GRADES 1 TO 12
DAILY LESSON
LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write 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
SCHOOL
TEACHER
TEACHING DATES
AND TIME
DOPM National High School
REY B. JUSTO
GRADE LEVEL
LEARNING AREA
QUARTER
Grade
TLE
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary
procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done for developing
content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support
the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of farm plans and layout
The learner is able to design farm plans and layout according to crop grown; planting systems and practices are strictly
followed according to approved cultural practices.
At the end of the lesson the students are able to:
Layout garden plots
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can
be tackled in a week or two.
Interpret farm plans and layouts
CG, LM
p. 16
Agri-Crops Learning Module pp. 86-87,
Horticulture Learning Module pp. 93-95
Agri-Crops Learning Module pp. 87-91
Horticulture Learning Module pp. 97-100
Page 1 of 14
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the new
lesson
B. Establishing a purpose for
the lesson
https://www.youtube.com/watch?v=D3ukCuTuL3U
Recall the metric conversion and procedure in
calculating the surface area
What are the things to consider in making a farm
plan?
Video presentation
Base on the video, what are the things to consider in
starting a farm?
Why is it important?
Why do you think making a farm plans is important?
What will happen if you’ll start planting without any
farm plan?
How are plants arranged in row planting? Why
is it important to have knowledge in crop
arrangement? What are the different planting
system?
Page 2 of 14
C. Presenting examples /
Instances of the new lesson
1.
The ‘Farming for the Future’ (FFTF) program
can help you to plan the best farm layout
2.
Site Assessment is necessary so that a map can
be drawn of the property’s topography, boundaries,
soils, water resources and so on, and a farm business
plan can be formulated. 3. Government plans
Acquaint yourself with relevant Regional
Environmental Plans (REPs), Local Environmental
Plans (LEPs), and Development Control Plans (DCPs)
and their short and long-term effects on your proposed
or existing farm enterprise. This will help reduce
unforeseen risks and enhance your farm business.
Council’s building approval or development consent
(DAs) may be needed for siting greenhouses, siting and
constructing dams or erecting hail and windbreak
netting. Council approval to clear land or a ‘no burning
of crop debris or waste materials on farm’ may apply.
Consent will be required if odor or noise is a nuisance
likely to be generated from the development.
Desirable Layout of Vegetable Farm
PLANTING SYSTEMS
Square System
Quincunx or
Diagonal System
Hexagonal System
Contour system
Page 3 of 14
•
•
•
•
•
•
•
•
•
•
D. Discussing new concepts
and practicing new skill #1
E. Discussing new concepts
and practicing new skill #2
Site selection
Buffer zones
Riparian areas
Wetlands
Drainage lines
Soil types
Groundwater contamination
Windbreaks
Soil management
Water management
TDAR Activity: Think-Discuss-Act-Reflect Activity
Problem: You have assessed a certain land for you to
make a farm plan, based on your assessment it is the
best land, what will you do if the government didn’t
approve your business proposal due to neighborhood
problem?
Jigsaw Method
The teacher will group the students into 4, each
group will explain the assigned planting system
to them.
Group 1 – SQUARE SYSTEM
Group 2 – DIAGONAL SYSTEM
Group 3- HEXAGONAL SYSTEM
Group 4- CONTOUR SYSTEM
ACTIVITY –BASED
The students will divide into 6 groups, they
will be given the following task.
The 3A’s Activity:
A- The students will choose a planting
system which they think is the best in
school yard. Explain why.
A-The students will identify and explain
the advantages of the chosen system from
another.
A- The students will layout a garden plot
Page 4 of 14
Page 5 of 14
I. Evaluating learning
Interpret the drawing
Answer the following
1. What is your area?
2. How many rows are there in the area?
3. How many plants are there in a row?
4. How many plants are there in the area?
5. What is the distance between plants per row?
6. What is the distance of plants between hills?
7. How many plants are there in row A?
8. What is the length of the area?
9. What is the width of the area?
10. How many plants are needed in rows A,B and C?
J. Additional Activities for
application or remediation
The students will have a role play showing the things
that must done in preparing a farm plan.
The teacher will facilitate the students doing
the following:
INSTRUCTIONS:
1.
Put 1 inch border lines on your bond
paper
2.
Use the following data in making
your layout
Imagine that 1 cm on your drawing is
equivalent to 1m A. Width= 16 m
B. Length=19 m
C. Planting distance
Between row=1m
Between hill=.5 m
3. Sketch inside the border lines your plot
layout
Use any planting system you desired.
Make an essay about “My best farm plan”
Page 6 of 14
V. REMARKS
T.L.E. 7 subject is taken only for four (4) times a week. Friday is a non-meeting day with the class.
VI. REFLECTION
A. No. of learners who earned
80%in the evaluation.
B. No. of learners who
required additional activities
for remediation who score
below 80%
C. Did the remedial lesson
work? No. learners who have
caught up with the lesson
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
Page 7 of 14
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
GRADES 1 TO 12
DAILY LESSON
LOG
SCHOOL
TEACHER
TEACHING DATES
AND TIME
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write LC code for each
II. CONTENT
DOPM National High School
REY B. JUSTO
GRADE LEVEL
LEARNING AREA
QUARTER
Grade
TLE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary
procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done for
developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning
the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of irrigation plan and design
Irrigation system plan is interpreted according to established procedures.
