing trees
 Skills Perform the proper way of planting/propagating trees and fruit-bearing trees
 Attitude Show interest in the activity in planting/propagating trees.
II. CONTENT Propagating Trees and Fruit-Bearing Trees
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Learning and Living in the 21st Century p, 131, CG
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
internet
C. Supplies, Equipment, Tools,
etc. metacards, pictures
IV. PROCEDURES

A. Introductory
Activity
(5 minutes)
https://www.google.com/search?q=picture+of+grafting&tbm=isch&source=iu&ictx=1&fir=F-
pjv0W4LrAeXM%253A%252Cy5eHgY-tOjj4gM%252C_&vet=1&usg=AI4_-
kTpbBZWoQWKlEovHJVv5VVpngU7uw&sa=X&ved=2ahUKEwjinO79yNvhAhUs6XMBHWj
IAlgQ9QEwAnoECAcQCA#imgrc=F-pjv0W4LrAeXM:

B. Activity Teacher prepare an activity place in an envelope.

(10 minutes) The envelope contains cut-outs of different fruit bearing trees. Let the pupil
assemble the cut-outs, the first group to finish will be the winner.
C. Analysis
Ask: After doing the activity, how did you feel?
(5 minutes)
D. Abstraction Proper way of Planting/Propagating Trees and Fruit-Bearing Trees

27
1. Grafting---- A process in which the stem of one plant ( mother plant) is
inserted into another plant ( a seedling). The two units are formed into
another plant. Examples are mango,guava, and santol.

(15 minutes) 2. Budding---- a form of grafting using a single bud as the scion.

3 Marcotting or Air Layering----- a process where a ring of bark on a large

branch is removed, the inner surface scraped lightly and then wrapped with
moist soil or moss covered with plastic sheet or coco husk and secured
tightly on the both ends with twine.
https://www.youtube.com/watch?v=Z20i4_I9-Ew

E. Application Teacher bring plants for the pupil to use in the application on how to propagate trees
(5 minutes) appling the proper way the budding, marcotting and grafting.

Fill in the blanks.

4. _____________ a process in which the stem of one plant is inserted into another
plant.
5. _____________ a process where the ring of the bark on the large branch is
F. Assessment
removed,and wrapped with moist soil or moss covered with plastic.
(5 minutes)
6. _____________ a form of grafting using a single bud.
7. _____________ is the name of the bud used in budding.
8. _____________ it is another name for marcotting.

(Formal and informal observations of learners’ performance or behaviors are recorded,

- Observation
based on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain insights on their
Learners/ understanding and to progress and clarify their thinking)
Conferencing

28
- Analysis of (Teachers judge the quality of products produced by learners according to agreed criteria)
Learners’
Products
(Teachers set tests or quizzes to determine learners’ ability to demonstrate mastery of a
- Tests
skill or knowledge of content)
G. Assignments (3
mins.)
- Reinforcing /
strengthening
the day’s Study your lesson.
lesson
- Enriching /
inspiring the
day’s lesson
- Enhancing /
improving the
day’s lesson
- Preparing for
the new
lesson
H. Concluding This is usually a brief but affective closing activity such as a strong quotation, a short song,
Activity an anecdote, parable or a letter that inspires the learners to do something to practice their
( 2 mins.) new learning.
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?
Prepared by: rtb
Session No. 9

School Grade Level VI

29
Teacher Quarter
Learning Area EPP/ Agriculture Teaching Dates & Duration 50 mins.
I. LEARNING OBJECTIVES
Demonstrates an understanding of scientific practices in planting trees and
A. Content Standards
fruit trees
B. Performance Standards Applies knowledge and skills in planting trees and fruit trees.
C. Learning
TLE6AG-0c-3,1.3.5
Competencies/Code
D. Objectives
 Knowledge Distinguish how to care for seedlings.
 Skills Describe how to care for seedlings
 Attitude Caring for seedlings
 Values
II. CONTENT How to care for Seedlings
III. LEARNING RESOURCES
A. References
Home Economics and Livelihood Ed.6
1. Teacher’s Guide pages
pp. 79-82 CG,
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources internet
C. Supplies, Equipment, Tools, metacards, pictures
etc.
IV. PROCEDURES
1. Introductory Act. (5 mins.)
Show picture of a plant nursery.
What can you say about the picture.

A. Introductory Activity
(5 minutes)

video presentation on nursery plants.

https://www.youtube.com/watch?v=zg4XSgvhYPw

Group activity.
Group 1- Name the things to consider in growing and caring for
B. Activity plant seedlings.
(10 minutes) Group 2 Illustrate the things needed to take care plant seedlings.
Group 3 Dramatize how to take care of the plant seedlings.

C. Analysis Ask: After doing the activity, how did you feel?
(5 minutes) In your own way how will you take good care of your plant seedlings?
D. Abstraction What are the ?various ways of taking care of plant seedlings?

30
Caring for the seeds should begin from its selection up to storing them.

1. Proper Section of Seeds. The use of good and healthy seeds

ensure quality and high yield so it means big income for the
growers. The best source of good seeds are the healthy good
crops.The following are some ways to properly select seeds.
a. Seeds must come only from mature fruits 0r nearly mature fruits for
seedlings.
b. Seeds must have good germinating capacity. Collect seeds only from
healthy, vigorous trees with good form, and quality growth.
c. Seeds should be free from mixture of weed seeds. Avoid picking from
isolated naturally cross-pollinating species of trees because they are
of low viability.
d. Seeds must be free from damage or disease.
e. Seeds covered with pulp or with fruit juice must be washed. Dry good
seeds quickly under the sun.
2. Testing of Seeds. Plant growers can determine the germinating
ability of the seeds by testing them. Testing the seeds before
planting also prevent wastage of good seeds or avoids the need
(15 minutes) to plant again.
3. Soring of Seeds. The life of the seed must be ensured when
storing it. Humidity is the most important factor causing
deterioration of the vitality of the seeds when stored at the room
temperature, it should not be stored in the sealed container
except when the moisture content is reduced .The following are
reminders in storing the seeds.
i. In using desiccants, remember to use a container with
a tight cover Place only the desiccants at the bottom
part with a punched-holed cardboard on top. Place the
seeds on the top of the cardboard or in an envelope
with proper labelling.
ii. In cold temperature storing, put dry seeds in a bottle
or jar with tight cover and sore only in the low or cold
temperature part of the refrigerator.
iii. Label the bottles properly with the name of the seeds
and the date of storage.
iv. Examine the bottled seeds without opening them once
a month and check for possible fungi or insect
infestation.

E. Application Guessing Game. As I flash the picture guess what method is shown in taking
(5 minutes) care of plant seedling is depicted?

31
Distinguish what method in taking care of plant seedling describes in the
sentence.
4. Scoop a handful of seeds. Check the composition of seeds.
5. . Line the dish with moist tissue paper and some seeds.
F. Assessment
6. Place the seeds in a damp cloth with spaces. Roll the cloth on a
(5 minutes)
piece of stick to calculate air
7. Place a number of seeds in a seed box and sprinkle it with water.
8. Cover with another sheet of moist tissue paper for germination.

(Formal and informal observations of learners’ performance or behaviors are

- Observation
recorded, based on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain insights on
Learners/Conferencing their understanding and to progress and clarify their thinking)
- Analysis of Learners’ (Teachers judge the quality of products produced by learners according to
Products agreed criteria)
(Teachers set tests or quizzes to determine learners’ ability to demonstrate
- Tests
mastery of a skill or knowledge of content)
G. Assignments ( 3 mins.)
- Reinforcing / Make a dish or a seedbox method in taking care of the seedlings., and bring it
strengthening the day’s for the class to see it.
lesson
- Enriching / inspiring the
day’s lesson
- Enhancing / improving the
day’s lesson
- Preparing for the new
lesson

32
Agriculture is the Archimedean lever which, though it does not move a world,
H. Concluding Activity
( 2 mins. ) tends to fill it with plenty, with moral health, and human happiness.

J. Buel

V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who
require additional activities
for remediation.
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared by: rtb

33
Session No. 10

School Grade Level VI

Show picture of an orchard garden.

A. Introductory Activity
Video on lay out designed on an orchard garden.
(5 minutes)
https://www.youtube.com/watch?v=zoSkHI5beXI

Group Activity: Group 1 – List the goals in lay out design in orchard.
B. Activity Group 2 – Draw the methods of arranging trees of an orchard
(10 minutes) Group 3 – In a Flip tap way of presenting. Trees arrangement
in an orchard.

Ask: After doing the activity, how did you feel? Did you enjoy?
C. Analysis Why is proper planning and lay outing of an orchard very important?
(5 minutes) What is the advantages and disadvantages in arrangement of an orchard?

D. Abstraction Put the phrase written in the cartolina strip in the appropriate box.
(15 minutes) Goals in Lay Methods in tress Advantages in Advantages in
out designed in Arrangement arranging of arranging of
Orchard Orchard Orchard

 To make supervision more easy and effective

34
 Square de signed
 To easily carry out orchard operations like intercultural and irrigation
 Quinx or diagonal designed
 Additional income to be earned
 Limited trees can be planted in a given area
 To have an equal distribution of areas for each trees
 Rectangular Designed
 Equilateral Designed
 Contour or Terracing Designed
 Helps in controlling soil erosion
 Difficult laying out of contour lines and the consuming
 To maximize the use of the area according to different kinds of trees.
E. Application
Draw the different kinds of lay out designed.
(5 minutes)
Identify the types of orchard based on the picture presented.

F. Assessment
(5 minutes)

(Formal and informal observations of learners’ performance or behaviors are

35
H. Concluding Activity
“ Agriculture is at the core of the state”
( 2 mins.)
by: Dave Cook
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by: rtb

36
Session No. 11

School Grade Level VI

Teacher Quarter
Learning Area EPP/ Agricuture Teaching Dates & Duration 50 mins.
I. LEARNING OBJECTIVES
Demonstrates an understanding of scientific practices in planting trees and
A. Content Standards
fruit trees
B. Performance Standards Applies knowledge and skills in planting trees and fruit trees.
C. Learning Competencies/Code TLE6AG-0e-5, 1.5.1
D. Objectives
Identify the appropriate tools and equipment in plant propagation and their
 Knowledge
uses
Describe the appropriate tools and equipment in plant propagation and their
 Skills
uses.
Integrate Open – mindedness in appreciation in appropriate tools and
 Attitude
equipment plant propagation and their uses.
II. CONTENT Tools and Equipment in Plant Propagation
III. LEARNING RESOURCES
A. References
Home Economics and Livelihood Ed.6
1. Teacher’s Guide pages
pp. 73-75, CG,
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources internet
C. Supplies, Equipment, Tools, Meta cards, pictures
etc.
IV. PROCEDURES
2. Introductory Act. (5 mins.)
A. Introductory Activity Show pictures of tools and equipment used in plant propagation
(5 minutes) https://www.youtube.com/watch?v=ZGk_cwiTnA0

B. Activity Match the pictures with the phrase.

(10 minutes) Picture of: bolo, cowbar, hand fork, hoe, rake, shovel, spading, sprinkler,
threads, trowel, wheelborrow
--water container with small holes on the spout and used for water the plants
--used for hauling fertilizers and soil
--used for soil and trash
--used for removing soil or weeds and transferring the soil
--used for straightening the garden plot by tying it on one post and passing it
through to the next post
--a short -handed tool with a curved blade used for cultivating or loosening the
soil,shallow, digging, and transferring.
--used for cutting wood, trees, and grasses
--used for digging soil to plant
--used for crumbing the soil surrounding the plant
--used for digging or breaking big blocks of soil into smaller pieces
--used for for even spreading of soil or levelling the soil and for gathering

37
leaves on the ground

Are you familiar with the tools?

C. Analysis After knowing the tools and equipment used in plant propagation and its uses,
(5 minutes) What will you do after you used it?

What are the appropriate tools and equipment in plant propagation and their
uses?

D. Abstraction
(15 minutes)

used for straightening the garden plot by

tying it on one post and passing it through to the next post.

Game:ball passing as the music stops. The pupils will pick strip from the box
E. Application
with the name of tools written on it, and give its name and their uses.
(10 minutes)
F. Assessment Identify what tools that describes the sentence.
(5 minutes) 1.Used for removing soil or weeds and transferring the soil
2. Used for straightening the garden plot by tying it on one post and passing it
through to the next post
3. A short -handed tool with a curved blade used for cultivating or loosening
the soil, shallow, digging, and transferring.

