Kagawaran ng Edukasyon Republika ng Pilipinas DAILY LESSON PLAN 6 Technology and Livelihood Education Agri-Fishery Arts Home Economics Industrial Arts Information and Computer Technology ii. List of Development Team Members ii.1 Writers ii.2 Validators ii.3 Illustrators ii.4 Demonstration Teachers ii.5 Editors Table of Contents i – Cover page ……………………………………………………….. ii - List of Development Team Members ………………………….. I - Daily Lesson Plan : Industrial Arts ……………………………….. II - Daily Lesson Plan : Information and Computer Technology… III - Daily Lesson Plan : Agri-Fishery Arts…………………………….. IV - Daily Lesson Plan : Home Economics ………………………….. Daily Lesson Plan AGRI-FISHERY ARTS Name:_____________________________________ Grade & Section: ________ Match column A with column B. Write the letter of the correct answer on the blank. A B ___1. Protects the land against erosion a. food ___2. Produce foods for human and animals. b. home ___3. Trees also provide ______ for animals. c. trees ___4. It is the primary source of ______. d. land ___5. Marketing seedlings provides an additional _______. e. fruitbearing trees f. income Name:_____________________________________ Grade & Section: ___________ Put a check (/) in the column that fits you. Practices 1. I love playing to places with plenty of trees. 2. I join a planting-tree activity in school because I want to help the community. 3. I eat plenty of fruits to keep me healthy. 4. I encourage others to plant trees and fruitbearing trees. 5. I tell others not to cut trees. always sometimes never Name:_____________________________________ Grade & Section: ___________ True or False: Write T if the statement is true and F if it is false. ______1. Trees are man’s source of food. ______2. The leaves of trees absorb carbon dioxide in the air and produce oxygen that is necessary for life. ______3. Life on earth would be possible even without trees. ______4. We can earn additional income in planting trees and marketing seedlings. ______5. Trees protect the land against erosion. Name:_____________________________________ Grade & Section: ___________ True or False: Write T if the statement is true and F if it is false. ______1. Trees are man’s source of food. ______2. The leaves of trees absorb carbon dioxide in the air and produce oxygen that is necessary for life. ______3. Life on earth would be possible even without trees. ______4. We can earn additional income in planting trees and marketing seedlings. ______5. Trees protect the land against erosion. Group 1: Create a poster about the importance of trees. Group 2: Make a slogan about the importance of trees. Group 3: Make a drama skit about the importance of trees. Group 4: Compose 2-stanza poem about the importance of trees. Instructional Planning (The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning. D. O. 42,s. 2016) School Teacher Time & Date/s Grade Level Learning Area Quarter I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies/ Objectives Write the LC code for each II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resources (LR) portal B. Other Learning Resources VITLE/Agriculture First Quarter (W1_Day 1) Demonstrates an understanding of scientific practices in planting trees and fruit trees Applies knowledge and skills in planting trees and fruit trees 1.1 discusses the importance of planting and propagating trees and fruit-bearing trees and marketing seedlings. TLE6AG-0a-1 Planting Trees and Fruit Trees 1. Propagating trees and fruit trees Curriculum Guide for Grade 6_TLE Crop Production Book by Salvador B. Romeo, Ed.D. & Catherine G. Romero page 1 Microsoft ® Encarta ® 2009. www.savetree.com/whytrees.html IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson Pre-test: Read the questions carefully and choose the letter of the correct answer. 1. A science of cultivating the land, producing crops, and raising livestock. a. Economics b. Agriculture c. Security d. Technology 2. It is a benefit that people get from planting vegetables. a. Food c. ornaments b. Toy d. all of the above 3. Which of the following expresses advantage from planting fruits and vegetables? a. It can give an additional work. b. It can be a source of income. c. It can be an additional source of food. d. b and c 4. Which of the following statements matches the idea of planting trees is one way of saving the environment. a. It protects the land against erosion. b. Trees also provide habitat, protection, and food for many plant and animal species. c. The leaves of trees absorb carbon dioxide in the air and produce oxygen that is necessary for life. d. All of the above. 5. Which of the following is a benefit that people get from planting trees and fruitbearing trees? a. It causes good health b. It can be an additional source of food c. It can be a source of income d. All of the above Show pictures of the following: 1. Monkeys and birds on the trees 2. Trees and fruit-bearing trees 3. Landslide 4. Forest 5. Fruit stand Ask questions about the pictures. What can you say about these pictures? Without trees, what will happen to human beings and animals? C. Presenting examples/instances of the new lesson Discuss the importance of planting trees and fruit-bearing trees and marketing seedlings. ( use power point presentation) IMPORTANCE AND VALUE OF TREES Since the beginning, trees have furnished us with two of life’s essentials, food and oxygen. As we evolved, they provided additional necessities such as shelter, medicine, and tools. Today, their value continues to increase and more benefits of trees are being discovered as their role expands to satisfy the needs created by the modern lifestyles. (www.savetree.com/whytrees.html) Trees provide home and shelter for many animals- Hundreds of living creatures call trees their home. Leaf-covered branches keep many animals such as birds and squirrels, out of the reach of predators. Fruit-bearing trees are the primary source of food for human beings and animals- Many animals, including elephants, koalas and giraffes eat leaves for nourishment. Flowers are eaten by monkeys and nectar is a favourite of birds, bats and many insects. Animal also eat much of the same fruit we enjoy. Trees and fruit-bearing trees protect the land against erosion-. Far reaching roots hold soil in place and fight erosion. Trees absorb and store rainwater which reduce runoff and sediment deposit after storms. This helps the ground water supply recharge, prevents the transport of chemicals into streams and prevents flooding. Fallen leaves make excellent compost that enriches soil. The leaves of trees absorb carbon dioxide in the air and produce oxygen that is necessary for life- During the process of photosynthesis trees take in carbon dioxide and produce the oxygen we breathe. According to the U.S. Department of Agriculture, one acre of D. Discussing new concepts and practicing new skills # 1 E. Discussing new concepts and practicing new skills # 2 F. Developing mastery (Leads to Formative Assessment) forest absorbs six tons of carbon dioxide and puts out four tons of oxygen. This is enough to meet the annual needs of 18 people. After trees intercept unhealthy particles, rain washes them to the ground. In regions with extreme climates, they serve as windbreaks or as shade against the sun- Trees control climate by moderating the effects of the sun, rain and wind. Cooling costs are reduced in a tree-shaded home and heating costs lowered when tree serves as a windbreak. Marketing seedlings provide us an additional income- Apart from providing a steady supply of fresh fruit, it open up different livelihood opportunities. Read the following sentences. Smile if the statement is true and make a wacky face if it is false. 1. Trees provide habitat and protection for many animal species. 2. Trees should be cut down. 3. We eat fruits to make us healthy and strong. 4. We should not plant trees. 5. Trees serve as windbreaks or as shade against the sun. Group Activity: Group 1: Create a poster about the importance of trees. Group 2: Make a slogan about the importance of trees. Group 3: Make a drama skit about the importance of trees. Group 4: Compose 2 stanza poem about the importance of trees. Match column A with column B. Write the letter of the correct answer on the blank. A B ___1. Protects the land against erosion a. food ___2. Produce foods for human and animals. b. home ___3. Trees also provide ______ for animals. c. trees ___4. It is the primary source of ______. d. land ___5. Marketing seedlings provides an additional _______. e. fruit-bearing trees f. income G. Finding practical applications of concepts and skills in daily living H. Making generalizations and abstractions about the lesson I. Evaluating learning Put a check (/) in the column that fits you. Practices always sometimes never 1. I love playing to places with plenty of trees. 2. I join a planting-tree activity in school because I want to help the community. 3. I eat plenty of fruits to keep me healthy. 4. I encourage others to plant trees and fruitbearing trees. 5. I tell others not to cut trees. Give the importance of planting and propagating trees and fruit-bearing trees and marketing seedlings. Trees and Fruit-bearing trees are source of food for human beings and animals. Without plans life on earth would not be possible, thus plant is very important as a source of food. Aside from source of food, plants produce or give off oxygen that refreshes the air in the atmosphere used by human beings and animals. Trees also provide habitat and protection for many animal species. Marketing seedlings serve as a source of livelihood/additional income. True or False: Write T if the statement is true and F if it is false. ______1. Trees are man’s source of food. ______2. The leaves of trees absorb carbon dioxide in the air and produce oxygen that is necessary for life. ______3. Life on earth would be possible even without trees. ______4. We can earn additional income in planting trees and marketing seedlings. ______5. Trees protect the land against erosion. J. Additional activities for application or remediation V. Assignment/Agreement (_____minutes). Fill-in below any of the four purposes Reinforcing/Strengthening the day’s lesson Enriching/inspiring the day’s lesson Enhancing/improving the day’s lesson Preparing for the new lesson REMARKS Indicate special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of lesson to the following day, in cases of class suspension, etc. VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. Indicate below whichever is/are appropriate. A. No. of learners who earned 80% on the formative assessment. B. No. of learners who require additional activities for remediation. List down at least 5 benefits of planting trees and fruit-bearing trees. 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? Name:_____________________________________ Grade & Section: ___________ Complete the sentences by choosing an appropriate word/s inside the box. Vitamin A Medicines foods immune system fiber landscaping 1. We should eat fruits to make our __________________ healthy and strong. 2. Many fruits are rich in _________________ that keeps skin healthy. 3. Trees produce important _________________ that can treat some diseases. 4. Trees are also used in _________________ homes, parts and highways. 5. Fruits are also an excellent source of ________________ needed for a healthy digestive system. Name:_____________________________________ Grade & Section: ___________ Complete the sentences by choosing an appropriate word/s inside the box. Vitamin A Medicines foods immune system fiber landscaping 1. We should eat fruits to make our __________________ healthy and strong. 2. Many fruits are rich in _________________ that keeps skin healthy. 3. Trees produce important _________________ that can treat some diseases. 4. Trees are also used in _________________ homes, parts and highways. 5. Fruits are also an excellent source of ________________ needed for a healthy digestive system. Name:_____________________________________ Grade & Section: ___________ Read the sentences carefully and write the letter of the correct answer on your paper. 1. Which of the following is a benefit that people get from planting trees and fruit-bearing trees? a. It causes good health b. It can be an additional source of food c. It can be a source of income d. All of the above 2. Which of the following statements expresses the advantage from planting trees and fruit-bearing trees? a. Knowledge in planting trees and fruit-bearing trees help the family find additional income and saves the environment. b. Planting trees can be stressful to everyone. c. We cannot get anything good from planting trees. d. None of the above. 3. Planting trees helps beautify the environment. Which of the following statements below matches the thought of the underlined word? a. Allan earns extra income from selling coconut. b. Clara is so diligent in caring for the trees. c. The trees planted around the community helps the place look attractive and contribute to having fresher air. d. The community looks messy because of trees. 4. Which of the following is a benefit of eating fruits? a. Fruits are an excellent source of fiber needed for a healthy digestive system. b. Fruits are also rich in Vitamin A needed by our immune system. c. Eating fruits can give us stomach irritation. d. A and B 5. Which statement is NOT a benefit derived from planting trees and fruit-bearing trees a. It can be a source of additional income. b. It produces fruit for human and animal consumption. c. It gives additional problem to families and the community d. It is a means of livelihood. 3. Planting trees helps beautify the environment. Which of the following statements below matches the thought of the underlined word? a) Allan earns extra income from selling coconut. b) Clara is so diligent in caring for the trees. c) The trees planted around the community helps the place look attractive and contribute to having fresher air. d) The community looks messy because of trees. 4. Which of the following is a benefit of eating fruits? a) Fruits are an excellent source of fiber needed for a healthy digestive system. b) Fruits are also rich in Vitamin A needed by our immune system. c) Eating fruits can give us stomach irritation. d) A and B 5. Which statement is NOT a benefit derived from planting trees and fruit-bearing trees a) It can be a source of additional income. b) It produces fruit for human and animal consumption. c) It gives additional problem to families and the community d) It is a means of livelihood. Name:_____________________________________ Grade & Section: ___________ Read the sentences carefully and write the letter of the correct answer on your paper. 