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GRADES 1 TO 12 SCHOOL Palahanan National High School GRADE LEVEL Grade 7

DAILY LESSON TEACHER Joanne B. Robledo LEARNING AREA TLE


LOG TEACHING DATES QUARTER
AND TIME

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary
procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done for developing
content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support
the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of farm plans and layout
B. Performance Standards The learner is able to design farm plans and layout according to crop grown; planting systems and practices are strictly
followed according to approved cultural practices.
C. Learning At the end of the lesson the students are able to:
Competencies/Objectives  Layout garden plots
Write LC code for each
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can
be tackled in a week or two.
Interpret farm plans and layouts
III. LEARNING
RESOURCES
A. References CG, LM
1. Teacher’s Guide pages p. 16
2. Learner’s Materials pages Agri-Crops Learning Module pp. 86-87, Agri-Crops Learning Module pp. 87-91
3. Textbook pages
4. Additional Materials from Horticulture Learning Module pp. 93-95 Horticulture Learning Module pp. 97-100
Learning Resources (LR)
portal
B. Other Learning Resources https://www.youtube.com/watch?v=D3ukCuTuL3U

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IV. PROCEDURES
A. Reviewing previous Recall the metric conversion and procedure in What are the things to consider in making a
lesson or presenting the new calculating the surface area farm plan?
lesson
B. Establishing a purpose for Video presentation How are plants arranged in row planting? Why
the lesson Base on the video, what are the things to consider in is it important to have knowledge in crop
starting a farm? arrangement? What are the different planting
Why is it important? system?
Why do you think making a farm plans is important?
What will happen if you’ll start planting without any
farm plan?
C. Presenting examples / 1. The ‘Farming for the Future’ (FFTF) program can PLANTING SYSTEMS
Instances of the new lesson help you to plan the best farm layout
2. Site Assessment is necessary so that a map can be Square System Quincunx or
drawn of the property’s topography, boundaries, soils, Diagonal System
water resources and so on, and a farm business plan can
be formulated.
3. Government plans
Acquaint yourself with relevant Regional
Environmental Plans (REPs), Local Environmental
Plans (LEPs), and Development Control Plans (DCPs)
and their short and long-term effects on your proposed
or existing farm enterprise. This will help reduce
unforeseen risks and enhance your farm business. Hexagonal System Contour system
Council’s building approval or development consent
(DAs) may be needed for siting greenhouses, siting and
constructing dams or erecting hail and windbreak
netting. Council approval to clear land or a ‘no burning
of crop debris or waste materials on farm’ may apply.
Consent will be required if odor or noise is a nuisance
likely to be generated from the development.
Desirable Layout of Vegetable Farm

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 Site selection
 Buffer zones
 Riparian areas
 Wetlands
 Drainage lines
 Soil types
 Groundwater contamination
 Windbreaks
 Soil management
 Water management

D. Discussing new concepts TDAR Activity: Think-Discuss-Act-Reflect Activity Jigsaw Method


and practicing new skill #1 Problem: You have assessed a certain land for you to The teacher will group the students into 4, each
make a farm plan, based on your assessment it is the group will explain the assigned planting system
best land, what will you do if the government didn’t to them.
approve your business proposal due to neighborhood Group 1 – SQUARE SYSTEM
problem? Group 2 – DIAGONAL SYSTEM
Group 3- HEXAGONAL SYSTEM
Group 4- CONTOUR SYSTEM
E. Discussing new concepts ACTIVITY –BASED
and practicing new skill #2 The students will divide into 6 groups, they
will be given the following task.
The 3A’s Activity:
A- The students will choose a planting
system which they think is the best in
school yard. Explain why.
A-The students will identify and explain
the advantages of the chosen system from
another.
A- The students will layout a garden plot

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using the planting system they have chosen
F. Developing mastery How can we achieve perfect farm layout? What are the basis in choosing a planting
Leads to Formative system?
Assessment (s)
G. Finding Practical Each students will ask to conduct site assessment The students will measure the land, decide
applications of skills in daily around the school yard. They will identify the best site the types of plants to be planted and its
living to be used in making farm layout. distance to each other, then prepare a plan
on the paper and making all details
H. Making generalizations What is site assessment? How about government plan? Complete the diagram.
and abstractions about the How can this affect your farm plan?
lessn Square Advantages
System

Horizontal
Advantages
system

Planting
system

Hexagonal
system Advantages

Contour Advantages
system

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I. Evaluating learning Interpret the drawing The teacher will facilitate the students doing
the following:
INSTRUCTIONS:
1. Put 1 inch border lines on your bond paper
2. Use the following data in making your
layout
Imagine that 1 cm on your drawing is
equivalent to 1m
A. Width= 16 m
B. Length=19 m
C. Planting distance
Between row=1m
Answer the following Between hill=.5 m
1. What is your area? 3. Sketch inside the border lines your plot
2. How many rows are there in the area? layout
3. How many plants are there in a row? Use any planting system you desired.
4. How many plants are there in the area?
5. What is the distance between plants per row?
6. What is the distance of plants between hills?
7. How many plants are there in row A?
8. What is the length of the area?
9. What is the width of the area?
10. How many plants are needed in rows A,B and C?

J. Additional Activities for The students will have a role play showing the things Make an essay about “My best farm plan”
application or remediation that must done in preparing a farm plan.

V. REMARKS T.L.E. 7 subject is taken only for four (4) times a week. Friday is a non-meeting day with the class.

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VI. REFLECTION
A. No. of learners who
earned 80%in the evaluation.

