Annex 2B.3 to DepEd Order No. 42, s. 2016
DAILY LESSON LOG
School Papaya National High School
Teacher BERNARDO M. ELARMO
Teaching Dates and Time
Grade Level GRADE 7
Learning Area Animal Production
Quarter
Day 1
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learning Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
1. Identifying types of housing for poultry and livestock production.
2. Different components of housing of poultry and livestock production
3. Illustrating the different types of housing for poultry and livestock.
1. Types of housing and their components used in poultry and livestock are identified
2. Designs of different housing used in poultry and livestock are drawn.
LO1 Draw layout plan of different types of housing
1.1 Identify poultry housing system
1.2 Differentiate types of roofs in poultry housing system
1. Types of poultry housing
2. Components of housing
15-16
59 - 75
Exploratory Course on Animal Production
The teacher will ask the students “in your own point of view, why do you think are housing systems for animals
specifically for poultry be given a major consideration?”
How you can say that a home is not only house and a certain house is a home?
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts
and practicing new skills #1
For example, I’ll give you Php 50,000.00 what type of house will you build? Where will you build a house?
What are the materials will you use? And why?
Video presentation of housing systems.
What have you gained from the video presentation?
There are various types of construction.
Show and analyze sample plan and house design of a poultry house.
Types of roof used in poultry houses
E. Discussing new concepts and
practicing new skills #2
Students will be grouped into 10 groups each with 5 members. Each group will be given materials (e.g. Manila
paper, pentel pens, etc.) for presentation. Each group will be instructed to pick a phrase from the box indicating the
type of poultry housing system and they are going to have a brainstorming to sketch a design of poultry house. A
member of the group will post their sketch in front.
F. Developing Mastery (Leads to
formative assessment 3)
Sample Sketch
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial class 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?
Based on your locality, which do you think is the most applicable housing system to be used. Explain your answer.
What do we need to consider in constructing poultry housing system in your locality?
Enumerate the following:
1. At least 3 types of poultry housing system.
2. 5 types of roof in poultry house with illustration.
The students will task to take pictures of poultry housing system that is used in locality.
Annex 2B.3 to DepEd Order No. 42, s. 2016
DAILY LESSON LOG
School Papaya National High School
Teacher BERNARDO M. ELARMO
Teaching Dates and Time
Grade Level GRADE 7
Learning Area Animal Production
Quarter
Day 2
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learning Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources
1. Identifying types of housing for poultry and livestock production.
2. Different components of housing of poultry and livestock production
3. Illustrating the different types of housing for poultry and livestock.
1. Types of housing and their components used in poultry and livestock are identified
2. Designs of different housing used in poultry and livestock are drawn.
LO1 Draw layout plan of different types of housing
1.1 Identify piggery housing system
1.2 Design a pig house
1. Housing system for livestock(piggery)
2. Building pig houses
15 - 16
59 - 75
Exploratory Course on Animal Production
IV. PROCEDURES
WORD HUNT. Students are to find the words that are connected with animal production and gave brief definition
why it is related to animal production.
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
Video clip about farming will show; importance of farming, what do we get from farm, how farming affect
economy.
C. Presenting examples/instances of
the new lesson
Do you see pig houses in your locality?
Do your think pig house are in good condition that suitable for the animals?
Does good building may not improve the health of the pigs? Why?
Group Activity. The student will task to read and analyze about Building Orientation & Ventilation System. Pages
70-72 of the module. Afterwards they will reflect to a question “do you think piggery is applicable in your
locality?”
The teacher will post while the students analyze a Table for Space Requirements of Building and Equipment for
swine.
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 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
Group Activity. Each group must present a design of a piggery that follows different considerations in buildings pig
houses.
Is the piggery on your locality has the accurate dimensions of buildings and equipment for swine?
What are the considerations before starting to build a pig farm?
Suppose you want to raise six (6) pigs which will be kept until they reach the marketable weight of 90 kgs.
Illustrate the typical house of swine based on the table show with proper dimensions.
Compile a picture of livestock housing system in your locality, paste it on bond paper then submit it on the next
day.
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial class 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?