1. Which of the following is a benefit that people get from planting trees and fruit-bearing trees? a) It causes good health b) It can be an additional source of food c) It can be a source of income d) All of the above 2. Which of the following statements expresses the advantage from planting trees and fruit-bearing trees? a) Knowledge in planting trees and fruit-bearing trees help the family find additional income and saves the environment. b) Planting trees can be stressful to everyone. c) We cannot get anything good from planting trees. d) None of the above. Make a short drama skit of the situations below and be ready to present it to the class: Group 1: Planting trees makes our community a safe place to live. Make a short drama skit of the situations below and be ready to present it to the class: Group 2: Planting trees provides much of the family’s food need. Make a short drama skit of the situations below and be ready to present it to the class: Group 3: Planting trees helps in the prevention of air pollution. Make a short drama skit of the situations below and be ready to present it to the class: Group 4: Planting trees provides an additional source of income. Instructional Planning (The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning. D. O. 42,s. 2016) School Grade Level VI- Teacher Time & Dates VII. OBJECTIVES D. Content Standards E. Performance Standards F. Learning Competencies/ Objectives Write the LC code for each VIII. CONTENT IX. LEARNING RESOURCES C. References 5. Teacher’s Guide pages 6. Learner’s Materials pages 7. Textbook pages 8. Additional Materials from Learning Resources (LR) portal D. Other Learning Resources Learning Area Quarter TLE/Agriculture First Quarter (W1_Day 2) Demonstrates an understanding of scientific practices in planting trees and fruit trees Applies knowledge and skills in planting trees and fruit trees 1.1.1 explains benefits derived from planting trees and fruit-bearing trees to families and communities TLE6AG-0a-1 Planting Trees and Fruit Trees 1. Propagating trees and fruit trees Curriculum Guide for Grade 6_TLE Crop Production Book by Salvador B. Romeo, Ed.D. & Catherine G. Romero Page 1 Microsoft ® Encarta ® 2009. X. PROCEDURES K. Reviewing previous lesson or presenting the new lesson L. Establishing a purpose for the lesson M. Presenting examples/instances of the new lesson Collect the assignments of the learners. Ask someone to present and read his/her assignment in front of the class. Acknowledge the answer of the pupil by writing it on the board. Discuss the benefits derived from planting trees and fruit-bearing trees to families and communities (use power point presentation). FOODS FOR HUMAN AND ANIMALSMany trees produce edible fruits and nuts such as oranges, grapefruits, apples, avocados. N. Discussing new concepts and practicing new skills # 1 O. Discussing new concepts and practicing new skills # 2 P. Developing mastery (Leads to Formative Assessment) TREES HAVE MANY ECONOMIC USES-Lumber from trees is the most widely used material in the building of homes and other structures. Trees provide timber for building construction, furniture, manufacture, tools, sporting equipment, and thousands of household items. Wood pulp is used to make paper. FOR COMMERCIAL WAXES, RUBBER AND OILS-Trees and their fruits are also the source of many commercial waxes, rubber and oils, including olive oil and coconut oil. . The inner bark of some trees contains latex, the main ingredient of rubber. AS MEDICINES-Many trees produce important medicines that can treat some diseases. Quinine and aspirin are both made from bark extracts. FOR LANDSCAPING-Trees are used in landscaping homes, parks, and highways. SOURCE OF FIBER-Fruits are also an excellent source of fiber needed for a healthy digestive system. RICH IN VITAMIN A-Many fruits are also rich in vitamin A, which prevents night blindness, supports the immune system, helps bones grow, keeps skin healthy, and plays many other roles in maintaining health. Presentation of products derived from trees and fruit-trees. Pictures/power point presentation Read the following sentences. Clap your hands once if the statement is true and stump your feet twice if it is false. 1. Many trees produce important medicines that can treat some diseases. 2. Our immune system becomes weak because of eating fruits. 3. Fruits are also an excellent source of fiber needed for a healthy digestive system. 4. Eating fruits keeps skin dry. 5. Trees are being used to beautify homes, parks and highways. Complete the sentences by choosing an appropriate word/s inside the box. Vitamin A Medicines foods immune system fiber landscaping 6. We should eat fruits to make our _________ healthy and strong. 7. Many fruits are rich in ________ that keeps skin healthy. 8. Trees produce important ________ that can treat some diseases. 9. Trees are also used in ________ homes, parts and highways. 10. Fruits are also an excellent source of _______ needed for a healthy digestive system. Q. Finding practical applications of concepts and skills in daily living R. Making generalizations and abstractions about the lesson S. Evaluating learning Group Work: Make a short drama skit of the situations below and be ready to present it to the class: Group 1: Planting trees makes our community a safe place to live. Group 2: Planting trees provides much of the family’s food need. Group 3: Planting trees helps in the prevention of air pollution. Group 4: Planting trees provides an additional source of income. What are the benefits we get from planting trees and fruit-bearing trees? Read the sentences carefully and write the letter of the correct answer on your paper. 1. Which of the following is a benefit that people get from planting trees and fruit-bearing trees? e. It causes good health f. It can be an additional source of food g. It can be a source of income h. All of the above 2. Which of the following statements expresses advantage from planting trees and fruitbearing trees? e. Knowledge in planting trees and fruitbearing trees help the family find additional income and saves the environment. f. T. Additional activities for application or remediation Assignment/Agreement (_____minutes). Fill-in below any of the four purposes Reinforcing/Strengthening the day’s lesson Enriching/inspiring the day’s lesson Enhancing/improving the day’s lesson Planting trees can be stressful to everyone. g. We cannot get anything good from planting trees. h. None of the above. 3. Planting trees helps beautify the environment. Which of the following statements below matches the thought of the underlined word? e. Allan earns extra income from selling coconut. f. Clara is so diligent in caring for the trees. g. The trees planted around the community helps the place look attractive and contribute to having fresher air. h. The community looks messy because of trees. 4. Which of the following is a benefit of eating fruits? e. Fruits are an excellent source of fiber needed for a healthy digestive system. f. Fruits are also rich in Vitamin A needed by our immune system. g. Eating fruits can give us stomach irritation. h. A and B 5. Which statement is NOT a benefit derived from planting trees and fruit-bearing trees e. It can be a source of additional income. f. It produces fruit for human and animal consumption. g. It gives additional problem to families and the community h. It is a means of livelihood. List down at least 5 other benefits derived from planting trees and fruit trees. XI. Preparing for the new lesson REMARKS Indicate special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of lesson to the following day, in cases of class suspension, etc. XII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. Indicate below whichever is/are appropriate. 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? Name:_____________________________________ Grade & Section: ____________ Read the following sentences. Put a check (/) on the space provided if the statement is true and cross (X) if it is wrong. ___1. Trees give us fresh air to breathe. ___2. One of the most important functions of trees is protecting the land from erosion. ___3. Planting trees can increase pollution from the air. ___4. Trees also save us from bad things-they clean the pollution from the air. ___5. Places with many trees are lower in value. Name:_____________________________________ Grade & Section: ____________ Match column A with column B. Write the word in the space provided. A B 1. Planting trees can _____ the value of residential property. oxygen a. 2. _______ of the trees hold the soil and make it strong. vitamin b. 3. Trees produced ________ that is necessary for life. increase c. 4. Planting trees relaxes us thus reduce ________. d. Roots 5. Trees absorb carbon ______ from the air. e. stress f. dioxide Name:_____________________________________ Grade & Section: ____________ Read the sentences carefully and encircle the letter of the correct answer on your paper. Read the sentences carefully. Write the letter of the correct answer on your paper. 1. Which of the following activities increased the value of the residential property? a. Cutting down trees around the perimeter of the property. b. Make the residential property a dumpsite. c. Planting trees and fruit-bearing trees around the property. d. a and b 2. Which sentence below demonstrates planting trees reduced soil erosion? a. Trees produce food for the family. b. Trees roots hold the soil preventing it from erosion. c. Trees Fruits harvested from the community orchards can be sold. d. None of the above 3. Which of the following DOES NOT contribute to the beautification of the community? a. Planting trees around the community. b. Cutting down trees to lessen the obstruction. c. Throwing garbage on the areas with plenty of trees. d. b and c 4. What do trees contribute to reduced respiratory and other related illness? a. Trees help settle out and trap dust, pollen and smoke from the air. b. By reducing the energy demand for cooling our houses. c. When mulched, trees act like a sponge that makes the water dirty. d. None of the above 5. What illness can we acquire from exposing to ultra violet rays? a. Skin rashes b. Skin infection c. Skin cancer d. All of the above Group work: “May Hugot” Make a “hugot Line” about the benefits from planting trees and fruit- bearing trees. (learners can use Mother Tongue or Filipino) Group 1: ECONOMIC BENEFITS FROM TREES Group work: “May Hugot” Make a “hugot Line” about the benefits from planting trees and fruit-bearing trees. (learners can use Mother Tongue or Filipino) Group 2: ENVIRONMENT BENEFITS FROM TREES Group work: “May Hugot” Make a “hugot Line” about the benefits from planting trees and fruit-bearing trees. (learners can use Mother Tongue or Filipino) Group 3: SOCIAL/HEALTH BENEFITS FROM TREES Instructional Planning (The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning. D. O. 42,s. 2016) School Teacher Time & Dates XIII. OBJECTIVES G. Content Standards Grade Level Learning Area Quarter VITLE/Agriculture First Quarter (W1_Day 3) Demonstrates an understanding of scientific practices in planting trees and fruit trees H. Performance Standards Applies knowledge and skills in planting trees and fruit trees I. Learning Competencies/ Objectives Write the LC code for each XIV. CONTENT 1.1.1 explains benefits derived from planting trees and fruit-bearing trees to families and communities TLE6AG-0a-1 Planting Trees and Fruit Trees 1. Propagating trees and fruit trees XV. LEARNING RESOURCES E. References 9. Teacher’s Guide pages 10. Learner’s Materials pages 11. Textbook pages 12. Additional Materials from Learning Resources (LR) portal F. Other Learning Resources XVI. PROCEDURES U. Reviewing previous lesson or presenting the new lesson V. Establishing a purpose for the lesson W. Presenting examples/instances of the new lesson Curriculum Guide for Grade 6_TLE Microsoft ® Encarta ® 2009. YOUTUBE Collect the assignments of the learners. Ask someone to present and read his/her assignment in front of the class. Write the answer of the pupil on the board and process it to establish the continuation of the lesson. Presenting other concepts about the benefits of planting trees and fruit-bearing trees through power point presentation. ECONOMIC BENEFITS FROM TREES: 1. Improved resale value and curb appeal- planting trees can increase the value of residential property. 2. Reduced heating/cooling costs- Can reduce the temperature by blocking sunlight. Further cooling occurs when water evaporates from the leaf surface. 3. Generates income- Fruits harvested from the community orchards can be sold, thus providing income. 4. Lower emissions due to decreased electric generation- By reducing the energy demand for cooling our houses, we reduce carbon dioxide and other pollution emissions from power plants. ENVIRONMENT BENEFITS FROM TREES 1. Improved air quality- Trees can help offset the build up of carbon dioxide in the air and produced oxygen that we need to breathe. 2. Reduced water runoff- Trees reduce runoff by breaking rainfall thus allowing the water to flow down the trunk and into the earth below the tree. This prevents storm water from carrying pollutants to the ocean. When mulched, trees act like a sponge that filters this water naturally and uses it to recharge groundwater supplies. 3. Reduced soil erosion-Trees roots hold the soil and make it strong. This prevents the soil from erosion preventing landslide. SOCIAL/HEALTH BENEFITS 1. Shade impact- Trees shield human being from ultra-violet rays protecting us from skin diseases or skin cancer. 2. Reduced respiratory and related illness-Reduce dust level that trigger some respiratory and related illness. Trees help settle out and trap dust, pollen and smoke from the air. X. Discussing new concepts and practicing new skills # 1 Read the following sentences. Put a check (/) on the space provided if the statement is true and cross (X) if it is wrong. ___1. Trees give us fresh air to breathe. ___2. One of the most important functions of trees is protecting the land from erosion. ___3. Planting trees can increase pollution from the air. ___4. Trees also save us from bad things-they clean the pollution from the air ___5. Places with many trees are lower in value. Y. Discussing new concepts and practicing new skills # 2 Z. Developing mastery (Leads to Formative Assessment) AA. Finding practical applications of concepts and skills in daily living BB. Making generalizations and abstractions about the lesson Match column A with column B. A B 1. Planting trees can _____ _ the value of residential property. a. oxygen 2. _______ of the trees hold the soil and make it strong. b. vitamin 3. Trees produced ________ that is necessary for life. c. increase 4. Planting trees relaxes us thus reduce ________. d. Roots 5. Trees absorb carbon ______ from the air. e. stress f. dioxide Group activity: “May Hugot” Make a “hugot Line” about the benefits from planting trees and fruit-bearing trees. (learners can use Mother Tongue or Filipino) Group 1: ECONOMIC BENEFITS FROM TREES Group 2: ENVIRONMENT BENEFITS FROM TREES Group 3: SOCIAL/HEALTH BENEFITS FROM TREES Game: “What will you do if______” Mechanics: As the music play, pass the ball to the class and when the music stops, the learner holding the ball will answer the question. Repeat up to the last question. 