38
4. Used for cutting wood, trees, and grasses
5. Used for even spreading of soil or levelling the soil and for gathering leaves
on the ground.

(Formal and informal observations of learners’ performance or behaviors are

Earth is here so kind, that just tickle her with a hoe and she laughs with a
H. Concluding Activity
( 2 mins.) harvest.
Douglas Jerrold

39
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by: rtb

40
Session No. 12

School Grade Level VI

Teacher Quarter
Learning Area EPP/ Agriculture Teaching Dates & Duration 50 mins.
I. LEARNING OBJECTIVES
Demonstrates an understanding of scientific practices in planting trees and
A. Content Standards
fruit trees
B. Performance Standards Applies knowledge and skills in planting trees and fruit trees.
C. Learning Competencies/Code TLE6AG-0d-5,1.5.2
D. Objectives
 Knowledge Identify the scientific ways of propagating fruit-bearing trees
 Skills Demonstrate the scientific ways of propagating fruit-bearing trees
 Attitude Appreciate the scientific way of propagating fruit-bearing trees
 Values
II. CONTENT Scientific way of Propagating Fruit -Trees
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages CG, and Internet
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources metacards, pictures, real objects.
C. Supplies, Equipment, Tools,
etc.
IV. PROCEDURES
3. Introductory Act. (5 mins.)
Show video on scientific way of propagating fruit-tress
A. Introductory Activity https://www.youtube.com/watch?v=TdiibRXXJ6g
(5 minutes) https://hemantmore.org.in/science/biology/reproduction-plants-artificial-
methods/422/

B. Activity Match the picture with the phrase.

(10 minutes)

41
* A scion or top portion of a stem of a plant is joined with or inserted into
the rootstock of another plant to make them grow together into one plant.
*Usually performed at the beginning of the day and during the rainy
season.
*Has evolved as a common means of vegetative propagation of numerous
species in natural environments. Layering is also utilized by horticulturists
to propagate desirable plants.
Ask: After doing the activity, how did you feel?
C. Analysis
After knowing the various ways of scientific way of fruit propagation. What do
(5 minutes)
you think is the easiest way of fruit propagation.
D. Abstraction What are the scientific way of fruit propagation.
(15 minutes) Note: Include scientific ways of fruit propagation for your discussion.

Perform the following:

E. Application
Group Activity: Group 1 – Grafting
(10 minutes)
Group 2 – Layering
Group 3 – Cutting
Enumerate and desrcibe the different scientific way of propagating fruit trees.
Rubrics:
F. Assessment 5 Very good Description
(5 minutes) 4 Good Description
3 Fair description
2 Poor Description
(Formal and informal observations of learners’ performance or behaviors are
- Observation
recorded, based on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain insights
Learners/Conferencing on their understanding and to progress and clarify their thinking)

42
- Analysis of Learners’ (Teachers judge the quality of products produced by learners according to
Products agreed criteria)
(Teachers set tests or quizzes to determine learners’ ability to demonstrate
- Tests
mastery of a skill or knowledge of content)
G. Assignmentsb ( 3 mins.)
- Reinforcing / strengthening Apply any 1 of the ways in propagating fruit trees, and show it to the class.
the day’s lesson
- Enriching / inspiring the
day’s lesson
- Enhancing / improving the
day’s lesson
- Preparing for the new
lesson

H. Concluding Activity The farmer works the soil, The agriculturist works the farmer.
( 2 mins. ) Eugene F. Ware

43
Session No. 13

School Grade Level VI

Teacher Quarter
Learning Area EPP/ Agriculture Teaching Dates & Duration 50 mins.
I. LEARNING OBJECTIVES
A. Content Standards Demonstrates an understanding of scientific practices in planting trees and fruit trees
B. Performance
Applies knowledge and skills in planting trees and fruit trees.
Standards
C. Learning
TLE6AG-0d-5,1.5.3
Competencies/Code
D. Objectives
 Knowledge Observes healthy and safety measures in propagating fruit-bearing trees.
 Skills Identify healthy and safety measures in propagating fruit-bearing trees.
 Attitude Practice healthy and safety measures in propagating fruit bearing trees.
II. CONTENT Propagating Trees and Fruit-Bearing Trees
( Healthy and Safety Measures in Propagating Fruit-Bearing Trees)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Home Economics and Livelihood Ed.6
pages pp. 74 – 75 CG,
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning cartolina strips, pictures, masks, hats, etc.
Resources
C. Supplies, Equipment,
Tools, etc.
IV. PROCEDURES
A. Introductory Activity Introductory Act. (5 mins.)
(5 minutes) Show picture or real objects of the materials for healthy and safety
measures in propagating fruit – bearing trees (like masks, hat, etc.)

https://

44
www.google.com/search?
q=picture+of+and+safety+measure+in+propagating+fruit+bearing+trees&tbm=isch&t
bs=rimg:CXaZIoLjctcZIjgCRYVJYxv_1m9WIUeUtVgVd2fKqZ97t5zmrxUunhlZwbrc9p
Kq-ZnrKU0_1Hww1jjErVoiU2n9nJWioSCQJFhUljG_1-
bETjBVBaeQxj_1KhIJ1YhR5S1WBV0R-8U8bvR6kNEqEgnZ8qpn3u3nOREn-
cXaOrAGHioSCavFS6eGVnBuETjBVBaeQxj_1KhIJtz2kqr5mesoR_1xsIX-
zVwQkqEglTT8fDDWOMShHGRtMBpTeefioSCdWiJTaf2claEdqVGPqOn3r9&tbo=u&
sa=X&ved=2ahUKEwjo64TD8dXhAhX4_XMBHUs8CikQ9C96BAgBEBs&biw=1366&
bih=657&dpr=1https://www.google.com/search?
q=picture+of+and+safety+measure+in+propagating+fruit+bearing+trees&tbm=isch&t
bs=rimg:CXaZIoLjctcZIjgCRYVJYxv_1m9WIUeUtVgVd2fKqZ97t5zmrxUunhlZwbrc9p
Kq-ZnrKU0_1Hww1jjErVoiU2n9nJWioSCQJFhUljG_1-
bETjBVBaeQxj_1KhIJ1YhR5S1WBV0R-8U8bvR6kNEqEgnZ8qpn3u3nOREn-
cXaOrAGHioSCavFS6eGVnBuETjBVBaeQxj_1KhIJtz2kqr5mesoR_1xsIX-
zVwQkqEglTT8fDDWOMShHGRtMBpTeefioSCdWiJTaf2claEdqVGPqOn3r9&tbo=u&
sa=X&ved=2ahUKEwjo64TD8dXhAhX4_XMBHUs8CikQ9C96BAgBEBs&biw=1366&
bih=657&dpr=1

Activity/Strategy (10 mins.)

Group Act. Read the phrases of what is written on a cartolina strips. Place the strips in
the appropriate column. Each group will be represented to present the output.

HEALTHY/ UNHEALTHY/ PHRASES IN THE

SAFETY UNSAFETY CARTOLINA STRIPS
PRACTICES IN PRACTICES IN
PROPAGATING PROPAGATING
FRUIT – FRUIT – BEARING
BEARING TREES TREES
B. Activity
(10 minutes)
 Wear a hat to protect you from the extreme heat of the sun.
 Wear a mask when spraying insecticides
 Have the right tool for planting trees and fruit trees.
 Have a place for everything, tools, equipment, pesticides, fertilizers, and comfort
should be placed where they should be. They should also be kept away from the
reach of children.
 Have the right tools for planting trees and fruit trees.
Use the right tool for the right purpose. This ensures efficiency of work and safety for
the user.

Ask: After doing the activity, how did you feel?

If you plant / propagate fruit-bearing trees like mango, guava etc., do you know the
healthy and safety practices?
C. Analysis Is it good to practice safety measure in propagating plants?
(3 minutes) https://www.youtube.com/watch?v=885VGccSrvs
Group Activity:
Group 1---Dramatize healthy measures in propagating mango tree
Group 2--- Pantomime healthy measures in propagting guava.

D. Abstraction

45
What are the healthy and safety measures in propagating fruit-bearing trees?
https://www.youtube.com/watch?v=wEbEt1Fqn9k
(15 minutes)
(Note to the Teacher: Pl ease reflect your discussion here.)

The participants observes/identifies the healthy and safety measures in propagating

fruit-bearing trees.
E. Application Group Activity.
(5 minutes) Group 1 Dramatized showing safety measures in propagating fruit trees.
Group 2 Make a poem regarding safety measures in propagating fruit trees.
Ask: Is it good to practice safety measures in propagating plants?
Why?
Put check (/) if the statement is correct and (x) if the statement is wrong.
 Wear sleeveless when spraying insecticides.
F. Assessment  Wear a hat to protect you from the extreme heat of the sun.
(7 minutes)  Use any tools for planting trees and fruit trees.
 Use the right tool for the right purpose.
 Place pesticides, tools, fertilizers in one place.
(Formal and informal observations of learners’ performance or behaviors are
- Observation
recorded, based on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain insights on their
Learners/ understanding and to progress and clarify their thinking)
Conferencing
- Analysis of (Teachers judge the quality of products produced by learners according to agreed
Learners’ Products criteria)
(Teachers set tests or quizzes to determine learners’ ability to demonstrate mastery
- Tests
of a skill or knowledge of content)
G. Assignments
(3 mins.)
- Reinforcing /
strengthening the Why should we practice safety measures in propagating fruit-bearing trees?
day’s lesson
- Enriching / inspiring
the day’s lesson
- Enhancing /
improving the
day’s lesson
- Preparing for the
new lesson
This is usually a brief but affective closing activity such as a strong quotation, a short
H. Concluding Activity
song, an anecdote, parable or a letter that inspires the learners to do something to
(2 mins.)
practice their new learning.
V. REMARKS
VI. REFLECTIONS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.

46
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?
Prepared by: rtb

47
Session No. 14

School Grade Level VI

Teacher Quarter
Learning Area EPP/ Agriculture Teaching Dates & Duration 50 mins.
I. LEARNING OBJECTIVES
Demonstrates an understanding of scientific practices in planting trees and
A. Content Standards
fruit trees.
B. Performance Standards Applies knowledge and skills in planting trees and fruit trees.
C. Learning Competencies/Code TLE6AG- 0e-6,1.6
D. Objectives
Discuss terminologies in caring orchard trees/seedlings such as watering,
 Knowledge
cultivating, preparing ,and applying organic fertilizer.
Demonstrates systematic and scientific ways of caring orchard
 Skills
trees/seedlings.
 Attitude Integrates hard work in caring orchard trees/seedlings.
II. CONTENT Caring Orchard Trees and Seedlings
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Learning and Living in the 21st Century pp, 115
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources internet
C. Supplies, Equipment, Tools, Meta cards, pictures
etc.
IV. PROCEDURES
A. Introductory Activity Singing the song “ I have a Tree”
(5 minutes)
Activity. Group the class into two and proceed accordingly.. Read the
B. Activity Instruction in each envelop containing a cut –outs.
(10 minutes) Group 1--- Cut outs to form a tree
Group 2--- Read the words in the meta cards, and form it into a sentence.

C. Analysis Based on the song and the activity we had. Can you guest what is our lesson
(5 minutes) for today?

D. Abstraction To ensure the growth of the seedling, it is important to follow a

(10 minutes) systematic process of caring for the seedling.
1. Watering---- seedlings need water to keep them healthy. Keep
the soil moist by watering the seedlings in the early morning or
late afternoon. During the dry season, it is advisable to water the
seedlings once in the morning and once in the late afternoon.
Because of the fast evaporation of water due to hot weather, the
soil dries easily so it is necessary to water the seedlings enough
to keep the soil moist.
2. Cultivating------ this is the process of tilling or loosening the soil
around the seedlings. This allows for easy absorption of water
and fertilizers in the roots of the seedlings for faster growth.

48
When cultivating, be sure to remove stems, gravel, and other
foreign materials in the surrounding the plant. The soil should be
pulverized and refined for easy penetration of water and
fertilizer.
3. Applying Fertilizers----- fertilizers contain the nutrient that plants
and trees need to grow. Fertilizers are enriching materials used
on land to increase its productivity.
4. Preparing---- beds at 1 m wide by convenient length. ...
Broadcast pre-germinated seeds in thoroughly puddled and leveled soil.
Construct drainage canals for proper water removal.
Add organic manure (decompose) and a small amount of inorganic
fertilizer as basal dressing. ...
Transplant seedlings at 15−21 days old.
http://www.fao.org/3/AC681E/ac681e08.htm

Important:
Keep it well away from the trunks as collar rots may develop. Mulches
also increase soil organic matter, improve soil structure,
increase water retention and help reduce fluctuations in root temperature.
Apply herbicides to the border of the mulched area and to individual
weeds that grow through the mulch.