Different designs of irrigation systems are enumerated standard procedures.
At the end of the lesson the students are able to:
Interpret irrigation plan and design.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the
content can be tackled in a week or two.
Interpret irrigation plan and design
III. LEARNING RESOURCES
Page 8 of 14
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
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
CG and LM
pp. 16-17
Agri-Crops Learning Module pp. 97-98
What are the different planting system?
What are the essential features of irrigation plan?
B. Establishing a purpose for the
lesson
What is the function of an irrigation system?
Why is it important to have an irrigation plan?
Cite reasons.
Have you seen an actual irrigation system?
What is the procedure in making an irrigation
miniature?
Agri-Crops Learning Module p. 106
Page 9 of 14
C. Presenting examples /
Instances of the new lesson
ESSENTIAL FEATURES OF A PLAN
•
Topographic Data - the field shape
must be accurately drawn showing pertinent
obstructions, features and elevation details.
•
Water Source Capacity - the water
supply must be clearly indicated showing
location and available capacity.
•
Depending on the water source, a well
log or water license must accompany the
irrigation plan. Irrigation reservoirs also require
Water Management Branch licensing.
•
Soil and Crop Characteristics - soil
and crop limitations must be accounted for to
reduce runoff and deep percolation by
mismanagement of the irrigation system.
•
Design Parameters - soil water holding
capacity, maximum application rate and climatic
data must be used to select the correct irrigation
system design.
•
Design Data - the nozzle selected,
operating pressure, discharge rate and sprinkler
spacing must all be shown on the plan. The
irrigation interval, set time, application rate and
net amount applied must also be calculated.
Different Designs of Irrigation Systems
1. SURFACE IRRIGATION
2. SPRINKLER IRRIGATION
3. DRIP OR TRICKLE IRRIGATION
SKETCH IRRIGATION PLAN
MATERIALS NEEDED:
QUANTITY
DESCRIPTION
2 sheets
bond paper
1 pc
pencil
1 pc
ruler
INSTRUCTIONS:
1.
After knowing different irrigation
designs, select 1 design applicable in your area.
2.
Using the materials above sketch the
irrigation design applicable in your locality.
3.
Explain, why did you considered this
design on another sheet of bond paper
4.
Submit your output to your teacher after
1 day
5.
Your teacher will ask you to present your
work in front of your classmates
6.
Save your work for the next activity
CREATE MINIATURE IRRIGATION CANAL
MATERIALS NEEDED:
QUANTITY
DESCRIPTION
10 bar
Activity clay
1 pc
Illustration board
INSTRUCTIONS:
1. Your teacher will divide the class into groups
(5 members in a group)
2.
Select the best work among your group
members from the previous activity
3.
Decide which work will serve as your
model
Page 10 of 14
D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
practicing new skill #2
F. Developing mastery
Leads to Formative Assessment
(s)
G. Finding Practical applications
of skills in daily living
Activity Based - THINK-GROUP-SHARE
Each student will choose 1 from the irrigation
systems they are familiar with. They will share
to the class the things they know about that
system.
Have you experience watering the crops using
an irrigation? Why is it important to have an
irrigation?
The students will observe the school garden,
they will identify which irrigation system is
available in the garden.
in creating your miniature irrigation canal.
4.
You will be given one hour to finish your
group activity.
5.
Submit your output when it is already
completed.
Activity
The student will ask to sketch irrigation plan
See instruction above ( SKETCH IRRIGATION
PLAN)
How do we make an irrigation miniature? What is
the essence of making one?
Group Activity
From the irrigation plan that each of the students
made, select the best work.
Decide which work will serve as model in
creating miniature irrigation canal. See
detailed instruction above (CREATE
MINIATURE IRRIGATION CANAL)
H. Making generalizations and To make an irrigation system, irrigation plan must Based on activity done, what are the techniques
abstractions about the lesson
be followed and analyzed.
used to accomplish or make an irrigation
miniature.
I. Evaluating learning
Enumerate the following:
Miniature of Irrigation canal
(2) FUNCTIONS OF FARM IRRIGATION
Criteria
SCORE
SYSTEMS
20 15
10
5
1. ____________________________________
Creativity (50%)
2. ____________________________________
Design (20%)
(3) ESSENTIAL FEATURES OF A PLAN
Presentation (20%)
Page 11 of 14
1. ____________________________________
Neatness (10%)
Page 12 of 14
J. Additional Activities for
application or remediation
V. REMARKS
VI. REFLECTION
2. ____________________________________
3. ____________________________________
Complete the table below.
Irrigation System
Function
Design
Surface irrigation
Sprinkler irrigation
Drip irrigation
Draw an irrigation system, choose from the
irrigation system presented in the lesson.
T.L.E. 7 subject is taken only for four (4) times a week and 2 hours a day. Friday is a non-meeting day with the class.
A. No. of learners who earned
80%in the evaluation.
B. No. of learners who required
additional activities for
remediation who score below
80%
C. Did the remedial lesson work?
No. learners who have caught up
with the lesson
D. No. of learner who continue to
require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
13 of 14
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Pag
e
Pag
e
14 of 14