1. you see someone cutting down trees? 2. there is a tree planting activities in your school? 3. you have fever and colds? 4. you feel exhausted in the city? 5. your teacher requested you to bring seedlings for the nursery? Explain benefits derived from planting trees and fruit-bearing trees. Trees are very important in keeping our world beautiful- Trees improve the surrounding, reduce pollution, lower energy costs, improve the appearance of the community and increase the value of property. CC. Evaluating learning Read the sentences carefully. Write the letter of the correct answer on your paper. 6. Which of the following activities increased the value of the residential property? e. Cutting down trees around the perimeter of the property. f. Make the residential property a dumpsite. g. Planting trees and fruit-bearing trees around the property. h. a and b 7. Which sentence below demonstrates planting trees reduced soil erosion? e. Trees produce food for the family. f. Trees roots hold the soil preventing it from erosion. g. Fruits harvested from the community orchards can be sold. h. None of the above 8. Which of the following DOES NOT contribute to the beautification of the community? e. Planting trees around the community. f. Cutting down trees to lessen the obstruction. g. Throwing garbage on the areas with plenty of trees. h. b and c 9. What do trees contribute to reduced respiratory and other related illness? e. Trees help settle out and trap dust, pollen and smoke from the air. f. By reducing the energy demand for cooling our houses. g. When mulched, trees act like a sponge that makes the water dirty. h. None of the above 10. What illness can we acquire from exposing to ultra violet rays? e. Skin rashes f. Skin infection g. Skin cancer h. All of the above DD. Additional activities for application or remediation Assignment/Agreement (_____minutes). Fill-in below any of the four purposes Reinforcing/Strengthening the day’s lesson Enriching/inspiring the day’s lesson Enhancing/improving the day’s lesson Preparing for the new lesson XVII. REMARKS Indicate special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of lesson to the following day, in cases of class suspension, etc. VIII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. Indicate below whichever is/are appropriate. 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? Agreement: Help to care for the trees around the community. 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? Name:_____________________________________ Grade & Section: ____________ Match column A with column B. Write your answer on the space provided. A B ____1. A person who planted fruit-bearing trees. successful a. ____2. Near or close, sharing a boarder. b. poor ____3. A place where people grow fruit-bearing trees. c fruit ____4. having a correct or desired result adjacent communities e. ____5. Filipinos are never destined to be poor ______. d. orchard f. orchard grower Name:_____________________________________ Grade & Section: ____________ Circle the correct word to complete each sentence. 1. Mr Calata is the brain behinds the success of Calata Corporation. He is known to be the (youngest, fearless, bravest) business tycoon in the country. 2. “We excel because we (feel,care, dear)” is the company motto of La Fuerta Inc. 3. Manang Editha ventured into the dragon fruit (business, style, company) when she was told how the fruit can help relieve constipation problems. 4. Alfredo M. Yao, “The juice (Manager, King, Dealer) of the Philippines”, also owns a farm in Negros Occidental. 5. Desiree Duran involved herself in various agribusiness seminars and trainings. She then converted her land into a tomato plantation and involved her community in the (production, extension, location). Name:_____________________________________ Grade & Section: ____________ Identify the orchard farmer of the following products. Choose the answer from the box and write it on the blank. Senen Bacani Patricio Base Joseph Calata Editha Aguinaldo-Dacuycuy Desiree Duran Jose Mercado 1. ________________________ Kapeng Barako 2. ________________________ banana plantation 3. ________________________ watermelons, honeydew melons, and papaya 4. ________________________ Dragon fruit 5. ________________________ tomato plantation Name:_____________________________________ Grade & Section: ____________ Read the sentences carefully and encircle the letter of the correct answer on your paper. 1. The “Juice King of the Philippines,” also owns a farm in Negros Occidental aside from Zest-O Corporation. a. Senen Bacani b. Desiree Duran c. Jose Mercado d. Alfredo M. Yao 2. The “Dragon fruit queen” She ventures into the dragon fruit business when she was told how the fruit can help relieve constipation problems. a. Editha Aguinaldo-Dacuycuy b. Desiree Duran c. Senen Bacani d. Joseph Calata 3. With his 3-hectare plantation of watermelons, honeydew melons, and papaya, he produces crops year-round in Alicia, Isabela. a. Jose Mercado b. Patricio Base c. Desiree Duran d. Senen Bacani 4. 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. a. Patricio Base b. Desiree Duran c. Senen Bacani d. Jose Mercado 5. She converted her land into a tomato plantation and involved her community in the production. a. Desiree Duran b. Senen Bacani c. Patricio Base d. None of the above Instructional Planning (The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning. D. O. 42,s. 2016) School Teacher Time & Dates XIX. OBJECTIVES Grade Level Learning Area Quarter VITLE/Agriculture First Quarter (W1_Day 4) J. Content Standards K. Performance Standards L. Learning Competencies/ Objectives Write the LC code for each XX. CONTENT XXI. LEARNING RESOURCES G. References 13. Teacher’s Guide pages 14. Learner’s Materials pages 15. Textbook pages 16. Additional Materials from Learning Resources (LR) portal H. Other Learning Resources Demonstrates an understanding of scientific practices in planting trees and fruit trees Applies knowledge and skills in planting trees and fruit trees 1.1.2 identifies successful orchard growers in the community or adjacent communities TLE6AG-0a-1 Planting Trees and Fruit Trees 1. Propagating trees and fruit trees Curriculum Guide for Grade 6_TLE Microsoft ® Encarta ® 2009. YOUTUBE XXII. PROCEDURES EE. Reviewing previous lesson or presenting the new lesson FF. Establishing a purpose for the lesson Review: What are the benefits we get from planting trees and fruit-bearing trees? Introduction: An orchard is a piece of land where trees or shrubs are maintained for food or commercial production. Likewise, an orchard features big gardens for aesthetic and productive purposes. Orchards are often concentrated near a water source. Orchard owners mostly concentrate on a particular species of trees or produce. Successful Orchard Growers in the Philippines There is a saying from the article “Finding Success in Agripreneurship” that says “Filipinos are never destined to be poor.” True to this orchard growers had become successful in agriculture with their passion and GG. Presenting examples/instances of the new lesson dedication in Agripreneurship (agriculture and entrepreneurship). This type of business has been a hit in the industry and the growers are now enjoying the fruits of their labor. Power point presentation of successful orchard growers in the community or adjacent communities. Editha Aguinaldo Dacuycuy Manang Editha • Ventured into the dragon fruit business when she was told how the fruit can help relieve constipation problems –a condition common to cerebral palsy patients. Her daughter, Kate, was suffering from this ailment. • From a small plot, they now own a 10hectare property. • Dubbed as “Dragon Lady and Dragon Fruit Queen”. • REFMAD Farms (Rare Eagle Forest Marine and agricultural Development) is now an agritourism showcase offering research and livelihood training to fellow Ilocanos and interested farmers. • • Alfredo M. Yao Alfredo M. Yao The “Juice King of the Philippines”, also owns a farm in Negros Occidental aside from Zest – O Corporation. At 12 years old, he lost his father and grew up doing odd jobs to help his mother feed her family of six children. Patricio Base Patricio Base • • • With his 3 hectare plantation of watermelons, honeydew melons, and papaya, he produces crops year-round in Alicia, Isabela. He was able to send his four children to college with his earnings. He used to grow rice before venturing into watermelons. He said there was no money in planting rice, but now with melons, one can even hit the jackpot. In July 2013, he planted Diana watermelons in 3,500 square meters and got 12 tons worth Php 480,000.00. Seren Bacani Seren Bacani A former Department of Agriculture (DA) head, Mr. Bacani is now the CEO of La Fuerta Inc. “We excel because we care” is the company 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. Joseph Calata Joseph Calata The Calata Corporation is the country’s largest distributor of agrochemicals, feeds, fertilizers, and seeds. Mr Calata is the brain behinds its success. He is known to be the youngest business tycoon in the country. Desiree Duran Desiree Duran With her desire to learn about farming, Ms. Duran involved herself in various agribusiness seminars and trainings. She then converted her land into a tomato plantation and involved her community in the production. Jose Mercado Jose Mercado As a young boy, he was already exposed to coffee farming in Batangas. He, likewise, developed his own blend, Café de Lifa for its flavor and aroma, beside the popular brands Batangas Brew and Kapeng Barako. HH. Discussing new concepts and practicing new skills # 1 II. Discussing new concepts and practicing new skills # 2 Match column A with column B. Write your answer on the space provided. A B ____1. A person who planted fruit-bearing trees. a. successful ____2. Near or close, sharing a boarder. b. poor ____3. A place where people grow fruitbearing trees. c fruit ____4. Having a correct or desired result. e. adjacent communities ____5. Filipinos are never destined to be poor ______. d. orchard f. orchard grower Circle the correct word to complete each sentence. 6. Mr Calata is the brain behinds the success of Calata Corporation. He is known to be the (youngest, fearless, bravest) business tycoon in the country. 7. “We excel because we (feel,care, dear)” is the company motto of La Fuerta Inc. 8. Manang Editha ventured into the dragon fruit (business, style, company) when she was told how the fruit can help relieve constipation problems. JJ. Developing mastery (Leads to Formative Assessment) 9. Alfredo M. Yao, “The juice (Manager, King, Dealer) of the Philippines”, also owns a farm in Negros Occidental. 10. Desiree Duran involved herself in various agribusiness seminars and trainings. She then converted her land into a tomato plantation and involved her community in the (production, extension, location). Identify the orchard farmer of the following products. Choose the answer from the box. Senen Bacani Editha Aguinaldo-Dacuycuy KK. Finding practical applications of concepts and skills in daily living Patricio Base Desiree Duran 1. Kapeng Barako 2. banana plantation 3. watermelons, honeydew melons, and papaya 4. Dragon fruit 5. tomato plantation Group Activity: Direction: Every group will answer the question below by means of: Group 1- pantomime Group 2- draw Group 3- Jazz Chant Group 4- Act out Your house had a vacant lot at the back, what will you do to make it productive? LL. Making generalizations and abstractions about the lesson MM. Evaluating learning Who are the successful orchard growers in our community or adjacent communities? Read the sentences carefully and encircle the letter of the correct answer.. 6. The “Juice King of the Philippines,” also owns a farm in Negros Occidental aside from Zest-O Corporation. e. Senen Bacani f. Desiree Duran g. Jose Mercado h. Alfredo M. Yao 7. The “Dragon fruit queen” She ventures into the dragon fruit business when she NN. Additional activities for application or remediation Assignment/Agreement (_____minutes). Fill-in below any of the four purposes Reinforcing/Strengthening the day’s lesson Enriching/inspiring the day’s lesson Enhancing/improving the day’s lesson Preparing for the new lesson was told how the fruit can help relieve constipation problems. e. Editha Aguinaldo-Dacuycuy f. Desiree Duran g. Senen Bacani h. Joseph Calata 8. With his 3-hectare plantation of watermelons, honeydew melons, and papaya, he produces crops year-round in Alicia, Isabela. e. Jose Mercado f. Patricio Base g. Desiree Duran h. Senen Bacani 9. 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. e. Patricio Base f. Desiree Duran g. Senen Bacani h. Jose Mercado 10. She converted her land into a tomato plantation and involved her community in the production. e. Desiree Duran f. Senen Bacani g. Patricio Base h. None of the above Group Activity: Divide the class into four groups. By using the Internet, each group will conduct a survey about the elements to be observed in planting trees and fruitbearing trees. XIII. REMARKS Indicate special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of lesson to the following day, in cases of class suspension, etc. XIV. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. Indicate below whichever is/are appropriate. 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? Name:_____________________________________ Grade & Section: ____________ Circle the correct answer. 1. (Soil, pest, water) provides the nutrients that plants need in order to grow. It is a combination of inorganic and organic materials. 2. Fleshy fruits that will be eaten fresh are harvested by (knife, hand, machine) to ensure that they will be free from blemishes. 3. Plants can be watered in the (morning, afternoon, evening). 4. Gardeners enhance soil by adding (soil, fertilizer, water). 5. (Sand, Loam, Clay) is a type of soil that is good for growing plants Name:_____________________________________ Grade & Section: ____________ Choose the letter of the correct answer. 