Group activity:
E. Application Group 1 dramatize how to water the plants
(10 minutes) Group 2 pantomime in applying fertilizers
Group 3 Flip tap preparing the soil
Group 4 Make a poem on how to apply fertilizers in plants.
Write your answer in the space provided for. Choose your answer in the box.
Watering, Cultivating, Applying fertilizer, Preparing, Mulches

________1. Increase soil organic matter, improve soil structure,

increase water retention and help reduce fluctuations in root temperature.

F. Assessment ________2. Beds at 1 m wide by convenient length. ...

(5 minutes) Broadcast pre-germinated seeds in thoroughly puddled and leveled soil.
Construct drainage canals for proper water removal.
________3. . Fertilizers are enriching materials used on land to increase its
productivity.
________4. ---Seedlings need water to keep them healthy. Keep the soil
moist by watering the seedlings in the early morning or late afternoon.
(Formal and informal observations of learners’ performance or behaviors are
- Observation
recorded, based on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain insights
Learners/Conferencing on their understanding and to progress and clarify their thinking)
- Analysis of Learners’ (Teachers judge the quality of products produced by learners according to
Products agreed criteria)
- Tests (Teachers set tests or quizzes to determine learners’ ability to demonstrate

49
mastery of a skill or knowledge of content)
G. Assignments (3 mins.)
- Reinforcing / strengthening
the day’s lesson
- Enriching / inspiring the Do you have plants in your home? Draw and color it.
day’s lesson
- Enhancing / improving the
day’s lesson
- Preparing for the new
lesson
“What we plant in the soil of contemplation, we shall reap in the harvest of
H. Concluding Activity
action”.
(2 mins.)
by: Meister Eckhart
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by: rtb

50
Session No. 15

School Grade Level VI

Teacher Quarter
Learning Area EPP/AGRICULTURE Teaching Dates & Duration 50 mins.
I. LEARNING OBJECTIVES
Demonstrates an understanding of scientific practices in planting trees and
A. Content Standards
fruit trees
B. Performance Standards Applies knowledge and skills in planting trees and fruit trees.
C. Learning Competencies/Code TLE6AG-0e-6,1.6.1
D. Objectives
Uses different ways of preparing organic fertilizer and pesticides through
 Knowledge
Internet/Library.
. Research on the different ways of preparing organic fertilizers and pesticides
 Skills
through Internet/Library.
Show Open – mindedness to the different ways of preparing organic fertilizers
 Attitude
and pesticides through Internet/Library.
II. CONTENT The Use of Organic Fertilizer
III. LEARNING RESOURCES
A. References
Home Economics and Livelihood Ed.6
1. Teacher’s Guide pages
pp. 82 – 83 CG,
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources metacards, pictures
C. Supplies, Equipment, Tools,
etc.
IV. PROCEDURES
1. Introductory Act. (5 mins.)
A. Introductory Activity Show picture of ways of preparing organic fertilizer and pesticides
(5 minutes) https://www.youtube.com/watch?v=ENpjyM46ViY

1. Activity/Strategy (10 mins.)

Group Activity: Group 1 – Ways on how to prepare the Sandwich Type of
Composting.
B. Activity Group 2 – Ways on how to prepare the Chopping or
(10 minutes) Hammer-milling.
Group 3 – Ways on how to prepare the Vermicomposting.
Each group will be represented to report.

Ask: Did you like the activity? How did you fell it?
C. Analysis
After knowing the various types/ways of preparing organic fertilizer, Think
(5 minutes)
way do you like/ want to prepare?
D. Abstraction What are the various ways of preparing organic fertilizer that you may access
(15 minutes) through the internet?
( Note to teacher: The teacher shows a power point presentation taken from
the internet.)
Composting is essentials a natural process by which organic material is

51
decomposed and stabilized. These are the various ways of preparing organic
fertilizers that you may access through the Internet in your school.
1. The sandwich type. Is an old practice where different organic
materials or wastes are placed on the top of one year to another
such as plant, animal, and soil. The mixed materials are kept
moist until totally decomposed, then exposed to sunlight before
applied as fertilizers.
2. Chopping or hammer-milling type. Is a way of composting
wherein organic materials are sprayed with probiotics to make a
mixture, then covered with plastic sheet to avoid dehydration.
3. Vermicomposting. Is composting plants with worms wherein the
process is faster producing a rich nutritious soil made by the
earthworms.

Group activity:
Dramatize on various preparation of organic fertilizers.

E. Application Rubrics
(10 minutes) Very Good Good Performance Poor Performance
performance 4 3
5

Answer the following questions:

1. In preparing The Sandwich type of Composting, what organic
F. Assessment materials or waste are placed on top of one layer to another?
(5 minutes) 2. What kind of animal is placed in vermicomposting?
3. How is chopping prepared?

(Formal and informinal observations of learners’ performance or behaviors

- Observation
are recorded, based on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain insights
Learners/Conferencing on their understanding and to progress and clarify their thinking)
- Analysis of Learners’ (Teachers judge the quality of products produced by learners according to
Products agreed criteria)
(Teachers set tests or quizzes to determine learners’ ability to demonstrate
- Tests
mastery of a skill or knowledge of content)
G. Assignments ( 3 mins.)
- Reinforcing / strengthening Explain briefly:
the day’s lesson Of preparing organic fertilizerResearch about the different ways
- Enriching / inspiring the
day’s lesson
- Enhancing / improving the
day’s lesson
- Preparing for the new
lesson
H. Concluding Activity
Ang tanim ko. E organiko mo.
(2 mins.)
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative

52
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by: rtb

53
Session No. 16

School Grade Level VI

Teacher Quarter
Learning Epp/ Agriculture Teaching Dates & Duration 50 mins.
Area
I. LEARNING OBJECTIVES
Demonstrates an understanding of scientific practices in planting trees and fruit
A. Content Standards
trees.
B. Performance
Applies knowledge and skills in planting trees and fruit trees.
Standards
C. Learning
TLE6AG- 0e-6, 1.6.2
Competencies/Code
D. Objectives
 Knowledge Differentiate the benefits of organic fertilizer and locally made pesticides
 Skills Display the benefits of using organic fertilizer and locally made pesticides
Demonstrates care of the environment towards the use of organic fertilizers and
 Attitude
pesticides.
II. CONTENT Benefits of using Organic Fertilizers and made Pesticides
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Learning and Living in the 21st Century pp, 115
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning internet
Resources
C. Supplies, Equipment, Meta cards, pictures
Tools, etc.
IV. PROCEDURES

A. Introductory Activity
(5 minutes)

https://www.google.com/search?
q=compost+pit+picture&tbm=isch&source=iu&ictx=1&fir=nc-SjAWFt5S8UM
%253A%252CP-4frje-Y5t1ZM%252C_&vet=1&usg=AI4_-kSuagh3KRJ-
BqOWWdOlIeitfVo5fA&sa=X&ved=2ahUKEwjGuIGamtvhAhXTX3wKHb9iDNwQ9
QEwA3oECAYQCg#imgrc=C-FLTzl1UPUoLM:&vet=1

54
What do you see in the picture? Can you say something to it.
B. Activity Do you have an idea on what is a compost is?
(10 minutes) What can we get from it?

C. Analysis Based on the different idea you share. Can you guess what is our lesson all
(5 minutes) about?

Environmental Benefits Of Using Fertilizers In Agriculture.

All minerals and nutrients in our food come from the soil in which it was grown, and
to create healthy plants that contain nutrients, farmers need to work on healthy
soil. All soils naturally contain nutrients like phosphorous,
nitrogen, potassium and calcium.
Organic fertilizers also help improve the structure of the soil including the
circulation of air, which sustains beneficial microorganisms that help
release nutrients to the soil. The major nutrient that crops such as maize require is
nitrogen (N), phosphorus (P) and potassium (K).

Advantages of Organic Fertilizer: In addition to releasing nutrients, as organic

fertilizers break down, they improve the structure of the soil and increase its ability
to hold water and nutrients. Over time, organic fertilizers will make your soil–and
plants–healthy and strong.
1. It is environment friendly. It does not harm the soil.
2. It fertilizes the soil and improve the structure and fertility.
3. It is inexpensive.
4. It is safe to used.
Organic fertilizer can be made through composting. Composting is a
process of decomposing organic matters such as weeds, manure,
D. Abstraction grasses ,leaves, vines, rice, hulls, and corn stalks until they are ready
(15 minutes) to be used as fertilizer.
Fertilizers are enriching materials used on land to increase its productivity.

http://www.hpmindia.com/blog/blog/blog-blog/environmental-benefits-of-using-
fertilizers-in-agriculture/
https://www.google.com/search?
q=how+to+make+local+pesticides&oq=how+to+make+local+pesticides&aqs=chro
me..69i57j0.14174j1j7&sourceid=chrome&ie=UTF-8

55
Group activity:
E. Application
Group 1--- dramatize the benefits in using organic fertilizers
(5 minutes)
Group 2---dramatize on how to make local pesticides

Identify the benefits of using organic fertizers and local made pesticides.. Circle the
number of your correct answer.
F. Assessment 1. Organic pesticides can harm humans.
(_____ minutes) 2. Organic fertilizers is not expensive.
3. Oranic fertilizers is safe to use.
4. Organic fertilizers can poison the soil.
5. Animal manure is considered as organic fertilizers.
(Formal and informal observations of learners’ performance or behaviors are
- Observation
recorded, based on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain insights on
Learners/Conferencing their understanding and to progress and clarify their thinking)
- Analysis of Learners’ (Teachers judge the quality of products produced by learners according to agreed
Products criteria)
(Teachers set tests or quizzes to determine learners’ ability to demonstrate
- Tests
mastery of a skill or knowledge of content)
G. Assignments
- Reinforcing /
strengthening the
day’s lesson
- Enriching / inspiring
the day’s lesson Draw a compost pit.
- Enhancing / improving
the day’s lesson
- Preparing for the new
lesson
‘ The best fertilizer for a piece of land is the footprints of its owner”.
H. Concluding Activity
____Lyndon B. Johnson
V. REMARKS
VI. REFLECTIONS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who

56
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
Prepared by: rtb

57
Session No. 17

School Grade Level VI

Teacher Quarter
Learning EPP/ Agriculture Teaching Dates & Duration 50 mins.
Area
I. LEARNING OBJECTIVES
Demonstrates an understanding of scientific practices in planting trees and fruit
A. Content Standards
trees.
B. Performance Standards Applies knowledge and skills in planting trees and fruit trees.
C. Learning
TLE6 0e-6, 1.6.3
Competencies/Code
D. Objectives
Discuss the healthy and safety measures in formulating fertilizer and organic
 Knowledge
pesticides
Identify the healthy and safety measures in formulating fertilizer and organic
 Skills
pesticides
 Attitude Integrates good practice in formulating fertilizers and pesticides.
II. CONTENT Healthy and Safety Measures in Formulating Fertilizer and Organic Pesticides
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages CG
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning internet
Resources
C. Supplies, Equipment, Meta cards, pictures
Tools, etc.
IV. PROCEDURES

A. Introductory Activity
(5 minutes)
https://www.google.com/search?
q=picture+of+organic+fertilizer+and+pesticides&tbm=isch&source=iu&ictx=1&fir=2a3
kVpKcqwsFbM%253A%252Cjz99U8rmOGUB7M%252C_&vet=1&usg=AI4_-
kQl9Rc-
QOS5vVqIxXLyz19t8D_xhg&sa=X&ved=2ahUKEwi9gb67t_nhAhXMT30KHfoqBxcQ
9QEwAnoECAkQCA#imgrc=APFTllx2GZsXiM:&vet=1

Look at this picture. What can you say in this pictures?

58
Read the phrases of what is written in cartolina strips, Tell whether if it shows the
benefits of using organic fertilizer and locally made pesticides.

