DAILY LESSON LOG I. OBJECTIVES A. Content Standard B. Performance Standards C. Learning Competencies / Objectives (Write the LC Code) School LABNEY INTEGRATED SCHOOL Teacher Ms. BEVERLY G. MORCO Inclusive Dates Scheduled Week 2 Time Grade Level Quarter Learning Area 10 1 Agricultural Crop Production MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure 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 an understanding of the market of agricultural crop production from the context of the town. The learner independently identifies the products/services available and the competitors within the agricultural crop production market from the context of the town. LO 1. Recognize and understand the market for agricultural crop production 1.1. Identify the players/ competitors within the town 1.2. Identify the different products/services available in the market 1.3. Enumerate the differences between these products/ services TLE_EM9-12-I0-1 - Mathematics (Statistics and Probability): Students can analyze on the production and sales of agricultural crops. - Social Studies (Economics): Students can understand the economic impact of agricultural crops Subject Integration production on the local community. - Science (Botany): Students can study the scientific aspects of crop production and its importance in food security. II. CONTENT ENVIRONMENT AND MARKET (EM) (The Market- Town) List of materials to be used in different days. Varied sources of materials sustain children’s interest in III. LEARNING RESOURCES the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development. A. References 1. Teacher’s Guide pages Agricultural Crop Production NC I- Curriculum Guide Agricultural Crop Production Learning Module 9 2. Learners’ Materials Alternative Delivery Mode Modules (Deped) pages 3. Textbook pages 4. Additional Materials from Learning Resources Portals B. Other Learning Resources IV. PROCEDURES A. Revising previous lesson or presenting the new lesson B. Establishing a purpose for the lesson C. Presenting examples/ instances of the new lesson D. Discussing new concepts and practicing new skills #1 TV, Laptop, Speaker, Projector, Multimedia site (Youtube), PPT, Farm materials, tools, implements, and equipment Rubrics, DLL, Activity sheets, Activity materials, realia These steps should be done across the week. Spread out the activities appropriately so the students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. Review previous lesson Answer misconception and provide evidence to support conclusion Ask students if they are familiar with any agricultural crops grown in their town and if they know who are the players/competitors in the local agricultural industry. 1. Show a video or pictures of local farmers cultivating agricultural crops. 2. Conduct a class discussion on the importance of agricultural crops production in the local economy. 3. Ask students to bring samples of different agricultural products or pictures of these products from the market. Activity 1: Market Survey Materials: Survey sheets, pens/pencils, clipboards Instructions: Divide the students into groups and assign each group a specific agricultural crop. Instruct them to conduct a market survey to identify the players/competitors in the town who are involved in the production and sale of the assigned crop. They should record their findings on the survey sheets. Rubrics: - Criteria: Accuracy of information, organization of data - Points: 10 Activity 2: Product Comparison Chart Materials: Chart paper, markers, product samples or pictures Instructions: In their groups, students will create a comparison chart that lists the different agricultural products/services available in the market. They should include information such as price, quality, packaging, and availability. Each group will present their chart to the class. Rubrics: - Criteria: Completeness, clarity, creativity - Points: 15 Activity 3: Debate on Agricultural Products Materials: Debate guidelines, timer Instructions: Divide the class into two groups. Assign one group to argue in favor of locally produced agricultural products, while the other group argues for imported agricultural products. Each group will present their arguments, supporting their claims with evidence and examples. Rubrics: - Criteria: Persuasiveness, use of evidence, teamwork - Points: 20 E. Discussing 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 Explain: 1. Teacher-student dialogue: The teacher explains the concept of players/competitors in the agricultural industry and provides examples from real-life scenarios. 2. Multimedia presentation: The teacher uses visual aids, such as slides or videos, to explain the differences between agricultural products/services available in the market. 1. Role-play: Students can participate in a role-play activity where they act as farmers, wholesalers, or retailers to understand the different roles within the agricultural industry. 2. Field trip: Organize a visit to a local farm or market to observe firsthand the players/competitors and the variety of agricultural products/services available. Assign students to research and write a report on the challenges faced by local farmers in the agricultural industry and suggest possible solutions to support their growth and competitiveness. 1. Quiz: Provide a short quiz with multiple-choice questions related to the identification of players/competitors and the differences between agricultural products/services. 2. Group presentation: Assess the group presentations in Activity 2 based on the rubrics provided. Write a reflection paper on the importance of supporting local agricultural products and the impact it has on the community. These activities and assignments aim to engage students in hands-on learning experiences and promote critical thinking and analysis in understanding the agricultural crops production industry in their town. 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 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 it work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I used/discover which I wish to share with other learners? Prepared by: BEVERLY G. MORCO Teacher Noted: MICHELLE D. FELIPE, EdD ESHT - I Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. 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.