1) In controlling garden pests to reduced insect and weed populations. It is advisable to a farmer to treat them with ______________. a. a weed/insect killer or herbicide b. an inorganic or synthetic fertilizer c. a solution for treating termites d. none of the above 2) Fleshy fruits that will be eaten fresh are harvested by hand to ensure that they will be ________________. a. free from bacteria b. free from dusts c. free from blemishes d. Free from animals 3) Water is as vital for plants as it is for other organisms. The pressure of water within the plant cells helps the plant’s leaves to remain firm. Plants can be watered in the_______________, when the air is cool and still, but the sun will soon dry the leaves. a. early morning b. early afternoon c. noontime d. evening 4) Not all soils have enough nutrients or the right balance of nutrients. Plants remove nutrients from the soil as they grow, so these nutrients must be replaced in order for the soil to remain productive. For these reasons, gardeners enhance soil by adding _________________. a. vitamin b. fertilizer c. compost d. a and b 5) Plants differ in their tolerance for heat, cold, and moisture, so when selecting plants, orchard growers must consider the _________________ . a. b. c. d. population of the region climate of their region topography of the region culture of the region Group 1: What will you do to ensure that your plants will grow healthy and strong? Group 2: If you are going to apply a fertilizer in your plants, what will you use, organic or inorganic/synthetic? Why? Group 3: What will you do to most household garbage in your house? Why? What will you consider in selecting plants for your backyard? Instructional Planning (The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning. D. O. 42,s. 2016) School Teacher Time & Dates XV. OBJECTIVES M. Content Standards N. Performance Standards O. Learning Competencies/ Objectives Grade Level Learning Area Quarter VITLE/Agriculture First Quarter (W2_Day 1) Demonstrates an understanding of scientific practices in planting trees and fruit trees Applies knowledge and skills in planting trees and fruit trees 1.2 uses technology in the conduct of survey to find out the following: XVI. Write the LC code for each CONTENT XVII. LEARNING RESOURCES I. References 17. Teacher’s Guide pages 18. Learner’s Materials pages 19. Textbook pages 20. Additional Materials from Learning Resources (LR) portal J. Other Learning Resources VIII. PROCEDURES OO. Reviewing previous lesson or presenting the new lesson PP. Establishing a purpose for the lesson 1.2.1 elements to be observed in planting trees and fruit-bearing tress. TLE6AG-0b-2 Planting Trees and Fruit Trees 1. Propagating trees and fruit trees Curriculum Guide for Grade 6_TLE Microsoft ® Encarta ® 2009. YOUTUBE Checking of assignment about the survey conducted. Show a picture of composting. Composting A new approach to garbage disposal that has gained ground in the past two or three years is garbage composting. Most household garbage is organic and will decompose under the right conditions into a soil-like material called humus, which can be used to enrich soil. Leaves, grass clippings, and other green garbage can readily be composted into humus. QQ. Presenting examples/instances of the new lesson Microsoft ® Encarta ® 2009. © 1993-2008 Microsoft Corporation. All rights reserved. Discussion of the lesson through power point presentation. ELEMENTS TO BE OBSERVED IN PLANTING TREES AND FRUIT-BEARING TREES. 1. SELECTING PLANTS o Plants differ in their tolerance for heat, cold, and moisture, so when selecting plants, orchard growers must consider the climate of their region. 2. UNDERSTANDING THE SOIL o Soil provides the nutrients that plants need in order to grow. It is a combination of inorganic and organic materials. o 3 types of soil 1. loam-a type of soil that is good for growing plants 2. clay-clay soils form masses when wet and hard lumps when dry. They are good water holders. 3. sandy-the sand particles supply few nutrients to crop since they cannot hold or store water very well. 3. FERTILIZING Not all soils have enough nutrients or the right balance of nutrients. Plants remove nutrients from the soil as they grow, so these nutrients must be replaced in order for the soil to remain productive. For these reasons, gardeners enhance soil by adding fertilizer. o Waste from the garden, yard, and table does not have to be thrown away. It may be condensed and reused as a fertilizer through a process called composting. 4. PLANTING AND TRANSPLANTING o Before planting seeds, gardeners prepare, or till, the soil using a variety of methods. o Some turn over the soil with a spade, while others loosen it with a garden fork. 5. WATERING o Water is as vital for plants as it is for other organisms. The pressure of water within the plant cells helps the plant’s leaves to remain firm. o o RR. Discussing new concepts and practicing new skills # 1 SS. Discussing new concepts and practicing new skills # 2 TT. Developing mastery (Leads to Formative Assessment) UU. Finding practical applications of concepts and skills in daily living Plants can be watered in the early morning, when the air is cool and still, but the sun will soon dry the leaves. 6. CONTROLLING GARDEN PESTS o Pest control is done to reduced insect pests and weed populations. Insect pest and weeds are undesirable because they compete with garden plants for light, water, and nutrients. Insect pest and weeds also can be controlled by treating them with a weed/insect killer, or herbicide. Like fertilizers, weed/pest killers can be organic or inorganic/synthetic. 7. HARVESTING AND PRUNING o Fruit harvest is also important, particularly for fruits intended for fresh consumption. o Fleshy fruits that will be eaten fresh are harvested by hand to ensure that they will be free from blemishes. o Pruning is done to increase the quantity and quality of flowers or fruits. Game: “Tumpak Ganern” Give the elements to be observed in planting trees and fruit-bearing trees. Answer the statements with YES or NO. 1. Not all soils have enough/right balance of nutrients. 2. Pruning is done to increase the quantity and quality of flowers or fruits. 3. Waste from the garden, yard, and table should be thrown away. 4. Water is not important for plants as it is for other organisms. 5. Plants can be watered early morning. Circle the correct answer. 1. (Soil, pest, water) provides the nutrients that plants need in order to grow. It is a combination of inorganic and organic materials. 2. Fleshy fruits that will be eaten fresh are harvested by (knife, hand, machine) to ensure that they will be free from blemishes. 3. Plants can be watered in the (morning, afternoon, evening). 4. Gardeners enhance soil by adding (soil, fertilizer, water). 5. (Sandy, Loam, Clay) is a type of soil that is good for growing plants Group Activity: Answer the question assigned to your group. VV. Making generalizations and abstractions about the lesson WW. Evaluating learning Group 1: What will you do to ensurethat your plants will grow healthy and strong? If you are going to apply a fertilizer in your plants, what will you use, organic or inorganic/synthetic? Why? Group 3: What will you do to most household garbage in your house? Why? What will you consider in selecting plants for your backyard? What are the elements to be observed in planting trees and fruit-bearing trees? Choose the letter of the correct answer. 6) In controlling garden pests to reduced insect and weed populations. It is advisable to a farmer to treat them with ______________. e. a weed/insect killer or herbicide f. an inorganic or synthetic fertilizer g. a solution for treating termites h. none of the above 7) Fleshy fruits that will be eaten fresh are harvested by hand to ensure that they will be ________________. e. free from bacteria f. free from dusts g. free from blemishes h. Free from animals 8) Water is as vital for plants as it is for other organisms. The pressure of water within the plant cells helps the plant’s leaves to remain firm. Plants can be watered in the_______________, when the air is cool and still, but the sun will soon dry the leaves. e. early morning f. early afternoon g. noontime h. evening 9) Not all soils have enough nutrients or the right balance of nutrients. Plants remove nutrients from the soil as they grow, so these nutrients must be replaced in order for the soil to remain productive. For these reasons, gardeners enhance soil by adding _________________. e. vitamin f. fertilizer g. compost h. a and b 10) Plants differ in their tolerance for heat, cold, and moisture, so when selecting plants, orchard growers must consider the _________________ . e. population of the region f. climate of their region g. topography of the region h. culture of the region XX. Additional activities for application or remediation Assignment/Agreement (_____minutes). Fill-in below any of the four purposes Reinforcing/Strengthe ning the day’s lesson Enriching/inspiring the day’s lesson Enhancing/improving the day’s lesson Preparing for the new lesson XIX. REMARKS Indicate special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of lesson to the following day, in cases of class suspension, etc. XX. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. Indicate below whichever is/are appropriate. 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? Name:_____________________________________ Grade & Section: ____________ Read each sentence. Fill in the blank with the correct word from the list below. Competitive Current price Pack original Freshest consumers 1. Fruits should be in their ___________state when being sold. 2. Fruits should be __________ in good containers to maintain their freshness. 3. Price your products based on the _________ on the market. 4. Going with the current price makes your product _________. 5. Many __________ prefer to pay a higher price if they feel they are getting their money’s worth. Name:_____________________________________ Grade & Section: ____________ Match Column A with Column B. A B 1. This is an agreement to supply goods for a definite price and at a specific time. 2. After harvesting, the product will be delivered to the Wholesale Market directly. a. Retail b. 3. Farmers form cooperatives in order to earn higher profits, c. Consignment while consumers get the product at a lower price. basis 4. This is the sale of goods in a relatively large quantity selling to be retailed by others. d. Direct 5. This refers to the sale of goods in small quantities Planting directly to the consumer. e. f. Cooperatives Name:_____________________________________ Grade & Section: ____________ Put a check on practices which you have experienced and X mark on those you have not done yet. Practices X 1. harvested fruits 2. planted fruit-bearing trees 3. sold excess harvested fruit 4. took care of the fruit trees 5. pull out weeds from the fruit trees Name:_____________________________________ Grade & Section: ____________ Write T if the statement is true and F if the statement is false. ______ 1. Fruits should be harvested at the right shape and size. ______ 2. Examples of fruits are squash, cabbage, and bitter melon. ______ 3. Cropping is the picking of fruits when ready to be sold or eaten. ______ 4. The right time to harvest depends on the demand, market, and price. ______ 5. Mangoes are harvested when they mature because this is the stage when they are firm and fresh. ______ 6. For storing fruits, use wicker baskets. ______ 7. Selling products by piece is called retailing. ______ 8 .Pack fruits properly in good containers to maintain their freshness and to avoid cuts, bruises, and blemishes. M Instructional Planning (The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning. D. O. 42,s. 2016) School Teacher Time & Dates XXI. OBJECTIVES P. Content Standards Q. Performance Standards R. Learning Competencies/ Objectives Write the LC code for each XXII. CONTENT XIII. LEARNING RESOURCES K. References 21. Teacher’s Guide pages 22. Learner’s Materials pages Grade Level Learning Area Quarter VITLE/Agriculture First Quarter (W2_Day 2) Demonstrates an understanding of scientific practices in planting trees and fruit trees Applies knowledge and skills in planting trees and fruit trees 1.2 uses technology in the conduct of survey to find out the following: 1.2.2 market demands for fruits TLE6AG-0b-2 Planting Trees and Fruit Trees 1. Propagating trees and fruit trees Curriculum Guide for Grade 6_TLE 23. Textbook pages 24. Additional Materials from Learning Resources (LR) portal L. Other Learning Resources XIV. PROCEDURES YY. Reviewing previous lesson or presenting the new lesson ZZ. Establishing a purpose for the lesson Microsoft ® Encarta ® 2009. Unlocking of Difficult Words: o The term market is used to denote a place where goods are bought and sold, and to refer to potential or estimated consumer demand. o Demand, the willingness of consumers to buy a product at a certain price, or the aggregate demand of all consumers in an economy for all products and services. Today, I am going to discuss to you some market demands for fruits. But before that, let us study first the factors in harvesting fruits at the right time. The right time to harvest depends on the following factors: 1. The price of fruits on the market – The beginning of harvest season of any fruit commands the highest price in the market. This is because the fruits are new in the market and are not as abundant as when they are in the peak of harvest season. 2. The distance of the farm to the market – Transportation comprises a big expenditure in marketing the products. The farther the farm is to the market, the higher the transport cost. Likewise, the rate of ripening and deterioration may be affected by the length of time it takes for the product to reach the market. 3. The period of storage of harvested fruits before bringing them to the market – The longer the storage, the higher is the risk of the fruits to deteriorate. When some products become overripe and close to deteriorating, they cannot be sold at a AAA. Presenting examples/instances of the new lesson higher price than when they are fresh and at the right degree of maturity or ripeness. To ensure success in selling fruits, the farmer or seller should consider the following market demands: 1. Buyers select fruits and other products of good quality, usually based on size, shape, and appearance. 2. Good quality fruits have the same appearance, size, stage of maturity, state of freshness, and shape. 3. Fruits should be in their freshest state when being sold. They can command higher prices. 4. Pack fruits properly in good containers to maintain their freshness and to avoid cuts, bruises, and blemishes. 5. Price your products based on the current price on the market. Going with the current price makes your product competitive. Generally, when products are sold during the peak season, if your products are of superior quality, you can demand a higher price. Many consumers prefer to pay a higher price if they feel they are getting their money’s worth. Ways of Marketing a Product 1. Retail- This refers to the sale of goods in small quantities or by piece directly to the consumer. o The retail method is better because farmers earn more profits this way. 2. Wholesale- This is the sale of goods in a relatively large quantity to be retailed by others. o Selling by wholesale is advantageous over the retail method because the producer has a sure market for his products. 3. Consignment basis- This is an agreement to supply goods for a definite price and at a specific time. 4. Direct selling- After harvesting, the product will be delivered to the market directly. 