Organic matter the most important source of plant nutrients

B. Activity Contribute to the fertility of the soil.
(10 minutes) It can be used as substitute fertilizer.
Made of synthetic materials, help fertile then soil.
Enhances the water-holding capacity of the soil thus, preventing flood.
Sustain healthy plant growth by providing their food and including its biochemical
activities.
Ask: After doing the activity, how did you feel?
C. Analysis
If you have vegetable garden/fruit-bearing trees, Do you use organic
(5 minutes)
fertilizers/pesticides in your plants? Why?
Safe Use Practices for Pesticides
Using pesticides safely depends on many things. Some of the most important factors
include selecting the appropriate product, and using that product according to
the label directions. The label directions are written to minimize the risk of
problems and to define the legal uses for the product.
In addition to reading and following the label directions, consider these tips when
using pesticides:

 Make sure kids, pets, and anyone non-essential to the application is out of
the area before mixing and applying pesticides.
 Be sure to wear clothing that will protect you when using pesticides.
Consider wearing a long sleeve shirt, long pants, and closed-toe shoes in
addition to any other protective clothing or equipment required by the label.
 Mix pesticides outdoors or in well-ventilated areas.
 Mix only what you need to use in the short term to avoid storing or
disposing of excess pesticide.
 Be prepared for a pesticide spill. Have paper towels, sawdust or kitty litter,
garbage bags, and non-absorbent gloves on hand to contain the spill. Avoid
D. Abstraction using excessive amounts of water, as this may only spread the pesticide and
(10 minutes) could be harmful to the environment.
 Read the first aid instructions on the label before using the product. Have
the telephone number for the Poison Control Center (1-800-222-1222)
available in case you have additional questions.
 Remove personal items, such as toys, clothing, or tools from the spray area
to avoid contamination.
 When spraying pesticides indoors, make sure the area is well ventilated.
 When applying pesticides as a spray or dust outside, avoid windy conditions
and close the doors and windows to your home.
 After using pesticides, wash your hands before smoking or eating.

http://npic.orst.edu/health/safeuse.html

Fertilizer Chemical Safety

Ammonia fertilizers are widely used because of their effectiveness in getting large
amounts of nitrogen into the soil. Anhydrous ammonia fertilizer is essentially dry
ammonia gas compressed into liquid form. This material is very harmful if accidentally
spilled or sprayed onto body surfaces. It can cause blindness if it gets into the eyes.

59
Also, high concentrations of ammonia gas in the air are very irritating to the lungs.
Always use appropriate personal protective equipment and exercise rigorous care
when handling, applying, and storing such toxic or irritating materials.
Safety Precautions
Most ammonia fertilizer accidents occur when the material is being transferred from
one tank to another. One of the major causes of accidents is hoses coming loose or
bursting.
Exercise care in the handling and use of ammonia fertilizer by doing the following:

 Always wear chemical goggles and adequate skin cover.

 Inspect equipment before each day's work and correct any abnormal
conditions.
 Water is the first aid treatment of choice when ammonia gets into the eyes
or on the skin. In case of mishap, flush affected areas for 15 minutes and get
medical help as soon as possible.
 Make sure all valves, lines, and connections are secure in order to reduce
the chance of either leaks or being doused during transfer.

https://www.fss.txstate.edu/ehsrm/safetymanual/agsafe/fertilize.html
Group activity:
E. Application Group 1 dramatize how to make organic fertilizers
(10 minutes) Group 2 pantomime how to make organic pesticides

Fill in the appropriate word/words. Choose the word below.

(_________) is the most important source of plant nutrients, contributing to

the (_______) of soil. (______) materials sustain healthy plant growth by providing
their food and inducing its (__________) activities. In times of natural calamities
applying organic fertilizers enhances the water-holding capacity of the soil thus,
F. Assessment preventing (______).
(5 minutes)
Floods
Organic matter
Biochemical
Fertility
Compost

(Formal and informal observations of learners’ performance or behaviors are

- Observation
recorded, based on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain insights on their
Learners/Conferencing understanding and to progress and clarify their thinking)
- Analysis of Learners’ (Teachers judge the quality of products produced by learners according to agreed
Products criteria)
(Teachers set tests or quizzes to determine learners’ ability to demonstrate mastery
- Tests
of a skill or knowledge of content)
G. Assignments (3 mins.)
- Reinforcing /
strengthening the
day’s lesson
- Enriching / inspiring In your own opinion why do we used safety measures in using pesticides.

60
the day’s lesson
- Enhancing / improving
the day’s lesson
- Preparing for the new
lesson

H. Concluding Activity
Fertilizer does no good in a heap, but a little spread around works miracles all over.
(2 mins.)
Richard Brinsley Sheridan
V. REMARKS
VI. REFLECTIONS
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners
who require
additional activities
for remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by: rtb
Session No. 18

61
School Grade Level VI
Teacher Quarter
Learning Area EPP/ Agriculture Teaching Dates & Duration 50 mins.
I. LEARNING OBJECTIVES
Demonstrates an understanding of scientific practices in planting trees and
A. Content Standards
fruit trees
B. Performance Standards Applies knowledge and skills in planting trees and fruit trees.
C. Learning Competencies/Code TLE6AG-0e-6,1.6.4
D. Objectives
 Knowledge Tell the importance of farm records
 Skills Complete important farm records
 Attitude Appreciate the attitude of being hardworking
II. CONTENT Records of Seedling Ready for Sale
III. LEARNING RESOURCES
A. References
CG Grade VI,p32, Home Economics And Livelihood Education 6 pp. 59-
1. Teacher’s Guide pages
63
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Meta cards, pictures
C. Supplies, Equipment, Tools, etc.
IV. PROCEDURES
Show samples of farm records

A. Introductory Activity
(5 minutes)

https://www.extension.iastate.edu/agdm/wholefarm/html/c5-32.html

62
Based on the example. Make a sample cash
records

Group 1 Revenue,Cost, and income of the farm

Group 2 Farmer’s Market Estimated Cost per Day

B. Activity Each group will have a representative to report.

(10 minutes) Ask: After doing the activity, how do you find the activity? Is it enjoyable?
Why?

Date Cash Records

Amount OR # Remarks

If you have fruit bearing trees or seedlings for sale, would you make records
C. Analysis
too? Why?
(5 minutes)
Why is it important to have records in our farm? Why should we record
D. Abstraction the fruits and seedlings for sale?
(15 minutes) With no written records, farmers have to depend on their memory while
making decisions regarding their farm practices. ... They can also
see the strengths and weaknesses in their farm operations. It is also important
to have accurate facts and figures when borrowing money, seeking
government loans and tax returns.

Keeping farm records is an important part in farming. The records have to be

accurate and up to date reflecting on all activities that occur on the farm.
Farmers in Kenya should always have their farm records ready before they do
any financial analysis, financial decisions or budgeting

Record keeping is a necessary element of good livestock business

management. With no written records, farmers have to depend on their
memory while making decisions regarding their farm practices. But, memories
can become unreliable after a few days, months or years. Thus, recording of
the performances of the animals can be done easily if animals have some
identifications / numberings. Thus, both animal recording and identification are
always required. There are several useful records such as production and
financial transactions in the dairy enterprise. If we know what is happening on
the dairy farm we need to maintain some useful farm records. Farm records
are like the progress report cards students get at school. If farmers have farm
records, they can tell how well they are managing their farm in comparison to
other farmers. They can also see the strengths and weaknesses in their farm
operations. It is also important to have accurate facts and figures when
borrowing money, seeking government loans and tax returns.

Advantages of record keeping at farm

Records provides basis for evaluation of animals from past records hence
helps in selection and culling animals

63
Helps in preparing pedigree and history record of animals.
Helps in assessing the past records and designing better breeding plans to
check inbreeding, selecting superior parents and helps in better replacement
and culling practices.
Helps in progeny testing of bulls.
Helps in analyzing feeding cost and benefits from animal product outputs.
Hence helps to formulate economic feeding strategies for optimal productions.
Helps in detection of abnormal conditions or disease status of the herd that
leads to loss in body weight, loss in milk production etc.
Helps in finding the commonly occurring diseases in the herd and thus to
formulate in time precautionary measures like vaccination, deworming etc.
Helps in fixing proper prices of animal meant for purchase and sale.
Helps in overall better supervision and management of herd.
Helps in ascertaining the income and expenditure (economics) of dairy farm.
Helps in estimating the cost of milk production.
Helpful in comparing the efficiency of labor and herd with other farms.
To compare the herd performances in different years to determine the amount
of profit/loss each year and setting future goals/directions for the farm.
http://vikaspedia.in/agriculture/livestock/cattle-buffalo/importance-of-record-
keeping-at-livestock-farm

Fill in the given information. Choose your answer in the box.

06/12/19, 10 , kg , 50, pcs, P 56.35, guava, P23.05 ,
pineapple , 07/23/19

E. Application
( 5 minutes.) Date Description Quantity Unit Unit Total
Value Amount

G. Assessment Write C if the statement is true, X if it is not.

(5 minutes) Farm records are…
_______1 Farm records helpful in comparing the efficiency of labour and herd
with other farms.
_______2. Farm records helps in finding the commonly occurring diseases in
the herd and thus to formulate in time precautionary measures like
vaccination, deworming etc.
_______3. It did not helps in analyzing feeding cost and benefits from animal
product outputs. Hence helps to formulate economic feeding strategies for

64
optimal productions.
_______4. Helps in fixing proper prices of animal meant for purchase and sale
_______5. To compare the herd performances in different years to determine
the amount of profit/loss each year and setting future goals/directions for the
farm.

(Formal and informal observations of learners’ performance or behaviors are

- Observation
recorded, based on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain insights
Learners/Conferencing on their understanding and to progress and clarify their thinking)
- Analysis of Learners’ (Teachers judge the quality of products produced by learners according to
Products agreed criteria)
(Teachers set tests or quizzes to determine learners’ ability to demonstrate
- Tests
mastery of a skill or knowledge of content)
H. Assignments (3 mins.)
- Reinforcing / strengthening Make a sample record in your expenses in your farm.
the day’s lesson
- Enriching / inspiring the
day’s lesson
- Enhancing / improving the
day’s lesson
- Preparing for the new
lesson
To make agriculture sustainable, the grower has got to be able to make a
I. Concluding Activity
profit.
(2 mins.)
by: Sam Farr
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can

65
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by: rtb

66
Session No. 19

School Grade Level VI

B. Performance Standards Applies scientific knowledge and skills in identifying fruits and seedlings ready
for sale.
C. Learning Competencies/Code K to 12 Code: TLE6AG-0f 7,1.7.1
D. Objectives
 Knowledge Identify fruits and seedlings ready for sale every months of the year.
Applies scientific knowledge and skills in identifying fruits and seedlings ready
 Skills
for sale.
 Attitude Observe proper timing when planting and harvesting crops/fruits.
 Values

II. CONTENT MARKETING FRUITS and SEEDLINGS

(Identifying Fruits or seedlings Ready for sale)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Home Economics and Livelihood Ed. 6 pp. 85 – 87 CG,
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
C. Supplies, Equipment, Tools, Manila paper, Meta cards, and picture.
etc.
IV. PROCEDURES

1.1 Introductory Act. (5 mins.)

Show picture of fruit stand/plant nursery to the pupils.
When do you think there plants be planted and harvested?
A. Introductory Activity
(5 minutes)
Show a table where fruits and the best months for harvesting and
marketing.
Using Meta cards, Let them identify fruits to harvest and marketed in
specific months.

67
BEST MONTHS FOR
HARVESTING AND LOCAL FRUITS
MARKETING

January to March Caimito

February to July Avocado
March to April Jackfruit
March to July Duhat
April to June Pineapple
April to July Melon, Watermelon
May to June Mango
B. Activity May to July Atis, Makopa
(10 minutes)
June to October Kalamansi

Grade VI – EPP

The best month to harvest and market mango is

market during __________

What local fruits are harvested and sold during the month
of May to July?

Caimito is best to harvest and market during the months

of ________?

Melon, Watermelon are best to harvest and market

during the month of ________ to ________?

C. Analysis Ask: After doing the act. How did you feel? Why do we observe timing in
(5 minutes) planting and harvesting fruits? What are the best months for harvesting and
marketing of this fruit?
Discuss scientific methods during and harvesting of fruits

https://www.youtube.com/watch?v=rcgG2GmK9xY
D. Abstraction
https://www.youtube.com/watch?v=hhIz6C72dF4
(15 minutes)

Why is important for fruit growers to have a proper timing when harvesting?

68
Group Activity
E. Application 1. Dramatization (Planting and Harvesting time)
(10 minutes) 2. Pantomime (Selling fruits in the market)
3. Jingles on the best months of harvesting

Fill in the needed information.