B. No. of learners who


required additional activities
for remediation who score
below 80%

C. Did the remedial lesson


work? No. learners who
have caught up with the
lesson

D. No. of learner 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?

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SCHOOL Palahanan National High School GRADE LEVEL Grade 7
GRADES 1 TO 12 TEACHER Joanne B. Robledo LEARNING AREA TLE
DAILY LESSON TEACHING DATES QUARTER
LOG AND TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary
procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done for
developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning
the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of irrigation plan and design
B. Performance Standards Irrigation system plan is interpreted according to established procedures.
Different designs of irrigation systems are enumerated standard procedures.
C. Learning At the end of the lesson the students are able to:
Competencies/Objectives  Interpret irrigation plan and design.
Write LC code for each
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the
content can be tackled in a week or two.
Interpret irrigation plan and design
III. LEARNING RESOURCES
A. References CG and LM
1. Teacher’s Guide pages pp. 16-17
2. Learner’s Materials pages Agri-Crops Learning Module pp. 97-98 Agri-Crops Learning Module p. 106
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What are the different planting system? What are the essential features of irrigation plan?
presenting the new lesson

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B. Establishing a purpose for the What is the function of an irrigation system? Have you seen an actual irrigation system?
lesson Why is it important to have an irrigation plan? What is the procedure in making an irrigation
Cite reasons. miniature?
C. Presenting examples / ESSENTIAL FEATURES OF A PLAN SKETCH IRRIGATION PLAN
Instances of the new lesson • Topographic Data - the field shape must be MATERIALS NEEDED:
accurately drawn showing pertinent QUANTITY DESCRIPTION
obstructions, features and elevation details. 2 sheets bond paper
• Water Source Capacity - the water supply 1 pc pencil
must be clearly indicated showing location and 1 pc ruler
available capacity. INSTRUCTIONS:
• Depending on the water source, a well log or 1. After knowing different irrigation designs,
water license must accompany the irrigation select 1 design applicable in your area.
plan. Irrigation reservoirs also require Water 2. Using the materials above sketch the irrigation
Management Branch licensing. design applicable in your locality.
• Soil and Crop Characteristics - soil and crop 3. Explain, why did you considered this design
limitations must be accounted for to reduce on another sheet of bond paper
runoff and deep percolation by mismanagement 4. Submit your output to your teacher after 1 day
of the irrigation system. 5. Your teacher will ask you to present your
• Design Parameters - soil water holding work in front of your classmates
capacity, maximum application rate and climatic
6. Save your work for the next activity
data must be used to select the correct irrigation
CREATE MINIATURE IRRIGATION CANAL
system design.
MATERIALS NEEDED:
• Design Data - the nozzle selected, operating
QUANTITY DESCRIPTION
pressure, discharge rate and sprinkler spacing
10 bar Activity clay
must all be shown on the plan. The irrigation
interval, set time, application rate and net 1 pc Illustration board
amount applied must also be calculated. INSTRUCTIONS:
1. Your teacher will divide the class into groups
Different Designs of Irrigation Systems
(5 members in a group)
1. SURFACE IRRIGATION
2. SPRINKLER IRRIGATION 2. Select the best work among your group
3. DRIP OR TRICKLE IRRIGATION members from the previous activity
3. Decide which work will serve as your model

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in creating your miniature irrigation canal.
4. You will be given one hour to finish your
group activity.
5. Submit your output when it is already
completed.
D. Discussing new concepts and Activity Based - THINK-GROUP-SHARE Activity
practicing new skill #1 Each student will choose 1 from the irrigation The student will ask to sketch irrigation plan
systems they are familiar with. They will share See instruction above ( SKETCH IRRIGATION
to the class the things they know about that PLAN)
system.
E. Discussing new concepts and
practicing new skill #2
F. Developing mastery Have you experience watering the crops using How do we make an irrigation miniature? What
Leads to Formative Assessment an irrigation? Why is it important to have an is the essence of making one?
(s) irrigation?
G. Finding Practical applications The students will observe the school garden, Group Activity
of skills in daily living they will identify which irrigation system is From the irrigation plan that each of the students
available in the garden. made, select the best work.
Decide which work will serve as model in
creating miniature irrigation canal.
See detailed instruction above (CREATE
MINIATURE IRRIGATION CANAL)
H. Making generalizations and To make an irrigation system, irrigation plan Based on activity done, what are the techniques
abstractions about the lesson must be followed and analyzed. used to accomplish or make an irrigation
miniature.
I. Evaluating learning Enumerate the following: Miniature of Irrigation canal
(2) FUNCTIONS OF FARM IRRIGATION Criteria SCORE
SYSTEMS 20 15 10 5
1. ____________________________________ Creativity (50%)
2. ____________________________________ Design (20%)
(3) ESSENTIAL FEATURES OF A PLAN Presentation (20%)
1. ____________________________________ Neatness (10%)

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2. ____________________________________
3. ____________________________________
J. Additional Activities for Complete the table below. Draw an irrigation system, choose from the
application or remediation Irrigation System Function irrigation system presented in the lesson.
Design
Surface irrigation
Sprinkler irrigation
Drip irrigation
V. REMARKS T.L.E. 7 subject is taken only for four (4) times a week and 2 hours a day. Friday is a non-meeting day with the class.
VI. REFLECTION
A. No. of learners who earned
80%in the evaluation.
B. No. of learners who required
additional activities for
remediation who score below
80%
C. Did the remedial lesson work?
No. learners who have caught up
with the lesson
D. No. of learner 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?

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