5. Cooperatives-Marketing through cooperatives is the newest practice. o Farmers form cooperatives in order to earn higher profits, while consumers get the product at a lower price. BBB. Discussing new concepts and practicing new skills # 1 CCC. Discussing new concepts and practicing new skills # 2 DDD. Developing mastery (Leads to Formative Assessment) Say “Pak Na Pak” if the statement is true and “OH No” if not. 1. The beginning of harvest season of any fruit commands the highest price in the market. 2. When some products become overripe and close to deteriorating, they can be sold at a higher price. 3. The farther the farm to the market, the higher the transport cost. 4. Transportation comprises a big expenditure in marketing the products. 5. The longer the storage, the higher is the risk of the fruits to deteriorate. Read each sentence. Fill in the blank with the correct word from the list below. Competitive Current price 1. Fruits should be in their ___________state when being sold. 2. Fruits should be __________ in good containers to maintain their freshness. 3. Price your products based on the _________ on the market. 4. Going with the current price makes your product _________. 5. Many __________ prefer to pay a higher price if they feel they are getting their money’s worth. Match Column A with Column B. A B 1. This is an agreement to supply goods for a definite price a. Retail and at a specific time. 2. After harvesting, the product will be delivered to the market b. Wholesale directly. Pack original 3. Farmers form cooperatives in order to earn higher profits, c. Consignment basis while consumers get the product at a lower price. 4. This is the sale of goods in a relatively large quantity to be d. Direct selling retailed by others. 5. This refers to the sale of goods in small quantities directly to e. Planting the consumer. EEE. Finding practical applications of concepts and skills in daily living FFF. Making generalizations and abstractions about the lesson GGG. Evaluating learning f. Cooperatives Put a check (/) on practices which you have experienced and X mark on those you have not done yet. Practices X 1. harvested fruits 2. planted fruitbearing trees 3. sold excess harvested fruit 4. took care of the fruit trees 5. pull out weeds from the fruit trees What are the things to be considered in selling/marketing fruit trees? Write T if the statement is true and F if the statement is false. ______ 1. Fruits should be harvested at the right shape and size. ______ 2. Examples of fruits are squash, cabbage, and bitter melon. ______ 3. Cropping is the picking of fruits when ready to be sold or eaten. ______ 4. The right time to harvest depends on the demand, market, and price. ______ 5. Mangoes are harvested when they mature because this is the stage when they are firm and fresh. ______ 6. For storing fruits, use wicker baskets. ______ 7. Selling products by piece is called retailing. ______ 8. Pack fruits properly in good containers to maintain their freshness and to avoid cuts, bruises, and blemishes. HHH. Additional activities for application or remediation XV. Assignment/Agreement (_____minutes). Fill-in below any of the four purposes Reinforcing/Strengthening the day’s lesson Enriching/inspiring the day’s lesson Enhancing/improving the day’s lesson Preparing for the new lesson REMARKS Indicate special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of lesson to the following day, in cases of class suspension, etc. XVI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. Indicate below whichever is/are appropriate. 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? Name:_____________________________________ Grade & Section: ____________ Complete the sentence by choosing the correct word in the box. protect fruit purpose nourishing substances seeds calories 1. Fruit has a _________ quite apart from our needs. 2. The purpose of fruit is to__________ a plant’s seeds and help them get spread about. 3. They don’t have a lot of ___________to make us fat. 4. Tomato is __________because they carry seeds and develop from flowers. 5. Fruits are a source of __________that keep us alive and healthy Name:_____________________________________ Grade & Section: ____________ Choose the letter of the correct answer. 1. They develop scientific improvement for each plant species in a locality and adjacent places. a. Commercial Nursery b. Agricultural Institution c. Bureau of Plant Industry d. None of the above 2. Run by private individuals usually offering landscaping materials and services. a. Orchard Farms b. Commercial Nursery c. Agricultural Institution d. Bureau of Plant Industry 3. A school that offers a course related to agriculture and other plant studies. a. Agricultural Institution b. Bureau of Plant Industry c. Orchard Farms d. Commercial Nursery 4. Responsible for any agricultural activities in terms of vegetables and fruits. a. Department of Agriculture b. Agricultural Institution c. Bureau of Plant Industry d. Orchard Farms 5. They take advantage of naturally pollinated plants by harvesting seed from the company fields for sale to farmers, home gardeners, and nursery workers. a. Seed companies b. Department of Agriculture c. Agricultural Institution d. Orchard farms 6. A place where trees or shrubs are maintained for food or commercial production. a. Bureau of Plant Industry b. Orchard Farms c. Commercial Nursery d. Agricultural Institution M Instructional Planning (The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning. D. O. 42,s. 2016) School Teacher Time & Dates XVII. OBJECTIVES S. Content Standards T. Performance Standards U. Learning Competencies/ Objectives Write the LC code for each VIII. CONTENT XIX. LEARNING RESOURCES M. References 25. Teacher’s Guide pages 26. Learner’s Materials pages 27. Textbook pages 28. Additional Materials from Learning Resources (LR) portal N. Other Learning Resources Grade Level Learning Area Quarter PROCEDURES TLE/Agriculture First Quarter (W2_Day 3) Demonstrates an understanding of scientific practices in planting trees and fruit trees Applies knowledge and skills in planting trees and fruit trees 1.2 uses technology in the conduct of survey to find out the following: 1.2.3 sources of fruit-bearing trees TLE6AG-0b-2 Planting Trees and Fruit Trees 1. Propagating trees and fruit trees Curriculum Guide for Grade 6_TLE Microsoft ® Encarta ® 2009. YOUTUBE XL. VI- III. Reviewing previous lesson or presenting the new lesson Have a review first before presenting the new lesson. WHAT IS FRUIT? We think of fruit primarily as something to eat. But fruit has a purpose quite apart from our needs. Fruit is part of a flowering plant. It’s the part that carries the seeds. The purpose of fruit is to protect a plant’s seeds and help them get spread about. Wind and water spread seeds. So do animals when they eat fruit and drop the seeds. The seeds grow into new plants. A tomato is a vegetable, right? No, it’s actually a fruit. Other food we think of as vegetables—such as squash, peppers, and eggplant—also are fruit. They’re fruit because they carry seeds and develop from flowers. JJJ. Establishing a purpose for the lesson KKK. Presenting examples/instances of the new lesson Fruits are a source of nourishing substances that keep us alive and healthy. For example, they contain many vitamins, especially vitamins A and C, and many minerals, such as calcium, potassium, and zinc. They also provide fiber for a healthy digestive system and carbohydrates that the body needs to make energy. They don’t have a lot of calories to make us fat. Group Work Activity: Conduct a survey of fruitbearing trees that can be found in the locality. Direction: Answer the survey form by filling in the needed data. FRUITBEARING BARANGAY TREES AVAILABLE Presentation of output by group. Analysis and Discussion: 1. In what barangay has the greatest number of fruit-bearing trees? 2. What barangay has the least number of fruitbearing trees? 3. What are the factors that affect the number of fruit-bearing trees? LLL. Discussing new concepts and practicing new skills # 1 MMM. Discussing new concepts and practicing new skills protect fruit 4. What will you do to maintain or expand the number of trees in your community? Discuss the sources of fruit-bearing trees through power point presentation. Sources of fruit-bearing trees Fruit-bearing trees are available and sold in different stages of growth and ready to be transplanted. Among their sources are: Commercial Nursery – Run by private individuals usually offering landscaping materials and services. Agricultural Institution – A school that offers a course related to agriculture and other plant studies. Department of Agriculture – Responsible for any agricultural activities in terms of vegetables and fruits. Bureau of Plant Industry – They develop scientific improvement for each plant species in a locality and adjacent places. Orchard Farms- is a place where trees or shrubs are maintained for food or commercial production. Seed companies- They take advantage of naturally pollinated plants by harvesting seed from the company fields for sale to farmers, home gardeners, and nursery workers. Complete the sentence by choosing the correct word in the box. purpose seeds nourishing substances calories 6. Fruit has a _________ quite apart from our needs. 7. The purpose of fruit is to__________ a plant’s seeds and help them get spread about. 8. They don’t have a lot of ___________to make us fat. 9. Tomato is __________because they carry seeds and develop from flowers. 10. Fruits are a source of __________that keep us alive and healthy NNN. Developing mastery (Leads to Formative Assessment) OOO. Finding practical applications of concepts and skills in daily living PPP. Making generalizations and abstractions about the lesson QQQ. Evaluating learning GET ONE & PASTE: Write each word in a meta cards. Call a pupil to get one and paste it to its description. 1. Commercial Nursery 2. Agricultural Institution 3. Department of Agriculture 4. Bureau of Plant Industry 5. Orchard Farms 6. Seed companies Answer the following questions: 1. What will you do if you want to be an orchard grower? What are the sources of fruit-bearing trees? Choose the letter of the correct answer. 7. They develop scientific improvement for each plant species in a locality and adjacent places. e. Commercial Nursery f. Agricultural Institution g. Bureau of Plant Industry h. None of the above 8. Run by private individuals usually offering landscaping materials and services. e. Orchard Farms f. Commercial Nursery g. Agricultural Institution h. Bureau of Plant Industry 9. A school that offers a course related to agriculture and other plant studies. e. Agricultural Institution f. Bureau of Plant Industry g. Orchard Farms h. Commercial Nursery 10. Responsible for any agricultural activities in terms of vegetables and fruits. e. Department of Agriculture f. Agricultural Institution g. Bureau of Plant Industry h. Orchard Farms 11. They take advantage of naturally pollinated plants by harvesting seed from the company fields for sale to farmers, home gardeners, and nursery workers. e. Seed companies f. Department of Agriculture g. Agricultural Institution h. Orchard farms 12. A place where trees or shrubs are maintained for food or commercial production. e. Bureau of Plant Industry f. Orchard Farms g. Commercial Nursery h. Agricultural Institution RRR. Additional activities for application or remediation Assignment/Agreement XLI. (_____minutes). Fill-in below any of the four purposes Reinforcing/Strengthening the day’s lesson Enriching/inspiring the day’s lesson Enhancing/improving the day’s lesson Preparing for the new lesson REMARKS Indicate special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of lesson to the following day, in cases of class suspension, etc. XLII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. Indicate below whichever is/are appropriate. 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? Name:_____________________________________ Grade & Section: ____________ Write True if the statement is correct and False if it is wrong. 1. The Gapuz brothers learned the ins and outs of grapes growing in California. 2. Grace’s Lansones Farm has 20 fully grown lanzones that earn about 120,000 to 150,000 per harvest. 3. Patola is the leading fruit grown in the Philippines and a consistent top dollar earner. 4. Rosa Farm is open to walk-in guests who want to experience the ambiance of a real functional farm. 5. Ramonita Mercado is the top pomelo producer and distributor in the Philippines. Name:_____________________________________ Grade & Section: ____________ Match Column A with Column B. A 1. Durian Fruit Farm Antique 2. Gapuz Grapes Farm Philippines B a. Barangay Lapaz, Tibiao, b. Indang Cavite, 3. Nica’s Rambutan Farm Viscaya, c. Bayombong, Nueva Philippines 4. Dalandan Farm d. Davao City, Philippines 5. Grace Lanzones Farm f. Milagros, Masbate e. Bauang , La Union Name:_____________________________________ Grade & Section: ____________ Put a check on activities which you have experienced and an X mark on activities you haven’t done yet. Activities or X 1. Visited some orchard farm in the country. 2. Planted fruit-bearing trees. 3. Experienced selling fruits. 4. Bought fruits from the market. 5. Picked some fruits from the backyard. Name:_____________________________________ ____________ Underline the correct answer. Grade & Section: 2. (Grace, Gapuz, Nica) Farm has 200 fully grown lanzones that earn about 120,000 to 150,000 per harvest. 3. (Gapuz, Durian, Nica’s) Farm has been in business for 30 years. The Gapuz brothers learned the ins and outs of grapes growing in California. 4. Carmelita Mercado is the top (pomelo, banana, grape) producer and distributor in the Philippines. The farm has 350 hectares of sweet pink flesh pomelo. 5. (Rosa’s, Kitsie’s, Nica’s) Farm has dozens of fruit-bearing mango trees scattered across its 15 hectares land with each tree yielding at least 200 kilos each. 6. (Rosa, Durian, Grace) Farm is a 12.5 hectare mango orchard in the coastal province of Zambales, home of the Philippine Carabao Mango. Instructional Planning (The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning. D. O. 42,s. 2016) School Teacher Time & Dates LIII. OBJECTIVES V. Content Standards W. Performance Standards X. Learning Competencies/ Objectives Write the LC code for each Grade Level Learning Area Quarter VITLE/Agriculture First Quarter (W2_Day 4) Demonstrates an understanding of scientific practices in planting trees and fruit trees Applies knowledge and skills in planting trees and fruit trees 1.2 uses technology in the conduct of survey to find out the following: 1.2.3 famous orchard farms in the country TLE6AG-0b-2 LIV. XLV. CONTENT LEARNING RESOURCES O. References 29. Teacher’s Guide pages 30. Learner’s Materials pages 31. Textbook pages 32. Additional Materials from Learning Resources (LR) portal P. Other Learning Resources Planting Trees and Fruit Trees 1. Propagating trees and fruit trees Curriculum Guide for Grade 6_TLE Microsoft ® Encarta ® 2009. YOUTUBE LVI. PROCEDURES SSS. Reviewing previous lesson or presenting the new lesson TTT. Establishing a purpose for the lesson UUU. Presenting examples/instances of the new lesson Game: Name that Fruit. Game Mechanics: 1. A pair of pupil will perform the task. 2. One pupil will pick a picture from the box then he or she will show facial expression of how it tastes. 