BEST MONTHS FOR HARVESTING AND LOCAL FRUITS

MARKETING
F. Assessment
(5 minutes) April to June _________________

_________________ Mango

June to October _________________

_________________ Atis, Makopa

(Formal and informal observations of learners’ performance or behaviors are

- Observation
recorded, based on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain insights
Learners/Conferencing on their understanding and to progress and clarify their thinking)
- Analysis of Learners’ (Teachers judge the quality of products produced by learners according to
Products agreed criteria)
(Teachers set tests or quizzes to determine learners’ ability to demonstrate
- Tests
mastery of a skill or knowledge of content)
G. Assignments (3 mins.)
- Reinforcing / strengthening
the day’s lesson
- Enriching / inspiring the
day’s lesson
- Enhancing / improving the Why do fruit growers should know the right time when to harvest their crops?
day’s lesson
- Preparing for the new
lesson
H. Concluding Activity
Proper timing is important.
(2 mins.)
V. REMARKS
VI. REFLECTIONS
A. No. Of learners who earned
80% on the formative
assessment
B. No. Of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. Of learners

69
who have caught up with
the lesson.
D. No. Of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by: rtb

70
Session No. 20

School Grade Level VI

II. CONTENT MARKETING FRUITS and SEEDLINGS

(Records of fruits and seedlings for sale)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Home Economics and Livelihood Ed. 6 pp. 85 – 87 CG,
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Manila paper, sample cash record, farm sales record, production record.
C. Supplies, Equipment, Tools, etc.
IV. PROCEDURES

4.1 Introductory Act. (5 mins.)

Show sample of different important farm records.
A. Introductory
https://www.google.com/search?
Activity
q=pictures+on+farm+records&tbm=isch&source=univ&sa=X&ved=2ahUKEwi-
(5 minutes)
rL388dHhAhWIKY8KHWopDOYQsAR6BAgJEAE&biw=1034&bih=620#imgdii=Tq8JyZpvBOz
Y5M:&imgrc=_U5hvyKJRYr68M:

2. Activity/Strategy (10 mins.)

Make a sample cash record.
Group Activity: Group 1 – Revenue, Cost and Income of the Farm
Group 2 – Farmer’s Market Estimated Cost per Day

Each group will have a representative to report..

B. Activity
(10 minutes) Ask: After doing the activity, how did you feel?
After knowing the various types/ways of preparing organic fertilizer, What way do you like/
want to prepare?
Date Cash Record
Amount OR# Remarks

71
C. Analysis Ask: After doing the act. How did you feel? If you have fruit bearing trees or seedlings for sale,
(5 minutes) do you make or have records of it? Why?

Why is important to have a farm records in our farm? Why we must record the fruits or
seedlings for sale?

Record keeping is very important in any business. Records of the farm activities provide
substantial reference in making a marketing plan, creating a budget, and in decision making.
The following are importance farm records.

 Cash Record. It is a record of cash value received both from cash cash sales and
cash payments for a certain period. Cash records reflects the cash accounts in the
farm. Cash received from sale and cash received payments of customers are
D. Abstraction recorded in the cash sales journal.
(15 minutes)  Farm Sales Record. It is a record of all sales of farm produce. The most commonly
used type of farm record is the general farm record that has only one account
column representing the total value or amount of the same.. The record also shows
the following information about the sale such as date of sale, description of item sold,
quantity sold, unit, and unit value.
 Production Record. It is a record that shows the list of the different crops grown in
the farm during the period or year. The record also shows the following information,
The cost of production of each crop, the total sales per crop, the remaining stock,
and the net income. This recors determines the annual profitability of the farm as it
summarizes the performance of the farm on how much was spent and earned for
each crop.

Group activity using Differentiated Instruction.

E. Application Group 1---- Make your own records of trees and seedlings for sale.
(5 minutes) Group 2---- Report on trees and seedlings sold.
Group 3---- Dramatize the importance of updating records of sale.

Complete the table below: Farm Sales Record of RTB Farm.

DATE
DESCRIPTION QUANTITY UNIT UNIT TOTAL AMOUNT
VALUE
F. Assessment
07/03/18
(5 minutes) ___________
Guava 10 Kg. P 55.00

8/20/18
P 1, 150.00
Pineapple _________ Kg. P 23.00

TOTAL 60 Kg. ________

P 1, 700.00
___
(Formal and informal observations of learners’ performance or behaviors are recorded, based
- Observation
on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain insights on their

72
Learners/Con understanding and to progress and clarify their thinking)
ferencing
- Analysis of (Teachers judge the quality of products produced by learners according to agreed criteria)
Learners’
Products
(Teachers set tests or quizzes to determine learners’ ability to demonstrate mastery of a skill
- Tests
or knowledge of content)
G. Assignments
( 3 mins.)
- Reinforcing /
strengthening Conduct an interview of farmers who are selling fruits in the market.
the day’s
lesson
- Enriching /
inspiring the
day’s lesson
- Enhancing /
improving the
day’s lesson
- Preparing for
the new
lesson
H. Concluding
Activity “ Selling makes money”
( 2mins.)
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with

73
other teachers?
Prepared by: rtb
Session No. 21

School Grade Level VI

Teacher Quarter
Learning Area EPP/ Agriculture Teaching Dates & Duration 150 mins.
I. LEARNING OBJECTIVES
Demonstrates an understanding of scientific practices in planting trees and
A. Content Standards
fruit trees
B. Performance Standards Applies knowledge and skills in planting trees and fruit trees.
C. Learning
TLE6AG-0f 7, 1.7.3, 1.7.4, 1.7.5
Competencies/Code
D. Objectives
 Knowledge Distinguish the plans marketing strategy to be used in selling
 Skills Differentiate the plans marketing strategy to be used in selling
 Attitude Practice different marketing strategies to be used in selling.
II. CONTENT Marketing Strategy
III. LEARNING RESOURCES
A. References
Home Economics and Livelihood Ed.6
1. Teacher’s Guide pages
pp. 89-91, CG,
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources internet
C. Supplies, Equipment, Tools, Meta cards, pictures
etc.
IV. PROCEDURES
A video presentation on marketing Strategy
A. Introductory Activity
https://www.youtube.com/watch?v=5N4oIMxzXxk
(5 minutes)
Group activity.
Group 1- Dramatize on market selling strategy
B. Activity
Group 2 Dramatize on Online Marketing
(10 minutes)
Group 3 Dramatize on Flyers Brochure Strategy

C. Analysis Ask: After doing the activity, how did you feel?
(5 minutes) In your own part what marketing strategy do you prefer? Why?
D. Abstraction What are the marketing Strategies used in selling?
(15 minutes) Market Selling--- The process of buying and selling of farm products from the
producers to the consumers .Producers like farmers or fruit growers commonly
go to the marketplace to sell their products. The different sellingtypes of selling
methods are selling through a whlesaler or dealer,direct selling or through
cooperatives.
Online Marketin---Also known as internet marketing, it uses the internet, web,
an e mail to introduced products directly to the costumers or to deliver
promotional marketing messages to customers.

74
Fyers or Brochures--- Flyers and Brochures are both forms of advertisement
using print on paper intended for distribution to a large audience.
Fyers also called leaflets , used by individuals or organizations like business
industries.
A brochure is a form advertisement or marketing booklet that contains
information about the products or services.

Some consideration to maket your goods:

 Healthy and Organic
 Good quality, packaging and product delivery
 Convenience
 Good costumer service
 Local economy and security
 Farmers and food relations
E. Application
What are some considerations or an added value to your product to market it.
(5 minutes)
Distinguish what marketing strategy used that describes in the sentence.
1. Mary used her face book account to post her adenium sale.
F. Assessment 2. Politicians uses leaflets to advertise their candidacy.
(5 minutes) 3. Shiela display her plant seedling in the web.
4. Producers go to market to sell their products.
5. Pedro check his e mail account to monitor his costumer.
(Formal and informal observations of learners’ performance or behaviors are
- Observation
recorded, based on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain insights on
Learners/Conferencing their understanding and to progress and clarify their thinking)
- Analysis of Learners’ (Teachers judge the quality of products produced by learners according to
Products agreed criteria)
(Teachers set tests or quizzes to determine learners’ ability to demonstrate
- Tests
mastery of a skill or knowledge of content)
G. Assignments ( 3 mins.)
- Reinforcing / Make a flyers or brochure advertising your products.
strengthening the day’s
lesson
- Enriching / inspiring the
day’s lesson
- Enhancing / improving
the day’s lesson
- Preparing for the new
lesson
“The agriculture we seek will act like an ecosystem, feature material
H. Concluding Activity
recycling and run on the contemporary sunlight of our star”
( 2 mins.)
By: Wes Jackson
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who

75
require additional activities
for remediation.
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared by: rtb

76
Session No. 22

School Grade Level VI

Teacher Quarter
Learning Area Epp/ Agriculture Teaching Dates & Duration 50 mins.
I. LEARNING OBJECTIVES
A. Content Standards Demonstrates an understanding of scientific processes in animal/fish raising
B. Performance
Applies knowledge and skills, and develops one’s interest in animal/fish raising
Standards
C. Learning
TLE6AG- 0h-9, 2.1.2
Competencies/Code
D. Objectives
 Knowledge Identify the kind of four-legged animals/fish being raised as means of livelihood
 Skills Distinguish the kind of four-legged animals/fish being raised as means of livelihood
 Attitude Display entrepreneurial spirit in raising four-legged animal/fish
Compute Income Earned
II. CONTENT
( Gross Sale-Expenses= Net Income)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Home Economics and Livelihood Education 6 pp, 95-98, CG
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources internet
C. Supplies, Equipment, Meta cards, pictures
Tools, etc.
IV. PROCEDURES
Show picture.

A. Introductory Activity
(5 minutes)
https://www.google.com/search?
q=picture+of+a+farm+animals&tbm=isch&source=iu&ictx=1&fir=rbS9UuJjKBfbkM
%253A%252C-6072upucoJZmM%252C_&vet=1&usg=AI4_-
kT2JUwMJONEhvlfpvrLVKijnVUS8g&sa=X&ved=2ahUKEwiOu6aC4NvhAhWPT
X0KHaiPDuUQ9QEwCnoECAcQGA#imgrc=rbS9UuJjKBfbkM:

(Cut-outs of a school 0f fish and a farm animals place in an envelop

B. Activity
Form the cut-outs inside the envelop then paste in the manila paper provided
(10 minutes)
for. The first group to finish will be the winner.
C. Analysis Ask: Based on the picture and the activity we had, what do you think is our

77
(5 minutes) lessson for today?
Raising Four-legged Animals and Fish as Means of Livelihood

Do you have an idea how to raise four-legged animals/fish?

Here are some examples of this animals.

1. Pig is an animal that is commonly domesticated or commercially

produced. Select pigs with active, long bodies and short legs
because they are of good breed. Pigs can be raised for various
purposes. They can be sold as pork meat in markets or be sold and
traded live for lechon roasting.

2. Cow is a domesticated ungulate, a member of the family Bovidae.

Cows are raised as livestock for meat (beef and veal) dairy
products ( milk) and as draught animal ( pulling catrs, plowing
D. Abstraction among others).
(15_ minutes)

3. Goat ia an animal that is easy to raise, resistant to disease and

eats plants such as dry grasses. Growing goats does not require
wide spaces and the abundant supply grasses in the farm makes it
an ideal place for the production of these animals.

4. Milkfish a bright and silver colored fish species that can be raised
in brackish or saltwater ponds and also in marine water fish pens.

78
5. Tilapia is a species of fish that can be raised in farm cultured
ponds. This type of fish is usually grown in freshwater and its
culture started in the 1970’s in Laguna de Bay.

6. Catfish a type of fish that has a large head and long thin parts that
look like a cat’s whiskers around its mouth. This type of fish has the
ability to live for a long time out of water like during draughts.

7. Carp is one of the most farmed fish out of the many ornamental
fish species.
Match each picture with each word.

cow

E. Application
(5 minutes) catfish

pig

carp

Complete the statement by filling in the blank.

F. Assessment 1. ______________ one of the most farm animals.
(5 minutes) 2. ______________ animal easy to raised and resistant to diseases
3. ______________ a member of Bovidae
4. ______________ bright and silver colored fish species.