Annex 2B.3 to DepEd Order No. 42, s. 2016
DAILY LESSON LOG
School Papaya National High School
Teacher BERNARDO M. ELARMO
Teaching Dates and Time
Grade Level GRADE 7
Learning Area Animal Production
Quarter
Day 3
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learning Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Demonstrate understanding of/on:
1. Basic building codes in constructing poultry and livestock houses.
2. Signs and symbols on building codes
1. Building codes in constructing poultry and livestock houses are discussed.
2. Signs and symbols of building codes are interpreted
LO2. Enumerate the building codes in constructing poultry and livestock houses
2.1 explain each codes
1. Building codes
15-16
77 - 88
Exploratory Course on Animal Production
Picture –Parade: Let the students pick a picture in the box. Afterwards they will identify them.
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
The student will cite an example of building codes that they know in building construction, or any rules about
contrasting houses.
Building codes stipulate details of the construction and maintenance of a building or construction.
From that sentence the student will formulate their own rules/ specification in building an animal house.
PowerPoint presentation on codes in constructing poultry and livestock houses.
Group Activity. The students will make a simple scenario in construction. Each group member will serves as the
construction worker; foreman, carpenter, mason, labor, etc.
The scene will be focus on implementing building codes during construction.
Presentation of ideal design following the building codes in constructing livestock houses.
Post a table of ideal measurements of houses of farm animals.
F. Developing Mastery (Leads to
formative assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
Group work.
Each group will be assigned specific farm animals species and weights. They will task to compute for accurate cage
areas and heights based on the table that has been post.
You happened to pass by a man constructing a house for his chicken, how you will make him know that there
should be a code to be followed.
Why does unsuitable or poorly designed livestock housing affect the livestock themselves.
Do you think codes are really important to obey in constructing a house even if it is for few, small animals? How do
you say so?
Enumerate the building codes and have a brief explanation how each code is implemented.
Student will conduct some research work to describe the assessment criteria of poultry housing. They will be guided
by the following questions.
a. Why are the criteria so important in designing suitable housing for poultry?
b. Why do unsuitable or poorly designed chicken housing affect the poultry themselves?
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial class 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?
Annex 2B.3 to DepEd Order No. 42, s. 2016
DAILY LESSON LOG
School Papaya National High School
Teacher BERNARDO M. ELARMO
Teaching Dates and Time
Grade Level GRADE 7
Learning Area Animal Production
Quarter
Day 4
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learning Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES
B. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
Demonstrate understanding of/on:
1. Basic building codes in constructing poultry and livestock houses.
2. Signs and symbols on building codes
1. Building codes in constructing poultry and livestock houses are discussed.
2. Signs and symbols of building codes are interpreted
LO2. Enumerate the building codes in constructing poultry and livestock houses
2.1 identify signs and symbols in building codes
2.2 interpret signs and symbols
1. Signs and symbols in building codes
15 - 16
77 - 88
Exploratory Course on Animal Production
Draw lots. The teacher will draw the name of the student, once the student will called they will make a sign
language while his/her classmate try to identify what that does mean.
Guess What.
The student will find a pair; the one will make a sign/symbol while the other will identify what is that symbol
means.
C. Presenting examples/instances of
the new lesson
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 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
What are the sign and symbols that you were see in our school? At home? In the street?
Video clip presentations about importance of signage are in construction.
What are the lessons behind the video clips?
Be Quick to Win it. Students will be grouped into 2 with 20 members each. Those who will not be in a group will
serve as scorers, guard and checkers. Each of group will form a line. The first person will state the description while
the next member will draw the proper sign or symbol, and so on until the pair has finished the task. Each pair will
have only one chance to make a point, otherwise if the partner failed to draw the correct symbol, they will leave the
problem and let the next partners to complete the task.
Flashing signs on the screen, together with the corresponding meaning or description. Students’ task is to analyze
all those signs.
What are the signs and symbols that you most frequently see in your locality during building construction. As a
student how will those sign help you in your daily living?
What do you think will be the disadvantages if you will not put a sign while constructing a house or building?
Identify each sign and when/where they be used?
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
On an illustration board the student will draw a sign/ symbol that will be assigned by the teacher.
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial class 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?