2. Another pupil will guess and name the fruit. How do you find the activity? Did you enjoy doing it? Why or Why not? Discussion through power point presentation. Famous Orchard Farms in the Philippines Rosa Farm, Zambales, Philippines Rosa Farm is a 12.5 hectare mango orchard in the coastal province of Zambales, home of the Philippine Carabao Mango. The farm has 888 mango trees nurtured for years. The farm is open to walk-in guests who want to experience the ambiance of areal functional farm. Kitsie’s Farm, Zambales, Philippines Kitsie’s Farm has dozens of fruit-bearing mango trees scattered across its 15 hectares land with each tree yielding at least 200 kilos each. Gapuz Grapes Farm, Bauang , La Union Gapuz Farm has been in business for 30 years. The Gapuz brothers learned the ins and outs of grapes growing in California. Banana Farm, Davao Region Banana is the leading fruit grown in the Philippines and a consistent top dollar earner. Davao Golden Pomelo Farm, Davao City Carmelita Mercado is the top pomelo producer and distributor in the Philippines. The farm has 350 hectares of sweet pink flesh pomelo. Nica’s Rambutan Farm, Barangay Lapaz, Tibiao, Antique The rambutan tree belongs to a group of fruit bearing tropical trees like longgan and lychee. The name rambutan came from an Indonesian name “rambut” which means hair. Grace Lanzones Farm, Guyam, Indang Cavite, Philippines It has 200 fully grown lanzones that earn about 120,000 to 150,000 per harvest. Dalandan Farm, Bayombong, Nueva Viscaya, Philippines Dalandan or kahel originated from China. This fruit is flattened and turns yellow or reddish orange when mature. It consists of 1014 segments easily separated from one another to form an open core. VVV. Discussing new concepts and practicing new skills # 1 WWW. Discussing new concepts and practicing new skills # 2 Durian Fruit, Davao City, Philippines The Durian fruit is popular due to its strong aroma and unique taste. It is also grown in Thailand and Indonesia. Many often say “It smells like hell, but it tastes like heaven”. The flesh is eaten fresh or processed into jams, marmalade, spread, pastillas, or flavouring for ice cream, candies, cakes and rolls. Who Am I? Game Mechanics: 1. Select a pupil to get a meta card inside the box. 2. He/she will read the sentence in front and tell the fruit that is being described by the sentence. Sentences: 1. I came from an Indonesian name “rambut” which means hair. Who Am I? 2. I am open to walk-in guests who want to experience the ambiance of areal functional farm. Who am I? 3. I am the leading fruit grown in the Philippines and a consistent top dollar earner. 4. I am also known as kahel originated from China. I am flattened and turn yellow or reddish orange when mature. Who am I? 5. I am popular due to my strong aroma and unique taste. True or False: Write True if the statement is correct and False if it is wrong. 6. The Gapuz brothers learned the ins and outs of grapes growing in California. True 7. Grace’s Lansones Farm has 20 fully grown lanzones that earn about 120,000 to 150,000 per harvest. False 8. Patola is the leading fruit grown in the Philippines and a consistent top dollar earner. False XXX. Developing mastery (Leads to Formative Assessment) 9. Rosa Farm is open to walk-in guests who want to experience the ambiance of a real functional farm. True 10. Ramonita Mercado is the top pomelo producer and distributor in the Philippines. False Match Column A with Column B. A B 6. Durian Fruit Farm d a. Barangay Lapaz, Tibiao, Antique 7. Gapuz Grapes Farm e b. Indang Cavite, Philippines 8. Nica’s Rambutan Farm a c. Bayombong, Nueva Viscaya, Philippines 9. Dalandan Farm c d. Davao City, Philippines 10. Grace Lanzones Farm b f. Milagros, Masbate e. Bauang , La Union YYY. Finding practical applications of concepts and skills in daily living Put a check on activities which you have experienced and an X mark on activities you haven’t done yet. Activities or X ZZZ. Making generalizations and abstractions about the lesson AAAA. Evaluating learning 1. Visited some orchard farm in the country. 2. Planted fruit-bearing trees. 3. Experienced selling fruits. 4. Bought fruits from the market. 5. Picked some fruits from the backyard. Enumerate the famous orchard farm in the country. Underline the correct answer. 7. (Grace, Gapuz, Nica) Farm has 200 fully grown lanzones that earn about 120,000 to 150,000 per harvest. 8. (Gapuz, Durian, Nica’s) Farm has been in business for 30 years. The Gapuz brothers learned the ins and outs of grapes growing in California. 9. Carmelita Mercado is the top (pomelo, banana, grape) producer and distributor in the Philippines. The farm has 350 hectares of sweet pink flesh pomelo. 10. (Rosa’s, Kitsie’s, Nica’s) Farm has dozens of fruit-bearing mango trees scattered across its 15 hectares land with each tree yielding at least 200 kilos each. 11. (Rosa, Durian, Grace) Farm is a 12.5 hectare mango orchard in the coastal province of Zambales, home of the Philippine Carabao Mango. ANSWERS: 1. Grace 2. Gapuz 3. Pomelo 4. Kitsie’s 5. Rosa’s BBBB. Additional activities for application or remediation Assignment/Agreement (_____minutes). Fill-in below any of the four purposes Reinforcing/Strengthening the day’s lesson Enriching/inspiring the day’s lesson Enhancing/improving the day’s lesson Preparing for the new lesson LVII. REMARKS Indicate special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of lesson to the following day, in cases of class suspension, etc. VIII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. Indicate below whichever is/are appropriate. LET’S ANSWER 1. Where do most of our fruits come from? 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? Instructional Planning (The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning. D. O. 42,s. 2016) School Teacher Time & Dates LIX. OBJECTIVES Y. Content Standards Z. Performance Standards AA. Learning Competencies/ Objectives Write the LC code for each L. CONTENT LI. LEARNING RESOURCES Q. References Grade Level Learning Area Quarter VITLE/Agriculture First Quarter W_9 Day_1 Demonstrates an understanding of scientific processes in animal/fish raising Applies knowledge and skills, and develops one’s interest in animal/fish raising 2.1 uses technology in the conduct of survey to find out the: 2.1.1 persons in the community whose occupation is animal (four-legged)/fish raising TLE6AG-0h-9 Animal/fish raising Curriculum Guide for Grade 6_TLE 33. Teacher’s Guide pages 34. Learner’s Materials pages 35. Textbook pages 36. Additional Materials from Learning Resources (LR) portal R. Other Learning Resources LII. PROCEDURES CCCC. Reviewing previous lesson or presenting the new lesson DDDD. Establishing a purpose for the lesson EEEE. Presenting examples/instances of the new lesson INTEGRATED LIVESTOCK-FISH PRODUCTION SYSTEM IN THE PHILIPPINES In the 1970's local researchers have experimentally demonstrated that there is a decidedly higher economic benefit from the integration of livestock and fish production systems than from specialized livestock or fish farming only. Still, in spite of the relatively well-developed poultry and swine industries and fairly-developed inland aquaculture in the country, integrated livestock-fish production system has so far been rarely practised in the Philippines either among smallholder or large commercial farming operations. Among the agri-business enterprises in the Philippines that have established fishponds to integrate livestock and fish production systems are the Maya Farms and Yaptenco Farm each representing a different approach to integration. The Maya Farms utilizes livestock manure for biogas generation and then applying the liquid sludge as fertilizer for its fishponds. On the other hand, the Yaptenco Farm allows the raw pig manure to flow directly into the fishponds. These two farms have, so far shown to significantly increase the yield of tilapia Commercial Livestock-Biogas-Fish Production System Model: Maya Farms Maya Farms is a large integrated farm located some 40 km from the city of Manila. It maintains some 60,000 pigs, 120,000 egg-type chickens and a few hundred heads of cattle. Soon after the oil embargo in 1973, Maya Farms started experimenting on the industrial uses of biogas generated from the manure produced by their livestock. It developed systems that enabled the farm to use methane gas from the manure as substitute for liquefied petroleum gas (LPG) and as source of energy to run internal combustion engines that power its deep-well water pumps, feed-mixers and generators and some other electric equipment in the farm. With its success in the efficient generation of biogas, in 1982 Maya Farms cut off its electrical connection from the Manila Electric Company and has since been running the farm on self-generated power thus saving millions of pesos annually on electric bills. Maya Farm utilizes livestock manure for biogas generation and then applying the liquid sludge as fertilizer for its fishponds Commercial Pig-Fish Production System Model: Yaptenco Farm Located near the UPLB campus, the Yaptenco Farm occupies a two-hectare land with an irrigation canal beside the property. While its design was patterned after the CLSU livestock-fish polyculture model, two important operational modifications were incorporated. The first modification is the provision of controlled but continuously flowing water into the pond. By tapping water from a nearby irrigation canal and construction of a network of distribution and drainage canals, good water quality in the ponds is maintained even with a higher fish stocking rate. The second modification is the transfer of the male fish from the manured ponds at two months old and growing them in non-manured ponds during the last 30 days of growing. This operation, while requiring additional labour, serves two purposes: it allows more space for the fish to grow to the desired market size of 200 to 300 grams and removes the objectionable odour and taste of fish which is often characteristic of those grown in manured ponds. Dr. Yaptenco notes that even with the additional cost of transferring of the fish and addition of commercial fertilizers to non-manured ponds, it is worthy because he is able to market larger and better quality fish desired by the buying public. With only about one meter deep of water in the pond, Dr. Yaptenco claims that he is able to stock up to about 80 fattening pigs and 50,000 fish per hectare per 90-day cropping. At this stocking rate and with the current price of 72 pesos per kilo for pork and 62 pesos per kilo for tilapia, Dr. Yaptenco claims to be making good profit out of his operation. Yaptenco Farm allows the raw pig manure to flow directly into the fishponds. These two farms have, so far shown to significantly increase the yield of tilapia FFFF. Discussing new concepts and practicing new skills # 1 Fill up the survey form/questionnaires about the article you read, Yaptenco Farm 1. What is the Name of Farm?______________ 2. Who is the Owner of the Farm?___________ 3. Where it be found?_____________________ 4. What is its area?_______________________ 5. What is designed of the farm? Or where is it patterned?__________________________ _ 6. What is its two important operational modification? a.________________________________ ____ b.________________________________ ___ 7. What is its purpose? GGGG. Discussing new concepts and practicing new skills # 2 HHHH. Developing mastery (Leads to Formative Assessment) IIII. Finding practical applications of concepts and skills in daily living JJJJ. Making generalizations and abstractions about the lesson KKKK. Evaluating learning LLLL. Additional activities for application or remediation Assignment/Agreement (_____minutes). Fill-in below any of the four purposes Reinforcing/Strengthen ing the day’s lesson Enriching/inspiring the day’s lesson Enhancing/improving the day’s lesson Preparing for the new lesson LIII. REMARKS Indicate special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of lesson to the following day, in cases of class suspension, etc. LIV. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. Indicate below whichever is/are appropriate. 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. Conduct a survey in your community to find out the kinds of four-legged animals/fish being raised as means of livelihood. Kinds of four legged animals/fish being raised in the community. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 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? Instructional Planning (The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning. D. O. 42,s. 2016) School Teacher Time & Dates LV. OBJECTIVES BB. Content Standards CC. Performance Standards DD. Learning Competencies/ Objectives Write the LC code for each LVI. CONTENT LVII. LEARNING RESOURCES S. References 37. Teacher’s Guide pages Grade Level Learning Area Quarter VITLE/Agriculture First Quarter W_9 Day_2 Demonstrates an understanding of scientific processes in animal/fish raising Applies knowledge and skills, and develops one’s interest in animal/fish raising 2.1 uses technology in the conduct of survey to find out the: 2.1.1 kinds of four-legged animals/fish being raised as means of livelihood TLE6AG-0h-9 Animal/fish raising Curriculum Guide for Grade 6_TLE 38. Learner’s Materials pages 39. Textbook pages 40. Additional Materials from Learning Resources (LR) portal T. Other Learning Resources VIII. PROCEDURES MMMM. Reviewing previous lesson or presenting the new lesson NNNN. Establishing a purpose for the lesson Home Economics & Livelihood Education 4 Microsoft ® Encarta ® 2009 Checking of assignment: Survey about kinds of four-legged animals/fish being raised as means of livelihood. Kinds of four legged animals/fish being raised in the community. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Ask: Why raise animals in your backyard? Raising animals in your backyard is profitable. It is a source of income especially to the farmer and a hobby for some retired employees. Do you want to help provide supplementary food to your family? Raise and fatten animals in your backyard for their meat, eggs or milk. These are good sources of protein, minerals and other food nutrients that our bodies need. After providing for your family food needs, you can sell your excess products to other families. The prices of meat and meat products, eggs and milk are getting higher. The population and the need for food items grow faster than the supply. By raising animals in your backyard, you can help bring down or maintain the prices of eggs, meat and meat products. Many families, especially in the provinces, support their families and send their children to school by raising animals. OOOO. Presenting examples/instances of the new lesson Help make your backyard productive. Raise some animals in your backyard. Power point Presentation of kinds of four-legged animals/fish being raised as means of livelihood 1. DRAFT ANIMALSDomesticated animals used primarily for work, transport, and leisure are widely distributed. They include the horse, mule, donkey, ox, buffalo, camel, llama, alpaca, yak, reindeer, and dog. 2. SHEEP - are used for wool, meat (mutton and lamb), and to a small extent for milk. Sheep are commonly divided into three types based on whether their wool is fine, medium, or coarse. Sheep are also raised as a secondary enterprise on many small farms. They are well adapted to semiarid regions and to land that is too steep or rough for the cultivation of crops. 3. GOAT-Goat’s meat called chevon is a delicacy among our brothers or sisters in almost every region of the country. Goat’s milk, on the other hand, is very nutritious. It is a good substitute for mother’s milk for babies. It is better than commercial milk in cans or powdered formula milk because of its quality minerals and vitamins. 4. PIG/HOGS –Pig or hog can give your family an additional income. It can provide you with pork and its meat products for your dining table. It is one of the most common animals raised by Filipino families. Unlike most domestic animals, pigs are omnivorous and compete directly with humans for many foods. Generally, pigs should be four to six months old at the time of selection. The piglets are already stable at this age. They should e housed in a pen or house where there is enough lighting, adequate water supply and drainage. Some of breeds of pigs to choose from are: 1. Large whiteAre entirely white with medium, erect ears. They are excellent in producing milk, for the large litters they produce. 2. Berkshire-They are black and their feet are white. Others have white spots on their faces and tails. As they go older, they gain weight and meat. They are able to adapt to rugged situation. However, they do not grow fast. There is a low conversion of feed to additional weight. 3. Duroc-They produce many offspring and are good mothers. The Duroc color is of varying shades of red. They are adapted to rugged conditions. 4. LandraceWhite, short-legged and has medium to large drooping ears. They have excellent mothering ability and litter size. They can produce liters of milk, thus they produce pigs with excellent growth rate and supply food with nutrients efficiency. 5. HampshireThey are black with white belt around the shoulder, shortlegged, and lack body thickness. Female Hampshire bears many piglets which are adaptable even in a rough situation. The legs are strong. 6. Pietrain-They are the meaty type of pig. They have black and white spots on their body; hams, shoulders and loins are well-shaped; and ears are erect. Their carcass has a high lean meat percentage, but poor body structure. 7. CATTLE- Cattle is another word for cows. Cows are female cattle. Male cattle are called bulls. People needed the cow to get fresh milk, cream, cheese, and butter. They milked the cow every day. Modern cattle are usually into three types. divided 1. Dairy cattle are those breeds that have been developed primarily to produce milk. Dairy cattle are managed in relatively large herds under intensive conditions near centers of dense population. Cheese, dried milk, and other specialized products, however, usually come from small farms with cattle set out to pasture. 2. Beef cattle have been bred and selected primarily for the production of meat. The young animals to be used for meat may be fattened in feedlots. 3. Dual purposeDualpurpose breeds are breeds that have been selected for both meat and milk production. 8. FISH-Fish is considered the cheapest source of protein and is one of the important items in a Filipino diet. It usually takes the place of meat. But the price of fish has increased much that most families are thinking of ways to raise fish on their own. Due to the availability of seed fish and fish feeds in the local market, fish culture has become profitable in most places. A backyard fishpond can be an economical and successful venture with the use of one’s know-how and techniques. Besides, this can be a means to augment the family income, and a source of fish supply. Kinds of fresh water fish for fish culture 1. Tilapia- a kind of fish called Nile tilapia from Israel was introduced in our country in 1973. This type of tilapia grows bigger and faster in fresh water than in other bodies of water. When they reach three to four months old, they can be harvested. It is considered the best for backyard fishponds. 2. Hito- a freshwater fish that lives in canals, ponds and swamps is the catfish or hito. The catfish can stay long without water just like the mudfish. There’s a big demand for catfish and mudfish in the market so they can be sold at high prices. 3. Bangus- the bangus or milkfish is a fresh water fish raised in fishponds and known as our national fish. It is the most abundant kind of fish cultivated in brackish and large fishponds in our country. Most fish operators in our country today are into bangus raising or cultivation. Milkfish are an important source of food in the Philippines, Indonesia, China, and coastal regions of southern Asia. 9. POULTRY Poultry includes chickens, ducks, and pigeons. Chickens are numerous in most regions of the world. Types of poultry breeds raised in our country 1. Meat type-Some commercial breeds of chickens are raised mainly for their meat; they are commonly called “fryers” or “broilers.” 2. Egg type- Other commercial breeds of chickens are good at laying eggs. These chickens, commonly called layers, may not grow as fast as big as fryers or broilers but they lay eggs almost daily for more than a year if properly fed and raised. They are given specially prepared feeds called laying mash. 3. Egg and meat- this group are good egg layers and have meat that is tasty and juicy. Included in this group are the New Hampshire, Vantress and the Rhode Island. PPPP. Discussing new concepts and practicing new skills # 1 Light rainfall Hungry Choose the word in the box that will match the underlined word in each sentence. Write the letters before each number. ________ 1. Poultry includes chickens, ducks, and pigeons. Chickens are numerous in most regions of the world. ________ 2. People needed the cow to get fresh milk, cream, cheese, and butter. ________ 3. A backyard fishpond can be an economical and successful venture with the use of one’s know-how and techniques. ________ 4. Pig or hog can give your family an additional income. ________ 5. Sheep are well adapted to semiarid regions and to land that is too steep or rough for the cultivation of crops. cattle business provide many QQQQ. Discussing new concepts and practicing new skills # 2 RRRR. Developing mastery (Leads to Formative Assessment) SSSS. Finding practical applications of concepts and skills in daily living Write true or false before each number. ________ 1. Goat’s milk is better than commercial milk in cans or powdered formula milk because of its quality minerals and vitamins. (true) ________ 2. The catfish CAN’T stay long without water just like the mudfish. (false) ________ 3. Fish is considered the cheapest source of protein and is one of the important items in a Filipino diet. (true) ________ 4. Cows are male cattle. Female cattle are called bulls. (false) ________ 5. Poultry includes chickens, ducks, and pigeons. Chickens are numerous in most regions of the world. (true) Underline the correct answer. 1. Fish is considered the (newest, biggest, cheapest) source of protein and is one of the important items in a Filipino diet 2. Raising (children, animals, houses) is a source of income especially to the farmer and a hobby for some retired employees. 3. Goat’s milk, on the other hand, is very (nutritious, tasteful, delicious). It is better than commercial milk in cans or powdered formula milk because of its quality minerals and vitamins. 4. Poultry includes chickens, ducks, and pigeons. Chickens are (numerous, lacking, not enough) in most regions of the world. 5. Unlike most domestic animals, pigs are (omnivorous, herbivorous, carnivorous) and compete directly with humans for many foods. Group activity: Discuss with your group. Write your answer on a manila paper. Group 1: What are the different animals that make up of poultry? Group 2: Why is tilapia considered the best for backyard fishponds? Group 3: How will you encourage your brother or sister to raise animals? Group 4: Give 2 reasons for raising animals in your backyard. TTTT. Making generalizations and abstractions about the lesson UUUU. Evaluating learning Enumerate the kinds of four-legged animals/fish being raised as means of livelihood Choose the right answer. Encircle their letters. 1. Which of the following statements are true about raising animals? a. Raising animals in your backyard is profitable. b. It is a source of income especially to the farmer and a hobby for some retired employees. c. These are good sources of protein, minerals and other food nutrients that our bodies need. d. All of the above 2. Raising these animals can give your family an additional income. It can provide you with pork and its meat products for your dining table. It is one of the most common animals raised by Filipino families. a. cattle or cows b. pigs or hogs c. poultry d. fish 3. Cattle is another word for cows. Cows are female cattle. Male cattle are called bulls. People needed the cow to get ________________. a. Meat, eggs, and protein b. fresh milk, cream c. cheese, and butter d. b and c 4. Goat’s milk, on the other hand, is very nutritious. It is a good substitute for mother’s milk for babies. It is better than commercial milk in cans or powdered formula milk because of its quality _________________. a. moisture and texture b. minerals and vitamins c. meat texture d. none of the above 5. It is considered the cheapest source of protein and is one of the important items in a Filipino diet. a. cattle b. fish c. pig d. poultry VVVV. Additional activities for application or remediation Assignment/Agreement LIX. (_____minutes). Fill-in below any of the four purposes Reinforcing/Strengthening the day’s lesson Enriching/inspiring the day’s lesson Enhancing/improving the day’s lesson Preparing for the new lesson REMARKS Indicate special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of lesson to the following day, in cases of class suspension, etc. LX. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. Indicate below whichever is/are appropriate. 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. Conduct survey to find out possible hazards that animal raising can cause to the people and community. Possible hazards that animal raising can cause to the people and community 1. 2. 3. 4. 5. 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? Instructional Planning (The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning. D. O. 42,s. 2016) School Teacher Time & Dates LXI. OBJECTIVES EE. Content Standards FF. Performance Standards GG. Learning Competencies/ Objectives Write the LC code for each LXII. XIII. CONTENT LEARNING RESOURCES Grade Level Learning Area Quarter VITLE/Agriculture First Quarter W_9 Day_3 Demonstrates an understanding of scientific processes in animal/fish raising Applies knowledge and skills, and develops one’s interest in animal/fish raising 2.1 uses technology in the conduct of survey to find out the: 2.1.3 possible hazards that animal raising can cause to the people and community TLE6AG-0h-9 Animal/fish raising U. References 41. Teacher’s Guide pages 42. Learner’s Materials pages 43. Textbook pages 44. Additional Materials from Learning Resources (LR) portal V. Other Learning Resources XIV. PROCEDURES WWWW. Reviewing previous lesson or presenting the new lesson Curriculum Guide for Grade 6_TLE Home Economics & Livelihood Education 4 Checking of assignment: Survey about the possible hazards that animal raising can cause to the people and community Possible hazards from animal raising that can cause to the people and community. 21. 22. 23. 24. 25. XXXX. Establishing a purpose for the lesson Hazard – is the potential for harm, or adverse effect on an employee’s health. Anything which may cause injury or ill health to anyone at or near a workplace. Risk – is the likelihood that a hazard will cause injury or ill health to anyone in the workplace. Exposure – occurs when a person comes into contact with a hazard. YYYY. Presenting examples/instances of the new lesson Types of Hazards and Risks in the Preparation and Maintenance of Farm Tools, Equipments and Facilities: PHYSICAL Hazards – includes floor, stairs, work platform steps, ladders, fire, falling objects, slippery surfaces, manual handling, excessive loud and prolonged noise, vibration, heat and cold, radiation, poor lighting, ventilation and air quality. MECHANICAL Hazards – includes electricity, machinery, equipment, pressure vessel, dangerous goods, fork lift, cranes and hoists. CHEMICAL Hazards – includes chemical substances such as acids or poisons and those that could lead to fire or explosion like pesticides and herbicides, cleaning agents, dusts and fumes from various processes such as welding. BIOLOGICAL Hazards – includes bacteria, viruses, mould, mildew, insects, vermin and animals. PSYCHOSOCIAL Environment – includes workplace stressors arising from a variety of sources. ZZZZ. Discussing new concepts and practicing new skills # 1 AAAAA. Discussing new concepts and practicing new skills # 2 BBBBB. Developing mastery (Leads to Formative Assessment) CCCCC. Finding practical Put a check on practices which you have experienced doing and an X mark on those you applications of concepts have not experienced doing. and skills in daily living Practices or X DDDDD. Making generalizations and 1. Visited some orchard farm in the country. 2. Planted fruit-bearing trees. 3. Experienced selling fruits. 4. Bought fruits from the market. 5. Picked some fruits from the backyard. Enumerate the famous orchard farm in the country. abstractions about the lesson EEEEE. Evaluating learning FFFFF. Additional activities for application or remediation XV. Assignment/Agreement (_____minutes). Fill-in below any of the four purposes Reinforcing/Strengthening the day’s lesson Enriching/inspiring the day’s lesson Enhancing/improving the day’s lesson Preparing for the new lesson REMARKS Indicate special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of lesson to the following day, in cases of class suspension, etc. Encircle the correct answer. 12. (Grace, Gapuz, Nica) Farm has 200 fully grown lanzones that earn about 120,000 to 150,000 per harvest. 13. (Gapuz, Durian, Nica’s) Farm has been in business for 30 years. The Gapuz brothers learned the ins and outs of grapes growing in California. 