79
5. ______________ animal that commonly domesticated or
commercially produced.
(Formal and informal observations of learners’ performance or behaviors are
- Observation
recorded, based on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain insights on
Learners/Conferencing their understanding and to progress and clarify their thinking)
- Analysis of Learners’ (Teachers judge the quality of products produced by learners according to
Products agreed criteria)
(Teachers set tests or quizzes to determine learners’ ability to demonstrate
- Tests
mastery of a skill or knowledge of content)
G. Assignments (3 mins.)
- Reinforcing /
strengthening the day’s
lesson
- Enriching / inspiring the
day’s lesson
- Enhancing / improving
the day’s lesson
- Preparing for the new
Draw your domesticated animals.
lesson
This is usually a brief but affective closing activity such as a strong quotation, a
H. Concluding Activity
short song, an anecdote, parable or a letter that inspires the learners to do
(2 mins.)
something to practice their new learning.
V. REMARKS
VI. REFLECTIONS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I

80
use/discover which I wish
to share with other
teachers?
Prepared by: rtb

81
Session No. 23

School Grade Level VI

Teacher Quarter
Learning Area Epp/Agriculture Teaching Dates & Duration 100 mins.
I. LEARNING OBJECTIVES
A. Content Standards Demonstrates an understanding of scientific processes in animal/fish raising.
Applies knowledge and skills, and develops one’s interest in animal/fish
B. Performance Standards
raising
C. Learning Competencies/Code K to 12 Code: TLE6AG-0h-9, 2.1.3, 2.1.4
D. Objectives
Applies scientific knowledge and skills in understanding of scientific processes
 Knowledge
in animal/fish raising.
 Skills Identify scientific processes in animal/fish raising.
 Attitude Observe safety measures in proper ways in animal/fish raising.
 Values
II. CONTENT : Hazards in Raising Animals
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Home Economics and Livelihood Ed. 6 pp. 98-99, CG,
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
C. Supplies, Equipment, Tools, Manila paper, Meta cards, and picture.
etc.
IV. PROCEDURES

A. Introductory Activity Singing of the song Old Mac Donald

(5 minutes)
https://www.youtube.com/watch?v=LIWbUjHZFTw
Group Activity. Each group will given an envelop with a letter cut outs
Arrange the jumbled letter to form a new word.
B. Activity dsharza
(10 minutes) gerand
tricalelec hokcss
fecintions
C. Analysis
Ask: After doing the act. How did you feel? Do you have animals at home?
(5 minutes)
What safety measures do you apply to prevent illness?

D. Abstraction Is it important to raised animals/fish? Why?

(15 minutes) Let us watch the video . https://www.youtube.com/watch?v=LHcQWk1dHzk

The pupils explain the importance of raising animals/fish.

E. Application
https://www.youtube.com/watch?v=UXVT8rF0i1s
(5 minutes)
F. Assessment
(5 minutes) What are risk in animal raising?

82
What are scientific safety measures in preventing animal raising?
(Formal and informal observations of learners’ performance or behaviors are
- Observation
recorded, based on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain insights
Learners/Conferencing on their understanding and to progress and clarify their thinking)
- Analysis of Learners’ (Teachers judge the quality of products produced by learners according to
Products agreed criteria)
(Teachers set tests or quizzes to determine learners’ ability to demonstrate
- Tests
mastery of a skill or knowledge of content)
G. Assignments (3 mins.)
- Reinforcing / strengthening
the day’s lesson
- Enriching / inspiring the
day’s lesson
- Enhancing / improving the
day’s lesson
- Preparing for the new
lesson
H. Concluding Activity
(2 mins) Love Your Animals.
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by: rtb
Session No. 24

83
School Grade Level VI
Teacher Quarter
Learning Area EPP/ Agriculture Teaching Dates & Duration 50 mins.
I. LEARNING OBJECTIVES
A. Content Standards Demonstrates an understanding of scientific processes in animal/fish raising
Applies knowledge and skills, and develops one’s interest in animal/fish
B. Performance Standards
raising
C. Learning Competencies/Code TLE6AG- 0h-9, 2.1.7
D. Objectives
 Knowledge Identify the benefits that earned from animals/fish raising
 Skills Show the benefits earned from animals/fish raising
 Attitude Interest in raising animals/fish
II. CONTENT Display interest an animal/fish raising
III. LEARNING RESOURCES
A. References
Learning and Living in the 21st Century pp, 151, Home Economics and
1. Teacher’s Guide pages
Livelihood Education 97-98, CG
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
C. Supplies, Equipment, Tools, metacards, pictures
etc.
IV. PROCEDURES

A. Introductory Activity
(5 minutes)

https://
blog.ketchummfg.com/chickens-and-eggs/the-benefits-raising-farm-animals/

B. Activity Oral Recitation.

(10 minutes) Say something about the picture.
C. Analysis Ask: Do you have this in your home? Can you share what benefits we get
(5 minutes) from raising animals?
D. Abstraction Here are the benefits of raising farm animals:
(10 minutes) Chemical free eggs. Nothing compares to fresh, great-tasting eggs for
breakfast, seriously!
Fresh raw milk. There are many benefits to collecting fresh, raw milk. ...
No artificial cheese. Many commercial cheeses contain GMOs (genetically
modified organism). ...
Grass-feed meat.
In addition to fresh meat and dairy products, farming has many environmental

84
benefits too. For example, farmers have an innate sense of loyalty and
responsibility to the land on which they farm. Through sustainable agriculture,
or the practice of farming ecologically, farmers can retain and protect their
valuable farmland. They can also turn crop waste and animal manure into
fertilizers. As a result, they can enrich the soil and reroute rainwater to fuel the
irrigation system. Not only does sustainable agriculture save money, but it
also conserves natural resources.
Animals/ fish raising provides a number of benefits to the individual, the
family, and the community .

1. Its means of livelihood or source of income for many families.

2. It instill the spirit of entrepreneurship, hard work, and industry to
individuals who are in the business.
3. It can be a good hobby for those interested in animal/fish raising.
4. It contributes to the economy of the family and the community.
5. It encourages other members of the family to participate and
help in the family business, thus instilling in them the values of
cooperation love for the family and the drive to improve the
business.
Group Activity. Group the class into two and perform the activity.
Group 1---Dramatize the benefits of raising animals/fish
Group 2----Flip tap the benefits we can get from raising animals
E. Application
(_____ minutes) Rubrics
Very Good Good Performance Poor Performance
Performance 4 3
5

Identify the benefits in raising animals/fish. Circle the number of your correct
answer.

1. It is a source of dairy products.

F. Assessment
2. It is a source of food.
(_____ minutes)
3. It is a source of income of the family.
4. Animal waste source of pollution in the community.
5. It is a source of human labor especially the carabao.
6. Animal manure can increase the fertility of the soil.

(Formal and informal observations of learners’ performance or behaviors are

85
- Enhancing / improving the
day’s lesson
- Preparing for the new
lesson
“Gain maybe temporary and uncertain; but ever while you live, expense is
constant and certain: and it is easier to build two chimmneys than to keep
H. Concluding Activity
one in fuel”.

by: Benjamine Franklin

86
Session No. 25

School Grade Level VI

Teacher Quarter
Learning Area EPP/ Agriculture Teaching Dates & Duration 50 mins.
I. LEARNING OBJECTIVES
A. Content Standards Demonstrates an understanding of scientific processes in animal/fish raising
B. Performance Applies knowledge and skills , and develops one’s interest in animal/fish raising
Standards
C. Learning
TLE6AG-0h-9, 2.1.8
Competencies/Code
D. Objectives
 Knowledge Identify successful entrepreneurs in animal/fish raising
 Skills Distinguish positive attitudes of successful entrepreneurs of animals/ fish
 Attitude Appreciate the attitude of being hardworking
II. CONTENT Successful Entrepreneurs in Animals/Fish Raising
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Home Economics and Livelihood Ed.6
pages pp.102, CG,
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Internet
Resources
C. Supplies, Equipment, Meta cards, pictures
Tools, etc.
IV. PROCEDURES
Pupils will report on personalities, expert and practitioners who are successful
A. Introductory Activity
entrepreneurs in animal/fish raising
(5 minutes)
Arrange jumbled words to form an idea. Paste on a manila paper and post it on the
B. Activity
chalkboard.
(10 minutes)
Rsneutrepreen singrai malani sihf
C. Analysis Ask: After doing the activity, how did you feel?
(5 minutes) What do you think our lesson for today?
D. Abstraction Who are the different successful entreprenuers in animal/fish raising?
(15 minutes)

87
https://www.google.com/search?
tbm=isch&sa=1&ei=UKG1XLucLp2avQSUkL2oCA&q=picture+of+oscar+garin+&oq=
picture+of+oscar+garin+&gs_l=img.3...26686.28546..30002...0.0..0.121.4127.22j20..
....1....1..gws-wiz-img.Ne6VHCJJyd8#imgrc=RO4FOI5CL5_hCM:
Robert Petines, from Cagayan Valley, is a hardworking man and always willing to
utilize new ideas. He is just an ordinary fish farmer and because of his dedication
and commitment to this business venture,he became a model entreprenuer.
In 1988, he was given a prestigious award as National Gawad Saka Awardee as
recognition for his effort.
Oscar Garin --- as a civil engineer did not stop him from going back to his original
passion and that is raising sows or fully-grown female pigs in his backyard. In 1988,
he started raising sows in a small piggery and because of his dedication and hard
work it became successful and eventually tuned into commercial hog farm with 500
sows. He named it Octagon Farm Products and Supply Garin continued to raise
other livestock animals like goats, cattle, sheep, and even ventured into production
of poultry animals such as turkey, duck and game fowls.

Based on the discussion.

E. Application Enumerate what animals raised by Oscar Garin that becamed him an awrardee .
(5 minutes) What is an attitude that posses that Robert Petines? What is his achievement that
became him an awardee?
Identify the successful entreprenuer and their animalls to be raised based
on the described information.
Choose your answer in the box.
Sows, tilapia, cattle, Oscar Garin , Robert Petines

F. Assessment 1. _______He is a hardworking man and always willing to utilize new

(5 minutes) ideas.
2. ______ He is a civil engineer.
3. ______ Guarin first animal raised .
4. ______ Raised by Oscar Petine that become him as an awradee.
5. ______ Other animal raised by Guarin.

(Formal and informal observations of learners’ performance or behaviors are

- Observation
recorded, based on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain insights on their
Learners/Conferencing understanding and to progress and clarify their thinking)
- Analysis of Learners’ (Teachers judge the quality of products produced by learners according to agreed
Products criteria)
(Teachers set tests or quizzes to determine learners’ ability to demonstrate mastery
- Tests
of a skill or knowledge of content)
I. Assignments ( 3 mins.)
- Reinforcing /
strengthening the Visit a local livestock or fish farm and observed the animals that the farm is raising.
day’s lesson Areport tomorrow of what you observed.
- Enriching / inspiring
the day’s lesson
- Enhancing / improving
the day’s lesson
- Preparing for the new

88
lesson
J. Concluding Activity “Man serves the interests of no creature except himself.”
( 2 mins.) ― George Orwell
V. REMARKS
VI. REFLECTIONS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
Prepared by: rtb

89
Session No. 26

School Grade Level VI

 Values
II. CONTENT : Animals/Fish to be Raised
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Home Economics and Livelihood Ed. 6 pp. 106-108, CG,

2. Learner’s Materials pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning Resources

C. Supplies, Equipment, Tools, Manila paper, Meta cards, and picture.

etc.

IV. PROCEDURES
A. Introductory Activity Do you have fishes at home?
(5 minutes)
How do you take care of them?
B. Activity Show pictures of fishes.
(10 minutes) Which of the following can be raised? How?( Pupils pick 1 of the pictures and
say something about it)
C. Analysis
Ask: After doing the activity . How do you fell it beneficial to raise fish?
(5 minutes)
What are the benefits that we can get from fish raising?

D. Abstraction Video clip on importance of raising fish.

(15 minutes) https://www.youtube.com/watch?v=JjH2cyux7MU
Discuss the importance of raising fish as an additional income of the family.
E. Application Showtime;

90
Group 1- Pantomime about a family who engaged in fish raising as source of
(5 minutes) income of the family.
Group 2 – Dramatization depicting a family who is not engaged fish raising.

F. Assessment State some benefits of fish raising.

(5 minutes) 1. 3. 5.
2. 4.