14. Carmelita Mercado is the top (pomelo, banana, grape) producer and distributor in the Philippines. The farm has 350 hectares of sweet pink flesh pomelo. 15. (Rosa’s, Kitsie’s, Nica’s) Farm has dozens of fruit-bearing mango trees scattered across its 15 hectares land with each tree yielding at least 200 kilos each. 16. (Rosa, Durian, Grace) Farm is a 12.5 hectare mango orchard in the coastal province of Zambales, home of the Philippine Carabao Mango. ANSWERS: 1. Grace 2. Gapuz 3. Pomelo 4. Kitsie’s 5. Rosa’s LET’S ANSWER 2. Where do most of our fruits come from? XVI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. Indicate below whichever is/are appropriate. 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? Instructional Planning (The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning. D. O. 42,s. 2016) School Teacher Time & Dates Grade Level Learning Area Quarter VITLE/Agriculture First Quarter W_9 Day_2 XVII. OBJECTIVES HH. Content Standards II. Performance Standards JJ. Learning Competencies/ Objectives Write the LC code for each VIII. CONTENT XIX. LEARNING RESOURCES W. References 45. Teacher’s Guide pages 46. Learner’s Materials pages 47. Textbook pages 48. Additional Materials from Learning Resources (LR) portal X. Other Learning Resources XX. PROCEDURES GGGGG. Reviewing previous lesson or presenting the new lesson HHHHH. Establishing a purpose for the lesson Demonstrates an understanding of scientific processes in animal/fish raising Applies knowledge and skills, and develops one’s interest in animal/fish raising 2.1 uses technology in the conduct of survey to find out the: 2.1.4 ways to prevent hazards brought about by raising animals TLE6AG-0h-9 Animal/fish raising Curriculum Guide for Grade 6_TLE Home Economics & Livelihood Education 4 Checking of assignment: Survey about kinds of four-legged animals/fish being raised as means of livelihood. Kinds of four legged animals/fish being raised in the community. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. Ask: Why raise animals in your backyard? Raising animals in your backyard is profitable. It is a source of income especially to the farmer and a hobby for some retired employees. Do you want to help provide supplementary food to your family? Raise and fatten animals in your backyard for their meat, eggs or milk. These are good sources of protein, minerals and other food nutrients that our bodies need. After providing for your family food needs, you can sell your excess products to other families. The prices of meat and meat products, eggs and milk are getting higher. The population and the need for food items grow faster than the supply. By raising animals in your backyard, you can help bring down or maintain the prices of eggs, meat and meat products. Many families, especially in the provinces, support their families and send their children to school by raising animals. IIIII. Presenting examples/instances of the new lesson JJJJJ. Discussing new concepts and practicing new skills # 1 KKKKK. Discussing new concepts and practicing new skills # 2 LLLLL. Developing mastery (Leads to Formative Assessment) Help make your backyard productive. Raise some animals in your backyard. Health and safety tips in animal raising. 1. Current Trends- The major concern of animal husbandry today is the extent to which production can be maintained as the human population increases. The goal of research has been to increase the efficiency of the production of animal products by genetic selection and genetic engineering. For example, scientists have increased the size of sheep by inserting growth-hormone genes into embryos, and the same method can be applied to cattle and other animals. MMMMM. Finding practical applications of concepts and skills in daily living Put a check on practices which you have experienced doing and an X mark on those you have not experienced doing. Practices or X NNNNN. Making generalizations and abstractions about the lesson OOOOO. Evaluating learning PPPPP. Additional activities for application or remediation Assignment/Agreement 1. Visited some orchard farm in the country. 2. Planted fruit-bearing trees. 3. Experienced selling fruits. 4. Bought fruits from the market. 5. Picked some fruits from the backyard. Enumerate the famous orchard farm in the country. Encircle the correct answer. 17. (Grace, Gapuz, Nica) Farm has 200 fully grown lanzones that earn about 120,000 to 150,000 per harvest. 18. (Gapuz, Durian, Nica’s) Farm has been in business for 30 years. The Gapuz brothers learned the ins and outs of grapes growing in California. 19. Carmelita Mercado is the top (pomelo, banana, grape) producer and distributor in the Philippines. The farm has 350 hectares of sweet pink flesh pomelo. 20. (Rosa’s, Kitsie’s, Nica’s) Farm has dozens of fruit-bearing mango trees scattered across its 15 hectares land with each tree yielding at least 200 kilos each. 21. (Rosa, Durian, Grace) Farm is a 12.5 hectare mango orchard in the coastal province of Zambales, home of the Philippine Carabao Mango. ANSWERS: 1. Grace 2. Gapuz 3. Pomelo 4. Kitsie’s 5. Rosa’s Conduct survey to find out possible hazards that animal raising can cause to the people and community. (_____minutes). Fill-in below any of the four purposes Reinforcing/Strengthening the day’s lesson Enriching/inspiring the day’s lesson Enhancing/improving the day’s lesson Preparing for the new lesson XXI. REMARKS Indicate special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of lesson to the following day, in cases of class suspension, etc. XXII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. Indicate below whichever is/are appropriate. 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? Possible hazards that animal raising can cause to the people and community 6. 7. 8. 9. 10. G. What innovation or localized materials did I use/discover which I wish to share with other teachers? FRUIT PICTURES TLE_6 Agriculture Weekly Test #1 Name: ______________________________________ Direction: Section: ___________ Read the questions carefully and choose the letter of the correct answer. 6. A science of cultivating the land, producing crops, and raising livestock. e. Economics c. Security f. Agriculture d. Technology 7. It is a benefit that people get from planting vegetables. c. Food c. ornaments d. Toy d. all of the above 8. Which of the following expresses advantage from planting fruits and vegetables? e. It can give an additional work. c. It can be an additional source of food. f. It can be a source of income. d. b and c 9. Which of the following statements matches the idea of planting trees is one way of saving the environment. e. It protects the land against erosion. f. Trees also provide habitat, protection, and food for many plant and animal species. g. The leaves of trees absorb carbon dioxide in the air and produce oxygen that is necessary for life. h. All of the above. 10. The leaves of trees absorb carbon dioxide in the air and produce __________ that is necessary for life. a. Oxygen b. food b. Air c. water 11. Which of the following is a benefit that people get from planting trees and fruit-bearing trees? a. It causes good health c. It can be a source of income b. It can be an additional source of food d. All of the above 12. Which of the following statements expresses the advantage from planting trees and fruitbearing trees? a. Knowledge in planting trees and fruit-bearing trees help the family find additional income and saves the environment. b. Planting trees can be stressful to everyone. c. We cannot get anything good from planting trees. d. None of the above. 13. Planting trees helps beautify the environment. Which of the following statements below matches the thought of the underlined word? a. Allan earns extra income from selling coconut. b. Clara is so diligent in caring for the trees. c. The trees planted around the community helps the place look attractive and contribute to having fresher air. d. The community looks messy because of trees. 14. Which of the following is a benefit of eating fruits? a. Fruits are an excellent source of fiber needed for a healthy digestive system. b. Fruits are also rich in Vitamin A needed by our immune system. c. Eating fruits can give us stomach irritation. d. A and B 15. Which statement is NOT a benefit derived from planting trees and fruit-bearing trees a. It can be a source of additional income. b. It produces fruit for human and animal consumption. c. It gives additional problem to families and the community d. It is a means of livelihood. 16. Which of the following activities increased the value of the residential property? i. Cutting down trees around the perimeter of the property. j. Make the residential property a dumpsite. k. Planting trees and fruit-bearing trees around the property. l. a and b 17. Which sentence below demonstrates planting trees reduced soil erosion? i. Trees produce food for the family. j. Trees roots hold the soil preventing it from erosion. k. Trees Fruits harvested from the community orchards can be sold. l. None of the above 18. Which of the following DOES NOT contribute to the beautification of the community? i. Planting trees around the community. j. Cutting down trees to lessen the obstruction. k. Throwing garbage on the areas with plenty of trees. l. b and c 19. What do trees contribute to reduced respiratory and other related illness? i. Trees help settle out and trap dust, pollen and smoke from the air. j. By reducing the energy demand for cooling our houses. k. When mulched, trees act like a sponge that makes the water dirty. l. None of the above 20. What illness can we acquire from exposing to ultra violet rays? i. Skin rashes c. skin cancer j. Skin infection d. all of the above 21. The “Juice King of the Philippines,” also owns a farm in Negros Occidental aside from Zest-O Corporation. i. Senen Bacani c. Jose Mercado j. Desiree Duran d. Alfredo M. Yao 22. The “Dragon fruit queen” She ventures into the dragon fruit business when she was told how the fruit can help relieve constipation problems. i. Editha Aguinaldo-Dacuycuy c. Seren Bacani j. Desiree Duran d. Joseph Calata 23. With his 3-hectare plantation of watermelons, honeydew melons, and papaya, he produces crops year-round in Alicia, Isabela. i. Jose Mercado c. Dasiree Duran j. Patricio Base d. Seren Bacani 24. 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. i. Patricio Base c. Seren Bacani j. Desiree Duran d. Jose Mercado 25. She converted her land into a tomato plantation and involved her community in the production. i. Desiree Duran c. Patricio Base j. Senen Bacani d. None of the Above TABLE OF SPECIFICATION OBJECTIVES 1.1 discusses the importance of planting and propagating trees and fruit-bearing trees and marketing seedlings. NO. OF ITEMS 5 PLACEMENT 1-5 PERCENTAGE 25% TLE6AG-0a-1 1.1.1 explains benefits derived from planting trees and fruit-bearing trees to families and communities TLE6AG-0a-1 1.1.2 identifies successful orchard growers in the community or adjacent communities TLE6AG-0a-1 Total 10 6-15 50% 5 16-20 25% 20 20 100 ANSWER KEY 1) b 2) a 3) d 4) d 5) a 6) d 7) a 8) c 9) d 10) 11) 12) 13) 14) 15) 16) 17) 18) 19) 20) c c b d a d d a b c a TLE_6 Agriculture Weekly Test #2 Name: ______________________________________ Section: ___________ A. Read the questions carefully and choose the letter of the correct answer. 13. They develop scientific improvement for each plant species in a locality and adjacent places. i. Commercial Nursery j. Agricultural Institution k. Bureau of Plant Industry l. None of the above 14. Run by private individuals usually offering landscaping materials and services. i. Orchard Farms j. Commercial Nursery k. Agricultural Institution l. Bureau of Plant Industry 15. A school that offers a course related to agriculture and other plant studies. i. Agricultural Institution j. Bureau of Plant Industry k. Orchard Farms l. Commercial Nursery 16. Responsible for any agricultural activities in terms of vegetables and fruits. i. Department of Agriculture j. Agricultural Institution k. Bureau of Plant Industry l. Orchard Farms 17. They take advantage of naturally pollinated plants by harvesting seed from the company fields for sale to farmers, home gardeners, and nursery workers. i. Seed companies j. Department of Agriculture k. Agricultural Institution l. Orchard farms 18. A place where trees or shrubs are maintained for food or commercial production. i. Bureau of Plant Industry j. Orchard Farms k. Commercial Nursery l. Agricultural Institution B. Circle the correct answer. 19. (Soil, pest, water) provides the nutrients that plants need in order to grow. It is a combination of inorganic and organic materials. 20. Fleshy fruits that will be eaten fresh are harvested by (knife, hand, machine) to ensure that they will be free from blemishes. 21. Plants can be watered in the (morning, noon, evening). 22. Gardeners enhance soil by adding (soil, fertilizer, water). 23. (Sand, Loam, Clay) is a type of soil that is good for growing plants. 24. (Grace, Gapuz, Nica) Farm has 200 fully grown lanzones that earn about 120,000 to 150,000 per harvest. 25. (Gapuz, Durian, Nica’s) Farm has been in business for 30 years. The Gapuz brothers learned the ins and outs of grapes growing in California. 26. Carmelita Mercado is the top (pomelo, banana, grape) producer and distributor in the Philippines. The farm has 350 hectares of sweet pink flesh pomelo. 27. (Rosa’s, Kitsie’s, Nica’s) Farm has dozens of fruit-bearing mango trees scattered across its 15 hectares land with each tree yielding at least 200 kilos each. 28. (Rosa, Durian, Grace) Farm is a 12.5 hectare mango orchard in the coastal province of Zambales, home of the Philippine Carabao Mango. C. Write T if the statement is true and F if the statement is false. 29. ______ Fruits should be harvested at the right shape and size. 30. ______ The right time to harvest depends on the demand, market, and price. 31. ______ Selling products by piece is called retailing. 32. ______ Pack fruits properly in weak containers to maintain their freshness and to avoid cuts, bruises, and blemishes. TABLE OF SPECIFICATION OBJECTIVES NO. OF ITEMS PLACEMENT PERCENTAGE 1.2 uses technology in the conduct of survey to find out the following: 1.2.1 elements to be observed in planting trees and fruit-bearing tress. TLE6AG-0b-2 1.2 uses technology in the conduct of survey to find out the following: 1.2.2 market demands for fruits TLE6AG-0b-2 1.2 uses technology in the conduct of survey to find out the following: 1.2.3 sources of fruit-bearing trees TLE6AG-0b-2 1.2 uses technology in the conduct of survey to find out the following: 1.2.3 famous orchard farms in the country TLE6AG-0b-2 Total 5 7-11 25% 4 17-20 20% 6 1-6 30% 5 12-16 25% 20 20 100% ANSWER KEY 21) 22) 23) 24) 25) 26) 27) 28) 29) 30) 31) 32) 33) 34) 35) 36) 37) 38) c b a a a b Soil Knife Morning Fertilizer Loam Grace Gapuz Pomelo Kitsie’s Rosa’s T T 39) 40) T F