- Observation (Formal and informal observations of learners’ performance or behaviors are

recorded, based on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain insights
Learners/Conferencing on their understanding and to progress and clarify their thinking)

- Analysis of Learners’ (Teachers judge the quality of products produced by learners according to
Products agreed criteria)

- Tests (Teachers set tests or quizzes to determine learners’ ability to demonstrate

mastery of a skill or knowledge of content)
G. Assignments (3 mins.)

- Reinforcing / strengthening Describe a family having an additional source of income.

the day’s lesson
- Enriching / inspiring the
day’s lesson
- Enhancing / improving the
day’s lesson
- Preparing for the new
lesson
H. Concluding Activity Love Your Animals.
(2 mins.)
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well?
Why did these work?

91
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by: rtb

92
Session No. 27

School Grade Level VI

2. Learner’s Materials pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning Resources

C. Supplies, Equipment, Tools, Manila paper, Meta cards, and picture.

etc.

IV. PROCEDURES
A. Introductory Activity
(5 minutes) Matching Game

Match animals with their pen.

93
Show pictures of farmers using scientific and natural processes in animal/fish
raising.

B. Activity
(10 minutes)
Processes PICTURES
Farmers using natural Farmers using
processes scientific process

C. Analysis
Ask: After doing the act. How did you feel? If you wish to engage an animal
(5 minutes)
raising project, Which processes you want to follow? Why?
D. Abstraction
Discuss different ways/ process of animal/fish raising.
(15 minutes)
https://www.youtube.com/watch?v=aBmcTPmbZog
Types of Aquaculture
https://www.youtube.com/watch?v=DnV5H0fjEKw

94
Why is scientific processes important nowadays?
E. Application The pupils explain the importance of raising animals/fish through
(5 minutes) dramatization.

Write the correct answer.

F. Assessment
(5 minutes) 1. What are the two main types of aquaculture?
2. Why do we need to apply scientific processes in fish raising?

- Observation (Formal and informal observations of learners’ performance or behaviors are

- Analysis of Learners’ (Teachers judge the quality of products produced by learners according to
Products agreed criteria)

- Tests (Teachers set tests or quizzes to determine learners’ ability to demonstrate

mastery of a skill or knowledge of content)
G. Assignments (3 mins.)

- Reinforcing / strengthening Observe local fishermen in your community.

the day’s lesson Conduct a simple survey on their thoughts/ idea about scientific ways of fish
raising.
- Enriching / inspiring the
day’s lesson
- Enhancing / improving the
day’s lesson
- Preparing for the new
lesson
H. Concluding Activity
(2 mins.)
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment

B. No. of learners who require

additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson.

95
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by: rtb

96
Session No. 28

School Grade Level VI

Teacher Quarter
Learning Area Teaching Dates & Duration 50 mins.
I. LEARNING OBJECTIVES
A. Content Standards Demonstrates an understanding of scientific processes in animal/fish raising
Applies knowledge and skills, and develops one’s interest in animal/fish
B. Performance Standards
raising
C. Learning Competencies/Code TLE6AG- 0i-10, 2.2.4
D. Objectives
 Knowledge Differentiate of record potential income, expenses and gains.
 Skills Discuss records potential income, expenses and gains.
 Attitude Explain financial literacy in income, expenses and gains.
II. CONTENT Income, Expenses and Gains
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Learning and Living in the 21st Century, p. 142, CG
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources internet
C. Supplies, Equipment, Tools, metacards, pictures
etc.
IV. PROCEDURES
A. Introductory Activity
Singing of an action song “Old Mac Donald”
(5 minutes)
B. Activity Pick 1 roll paper in the box, Make an imitation of the sounds of animal written
(10 minutes) on the paper.
C. Analysis
Ask: After doing the activity, how did you feel the activity, interesting? Why?
(5 minutes)
Computing Cost and Profit
Putting up a piggery is a profitable business, provided one is equipped with
adequate knowledge of animal care and raising coupled with hard work,
creativity, resourcefulness and perseverance. To find out if the business is
earning, it is important to know how to compute your expenses and determine
how much gain you are earning.
The steps in computing expenses and gain.
D. Abstraction
1. List down all expenses in the preparation the project’
(15 minutes)
2. List down operational expenses including cost of labor, water,
electricity, and incidental expenses.
3. List down expenses in marketing and transporting.
4. Total all the expenses incurred in steps 1, 2, and 3.
5. Total the amount earned in selling the hogs. This is your gross
sale.
6. Deduct total expenses from the gross sale. This is your profit.

E. Application Solve the following using the steps that we discuss.

97
Feeds--------- 20,000.00
Water --------500.00
Electricity-------1,000.00
Labor 3,000.00
Incidental expenses------ 2,000.00
(_____ minutes) 10 piglets @ 1,800.00 each

900 kls---- total kilos of the 10 hogs

110 per kilo ----- market price

Compute.
F. Assessment
Total Expenses------------ 30,000.00
(5 minutes)
Total gross sale------------57,000.00
(Formal and informal observations of learners’ performance or behaviors are
- Observation
recorded, based on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain insights
Learners/Conferencing on their understanding and to progress and clarify their thinking)
- Analysis of Learners’ (Teachers judge the quality of products produced by learners according to
Products agreed criteria)
(Teachers set tests or quizzes to determine learners’ ability to demonstrate
- Tests
mastery of a skill or knowledge of content)
G. Assignments (3mins.)
- Reinforcing / strengthening
the day’s lesson
- Enriching / inspiring the
day’s lesson
- Enhancing / improving the Study your lesson.
day’s lesson
- Preparing for the new
lesson
H. Concluding Activity “Beware of little expenses. A small leak will sink a great ship.”
(2 mins.) by: Benjamine Franklin
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson.
D. No. of learners who

98
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by: rtb

99
Session No. 29

School Grade Level VI

Teacher Quarter
Learning Area EPP/ Agriculture Teaching Dates & Duration 150 mins.
I. LEARNING OBJECTIVES
A. Content Standards Demonstrates an understanding of scientific processes in animal/fish raising
B. Performance Standards Applies knowledge and skills , and develops one’s interest in animal/fish raising
C. Learning Competencies/Code TLE6AG-0j-12, 2.3.1, 2.3.2, & 2.4.1-2.4.2
D. Objectives
 Knowledge Identify growth and progress of animals/fish ( Pig Raising)
 Skills Monitors growth and progress of animals/fish ( Pig Raising)
 Attitude Appreciate the benefits that give to us by animal/fish
II. CONTENT Monitor Growth and Progress of Animal/Fish
III. LEARNING RESOURCES
A. References
Home Economics and Livelihood Ed.6
1. Teacher’s Guide pages
pp.113-115, CG,
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources internet
C. Supplies, Equipment, Tools, metacards, pictures
etc.
IV. PROCEDURES

https://www.google.com/search?
A. Introductory Activity biw=1366&bih=608&tbm=isch&sa=1&ei=x2S1XN-
(5 minutes) QF8zgvgTEmYyYBg&q=picture+of+a+boy+feeding+his+pet+
+pig&oq=picture+of+a+boy+feeding+his+pet+
+pig&gs_l=img.3...1717854.1743369..1744081...0.0..1.130.7617.79j8......2....1..
gws-wiz-img.....0..0i67j0j0i8i30j0i24.HVaHrYl3CEQ#imgrc=BonR8T98c3uafM:

Study this picture. What is the boy doing?

Do you have animals at home?
Did you also feed them?

Group Activity: Perform the aspect of monitoring growth and progress of

animals/fish
B. Activity
Group 1 Dramatize – Care for Animals/Pigs
(10 minutes)
Group 2 Pantomime –Food and Diet
Group 3 Flip tap—Maintenance and Breeding
C. Analysis Ask: After doing the activity, how did you feel? Is the activity

100
enjoyable?
What do you think other important aspects to consider in monitoring growth and
(5 minutes)
progress of animal/fish?

As business venture raising pigs doest not require a big amount of

capital, but it needs careful attention, and skills,
A pigs growth and apperance are determined through its genetics and
the environment that includes nutrition, facilities, care, exercise and
health.
Aspect to consider in monitoring growth and progress in animals/fish
1. Care –It is necessary to allocate time with the pigs everyday .
Touch them as often as possible that may include brushing,
scratching,rubbing,etc. In miilkfish the growth rate raised in ponds
is fast in the first year and from being a figerling to marketable size
in five months from stocking. The growth is high if the fish is well
fed and quality food is always assured.
2. Food/Diet --- A starter ratio is given to pigs from weaning day up to
months. Weaning is the Process of withdrawing the piglets from
feeding. By the time they should be weigh around 10-25 kilos. An
D. Abstraction
increased rate of flock growth is expected if given the needed
(15 minutes)
nutrients.
The pigs basic nutrient are as follows: Water, Crude oil,
Mobilizable energy Minerals, Vitamins. Protein and Amino acids.
In Milkfish there are two types of feeds and supplementary feeds.
 Natural feeds such as bentho and plankton are produced
in ponnnnnnnnnnnnnnnds.
 Supplementary feeds such as rich bran,wheat bran,
sesame ailcake, mustard oil cake , among others are
produced by humans and sold in animal or pet stores.
3. Maintenance and Breeding—The premises of the farm should be
properly cleaned. All equipment especially the feeding facilities
must be kept clean all the times. They must be scrubbed and
disenfected before feeding the animals. Proper cleaning must be
carried throughout the production period.

E. Application Make a plan for the growth and progress of:

(5 minutes) Pigs
Write what is asked for the following statements
.
F. Assessment 1. Two care practices for raising pigs.
(5 minutes) i. b.
2. Two basic nutrients in a pig ratio.
a. b.
(Formal and informal observations of learners’ performance or behaviors are
- Observation
recorded, based on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain insights on
Learners/Conferencing their understanding and to progress and clarify their thinking)
- Analysis of Learners’ (Teachers judge the quality of products produced by learners according to
Products agreed criteria)
(Teachers set tests or quizzes to determine learners’ ability to demonstrate
- Tests
mastery of a skill or knowledge of content)

101
G. Assignments ( 3 mins.)
- Reinforcing / strengthening
the day’s lesson Make a diorama of a farm with animals.
- Enriching / inspiring the
day’s lesson
- Enhancing / improving the
day’s lesson
- Preparing for the new
lesson
H. Concluding Activity “All animals are equal, but some animals are more equal than others.”
― George Orwell,
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by: rtb

102
Session No. 30

School Grade Level VI

Teacher Quarter
Learning Area EPP/ Agriculture Teaching Dates & Duration 100 mins.
I. LEARNING OBJECTIVES
A. Content Standards Demonstrates an understanding of scientific processes in animal/fish raising
Applies knowledge and skills, and develops one’s interest in animal/fish
B. Performance Standards
raising
C. Learning Competencies/Code TLE6AG- 0j-13, 2.5.1, 2.5.2
D. Objectives
 Knowledge Describe the indicators for harvesting/capturing animal/fish
 Skills Demonstrates skill in harvesting/capturing animal/fish
 Attitude Shows accountability/responsibility in the methods of harvesting/capturing fish
II. CONTENT Harvesting Fish
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Learning and Living in the 21st Century pp, 173-174
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources internet
C. Supplies, Equipment, Tools, Meta cards, pictures
etc.
IV. PROCEDURES

Show picture of different materials used for capturing fish.

https://en.wikipedia.org/wiki/Fishing_techniques

Match the picture with its name

Methods used for capturing fish Name

A. Introductory Activity
(5 minutes) Taklob

103
Bait Hook
and Line

B. Activity Net
( 10 minutes)

Total
Drainage

Ask: After doing the activity, how did you feel?

C. Analysis
Did you try to catch/harvest fish? How did you feel when you catch it? What
(5 minutes)
materials did you used?
Harvesting Fish
Depending on the size of the fish, it is possible to harvest as early as the
second or third month. The size of the fish is just right averaging about 50
grams each.

To harvest fish, there are several methods used.

1. Use of Taklob---- This is commonly used by fishers who catch

fish on brooks or streams. The catch is normally for home
D. Abstraction
consumption since the device catches only a few at a time.
(10 minutes)
2. Use of Baited Hook and Line--- It usually takes time to catch
many fishes since the hook catches only one fish at a time. This
method is preferred by hobbyist and fish enthusiasts.

3. Use of Net---This is the most commonly used method by fishers

and commercial fishing boats. This is very practical in rivers., in
lakes, in seas, and in fishponds.

104
There are two kinds of net:
i. Dip net—Shape like a square and is usually lowered
at the bottom of the pond and then lifted as fast as
possible.
ii. Lift net--- is a large version of the dip net and would
require about require about four persons to hold the
net on four sides for faster lifting.
4. Total Drainage---- The pond is drained of its water and a long
fishnet is used to catch the fish.
Group Activity.
Dramatized on how to catch fish using different methods.
Group 1---- used of net
Group 2---- used of Taklob
Group 3---- used of Baited Hook and Line
E. Application
Group 4 ---- used of Total Drainage
(5. minutes)
Rubrics
Very Good Good Performance Poor Performance
Performance 4 3
5
Write your answer in the blank.
Choose your answer in the box.
net, taklob bait hook and line, total
drainage, size

1. -------------- Most common used method by fishers and commercial

F. Assessment fishingboats.
(5 minutes) 2. _________ The pond is drained of its water and a long fishnet used
to catch the fish.
3. ________ Used by fishers who catch fish on brooks or steams.
4. ________It takes time to catch many fishes since the hook catches
only one fish at a time.
5. Depending on the _____ of the fish to make it harvested in the pond.

(Formal and informal observations of learners’ performance or behaviors are

105
lesson
“Teach all men to fish, but first teach all men to be fair, Take less, give more,
H. Concluding Activity
Give more of yourself, take less from the world. Nobody owes you anything,
( 2 mins.)
you owe the world everything.”
by : Suzy Kassem
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by: rtb

106
Session No. 31

School Grade Level VI

Dramatize on the following methods of selling.

Group activity.
Group 1- Dramatize on selling to the customer
B. Activity
Group 2 Dramatize on Shipping Commission to Merchant
(10 minutes)
Group 3 Dramatize on Selling to the Retailer
Group 4 Dramatize on Selling to Cooperatives

C. Analysis Ask: After doing the activity, how did you feel?
(5 minutes) In your own part what method of selling do you prefer? Why?
D. Abstraction What are the marketing Strategies used in selling?
(15 minutes)
The successful animal and fish raiser must not be a productive producer of first-
class meat and fish products, but must also be a capable salesperson of the
Direct Selling to the customer---- The most effective way of selling directly to
customers is to supply hotels, restaurants,resorts, markets, and clubs.
2. Selling to the Retailer------ Meat, fish and its by products are sold directly to
retailers who live in small cities or towns and are willing to get the products and
to pay a good price.
3. Shipping Commission to Merchant------ These persons or farms contact raisers

107
of livestock or fish products and negotiate to sell them.
4. Selling through Cooperatives---- Some farmers sell their products and share
their profits to cooperatives.
5. Used of Internet Marketing------ Websites are used to tell about the farm and
products it is selling.
The following are things to consider when selling farm product online:
 Website
 Shopping cart software
 Payment processing
 E-mail support
E. Application Based on the discussion.
(5 minutes) Enumerate the methods in selling/ marketing of animal or fish products.
Identify what methods of marketing that describes the sentence.
Write your answer on the space provided for.
1. Websites are used to tell about the farm and products it is
selling._________
2. Meat, fish and its by products are sold directly to retailers who live
in small cities or towns and are willing to get the products and to
F. Assessment pay a good price.___________
(5 minutes) 3. Some farmers. sell their products and share their profits to
cooperatives._________
4. The most effective way of selling directly to customers is to supply
hotels, restaurants,resorts, markets, and clubs.________
5. These persons or farms contact raisers of livestock or fish products
and negotiate to sell them.__________

(Formal and informal observations of learners’ performance or behaviors are

- Observation
recorded, based on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain insights on
Learners/Conferencing their understanding and to progress and clarify their thinking)
- Analysis of Learners’ (Teachers judge the quality of products produced by learners according to agreed
Products criteria)
(Teachers set tests or quizzes to determine learners’ ability to demonstrate
- Tests
mastery of a skill or knowledge of content)
H. Assignments
( 3 mins.)
- Reinforcing / Study your lesson.
strengthening the day’s
lesson
- Enriching / inspiring the
day’s lesson
- Enhancing / improving the
day’s lesson
- Preparing for the new
lesson
This is usually a brief but affective closing activity such as a strong quotation, a
I. Concluding Activity
short song, an anecdote, parable or a letter that inspires the learners to do
( 2 mins.)
something to practice their new learning.
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned

108
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared by: rtb

109
Session No. 32

School Grade Level VI

Teacher Quarter
Learning Area Epp/ Agriculture Teaching Dates & Duration 50 mins.
I. LEARNING OBJECTIVES
A. Content Standards Demonstrates an understanding of scientific processes in animal/fish raising
B. Performance
Applies knowledge and skills, and develops one’s interest in animal/fish raising
Standards
C. Learning
TLE6AG- 0j-13, 2.5.5
Competencies/Code
D. Objectives
 Knowledge Distinguish the income earned from marketed products
 Skills Computes the income earned from marketed products
 Attitude Demonstrates persistence in computing income earned from marketed products
Compute Income Earned
II. CONTENT
( Gross Sale-Expenses= Net Income)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Learning and Living in the 21st Century pp, 163-164, CG
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources internet
C. Supplies, Equipment, Tools, Meta cards, pictures
etc.
IV. PROCEDURES
Show picture.

A. Introductory Activity
(5 minutes)

https://www.google.com/search?
ei=mym4XKXjEOHAz7sPvKWdOA&q=picture+of+sales+inventory&oq=picture+
of+sales+inventory&gs_l=psy-
ab.3..33i22i29i30l8.3044870.3058859..3063550...0.0..0.303.6310.0j29j5j1......0..
..1..gws-
wiz.....0..0i71j0i67j0j0i131j0i3j0i10i3j0i67i70i251j0i131i67j0i10j0i22i30j0i22i10i30
j0i13i30.tN_lMVqoquU

110
Fill in the given information.
5 Piglets @ 1,500.00 each
2 Cows @ 15,000.00 each
15 Hens @ 350.00 each

B. Activity
(10 minutes)

C. Analysis
(5 minutes) Ask: Based on the picture. What do you think is our lessson for today?

Computing the Income Earned from Marketed Products

In determining the income earned from the animals sold, there are two
methods of doing it.
One is to sell the products at markets prices, then deduct your total expenses
from the gross sale. Another is to complete the selling price of the product and
the amount of profit you want to earn.

Computing the Selling Price and Profit Desired

Step 1: Determine the total expenses
A. Cost of Animals/ Materials/ Supplements
 Cost of Animal—piglets,figerlings
 Costs of Feeds
 Health and Medicine
D. Abstraction  Vitamins and Supplemental Food
( 15 minutes)  Immunization and Vaccination

B. Operational Expenses
 Labor
 Housing- depreciation, repairs,etc.
 Transportation
 Utilities
__ water
__ electricity
 Taxes
 Medical Consultations
 Miscellaeous
Step 2: Determine the percentage profit desired or how much you want to earn.
To complete the amount equivalent to your desired percentage profit,

111
multiply the total expences
( cost of of materials + operational cost) by your percentage profit desired
expensessed in decimal points.
For Example:
If total expenses for raising 50 hogs in 5 months is 200,000.00 pesos and the
percentage profit desired is 100%, multiply 200,000.00 by 1.00 (100%) and the
amount is 200,000.00 pesos . This is your expected profit.

Step 3: Add the total expenses and percentage profit to determine the selling
price of the 50 hogs.
Selling price is 400,000.00 pesos because 200,000.00+200,000.00 is
400,000.00. This is the selling price of 50 hogs. Assuming that each hogs
weighs 80 kilos, the selling price per hog is (400,000.00÷50) which is 8,000.00.
The cost of live weight per kilo is 100.00 pesos (8,000.00÷80 kilos)

Group Activity:

Group 1: Determine the percentage profit desired.

Total expences for raising 10 hogs in 2 months is 100,000.00
E. Application Percentage Profit Desired is 50 %
(5 minutes)
Group 2: Determine the selling price of 10 hogs.
Selling price is 200,000.00
Weighs of each hogs is 40 kilos

Compute how much your net income.

F. Assessment (Gross Sale-Expenses= Net Income)

(5 minutes)
There are 150 piglets , each piglets sold at 1,800.00 pesos, and the total
income of feeds and vitamins is 105,000.00.

(Formal and informal observations of learners’ performance or behaviors are

- Observation
recorded, based on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain insights on
Learners/Conferencing their understanding and to progress and clarify their thinking)
- Analysis of Learners’ (Teachers judge the quality of products produced by learners according to
Products agreed criteria)
(Teachers set tests or quizzes to determine learners’ ability to demonstrate
- Tests
mastery of a skill or knowledge of content)
G. Assignments (3 mins)
- Reinforcing / strengthening
the day’s lesson
- Enriching / inspiring the
day’s lesson
- Enhancing / improving the
day’s lesson
- Preparing for the new
What are the things to considered in preparing for expansion of animal raising
lesson
ventures?

112
“ Without continue growth and progress, such word as improvements,
H. Concluding Activity
achievement, success have no meaning.”
(2 mins.)
by: Benjamine Franklin
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by: rtb

113
Session No. 33

School Grade Level VI

Teacher Quarter
Learning Area EPP/ Agricuture Teaching Dates & Duration 50 mins.
I. LEARNING OBJECTIVES
A. Content Standards Demonstrates an understanding of scientific processes in animal/fish raising
B. Performance Standards Applies knowledge and skills, and develops one’s interest in animal/fish raising
C. Learning
TLE6AG- 0j-13, 2.5.6
Competencies/Code
D. Objectives
 Knowledge Explain the requirements in preparing for expansion of animal raising ventures
 Skills Designs a plans in preparing for expansion of animal raising ventures
 Attitude Works with perseverance in a given situation.
II. CONTENT Plans for Expansion of the Family-raising Ventures
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Learning and Living in the 21st Century pp, 164, CG
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources internet
C. Supplies, Equipment, Tools, etc. metacards, pictures
IV. PROCEDURES

A. Introductory Activity
(5 minutes)

https://www.google.com/search?
q=backyard+animal+raising&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiD5Y7I6d
nhAhUg63MBHTfXADQQ_AUIDigB&biw=1366&bih=657#imgdii=QSckmQvs5NWLh
M:&imgrc=5TIuBf41-K7MrM:

What can you say on the picture? Do you have this in your home?

B. Activity
(10 minutes) Draw your best like animals that your raised in your backyard.
C. Analysis Ask: After doing the activity, how did you feel?
(5 minutes) Can you guess what is our lesson for today?
What will you do with your animals?
How will you show that you love your animals?

114
Does the animal you raised can help in your family income? In what way?

Preparing plans for expansion of the family’s animal raising business.

Once the family backyard animal-raising becomes successful, there is likely a plan to
expand the business. Plans, for expansion of the family animal raising business
require additional capital for land, housing,feeds, workers, utilities, health and
sanitation provisions, and a bigger market for the products. The plan for expansion
will require the following:
1. Additional land for the expected number of animals to be added.
2. Housing for the animals.
3. Utilities such as water and electricity.
D. Abstraction
4. Additional production or purchase of feeds.
(15 minutes)
5. Additional workers to take care of animals.
6. Expanded health and simulation provisions for the animals and for the
community.

7. Expansion of the market for the animals and their by-products.

All the requirements above will require expenses so the family should be ready with
additional capital to defray expenses.

Group Activity:

Group 1---- Draw an example of an animal housing.

E. Application
Group 2---- Dramatize planning of an animal housing.
(5 minutes)
Group 3__ Draw electrical wiring of an animal housing.
Group 4__ Estimate the needed feeds per head of a hog.

F. Assessment If given a chance to venture into animal business, what would it be? And how will you
(5 minutes) do it?
(Formal and informal observations of learners’ performance or behaviors are
- Observation
recorded, based on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain insights on their
Learners/Conferencing understanding and to progress and clarify their thinking)
- Analysis of Learners’ (Teachers judge the quality of products produced by learners according to agreed
Products criteria)
(Teachers set tests or quizzes to determine learners’ ability to demonstrate mastery
- Tests
of a skill or knowledge of content)
G. Assignments
( 3 mins.)
- Reinforcing /
strengthening the Compute a targeted expansion of an animal/fish business venture.
day’s lesson
- Enriching / inspiring
the day’s lesson
- Enhancing / improving
the day’s lesson
- Preparing for the new
lesson
H. Concluding Activity

115
“An investment in knowlege pays the best interest”
( 2 mins.)
by: Benjamine Franklin
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who
require additional
activities for remediation.
C. Did the remedial lessons
work? No. of learners
who have caught up
with the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared by: rtb

116

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