8
Learning Activity
Sheet for TLE
PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
Quarter 2
Lesson
1
Learning Activity Sheet for TLE Grade 8
Quarter 2: Lesson 1 (Week 1)
SY 2024-2025
This material is intended exclusively for the use of teachers participating in the pilot
implementation of the MATATAG K to 10 Curriculum during the School Year 2024-2025. It
aims to assist in delivering the curriculum content, standards, and lesson competencies. Any
unauthorized reproduction, distribution, modification, or utilization of this material beyond the
designated scope is strictly prohibited and may result in appropriate legal actions and
disciplinary measures.
Borrowed content included in this material are owned by their respective copyright
holders. Every effort has been made to locate and obtain permission to use these materials
from their respective copyright owners. The publisher and development team do not represent
nor claim ownership over them.
Development Team
Writer:

Gracelyn B. Honrada (Nicolas L. Galvez Memorial Integrated National High
School)
Validator:
 Maria Gracia R. Samson (Philippine Normal University-South Luzon)
Management Team
Philippine Normal University
Research Center for Teacher Quality
SiMERR National Research Centre
Every care has been taken to ensure the accuracy of the information provided in this
material. For inquiries or feedback, please write or call the Office of the Director of the Bureau
of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at
blr.od@deped.gov.ph.
PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
LEARNING ACTIVITY SHEET
Learning Area:
TLE 8
Quarter:
Lesson No.:
1
Date:
Lesson Title/ Topic:
Aquaculture and Fisheries
Name:
2nd Quarter
Grade & Section:
I.
Activity No. 1: “Aquaculture Evolution: Fishbone Analysis” (20 minutes)
II.
Objective(s):
 To discuss the brief background of aquaculture using a fish bone diagram.
 To enhance students understanding on the “Fish Culture in the Philippines”
 To identify examples of fishes cultured in freshwaters.
III.
Materials Needed:
 Ballpen and Paper
 Illustration Board and Pentel pen
IV. Instructions:
Write the brief background of aquaculture using a fish bone diagram
TLE 8 Quarter 2
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PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
V.
Synthesis/Extended Practice/Differentiation:
“Situational Analysis: Manuals in Action”
“The Ultimate Quiz Challenge”
The class will be divided into three. You will answer questions regarding “Fish Culture in the
Philippines” Each group who answered correctly will be given points.
The group with the highest points will be declared as the winner.
1. Who introduced the first fish ponds in the Philippines?
2. What are the two principal towns which may be considered as pioneers in the fishpond
industry in the Philippines?
3. Who is the pioneer of fish culture in the Visayas?
4. Who is the pioneer of oyster culture in our country?
5. How does scientific fish farming in our country have started?
6. In what year was improved milkfish culture applied?
7. When were the national and international research institutions established?
8. What are the leading aquaculture research centers here in the Philippines?
9. What are the examples of fishes cultured in freshwaters?
10. What are the two most important species cultured in brackish water ponds?
TLE 8 Quarter 2
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PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
LEARNING ACTIVITY SHEET
Learning Area:
TLE 8
Quarter:
Lesson No.:
1
Date:
Lesson Title/ Topic:
Career and Business Opportunities
Name:
I.
2nd Quarter
Grade & Section:
Activity No. 2: “Tides of Opportunity” (20 minutes)
II. Objective(s):
 To identify different career opportunities in Aquaculture
 To differentiate career and business opportunities in Aquaculture
 To develop the reading skills of the students
III. Materials Needed:
 Ballpen and Paper
IV. Instructions:
Identify different career opportunities mentioned in the story based on the different
roles mentioned by the receptionist.
In the coastal town of Clearwater Bay, where the salty breeze dances with the morning sun, lived
a young woman named Maya. Born and raised by the sea, she had always felt a deep connection
to the ocean and its inhabitants. As she neared the end of her studies in marine biology, Maya
found herself torn between the allure of academia and the practicality of hands-on work in
aquaculture.
One sunny afternoon, Maya stumbled upon a flyer advertising various job opportunities at the
newly established Clearwater Aquaculture Center. Intrigued, she decided to pay them a visit.
Stepping into the bustling facility, Maya was greeted by the sight of tanks filled with vibrant fish
species, and the sound of water gently lapping against the edges.
"I'm looking for a career that lets me work closely with marine life," Maya explained to the
receptionist.
"Ah, you've come to the right place," the receptionist replied with a warm smile. "We have a range
of positions available, each offering unique experiences in aquaculture."
Maya's eyes widened with excitement as the receptionist outlined the different roles:
1. You are responsible for the day-to-day care and maintenance of fish stocks in
aquaculture facilities.
2. You have specialized in the practice of aquaculture, which involves the breeding,
rearing, and harvesting of aquatic organisms such as fish, shellfish, and aquatic plants.
TLE 8 Quarter 2
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PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
3. You will conduct research aimed at advancing knowledge and improving practices
within the aquaculture industry.
4. You will work in the field of fisheries management and conservation. Your
responsibilities include data collection, fisheries monitoring and habitat restoration.
5. Your role revolve around managing and overseeing the operations of a fish wharf,
which is a facility where fishing vessels unload their catch, and where fish are sorted,
processed, and distributed.
As Maya listened intently to the descriptions, she felt a sense of clarity wash over her. Each role
offered its own unique opportunities to immerse herself in the world of aquaculture. After much
consideration, Maya decided to apply for the position of Fish Farm Caretaker, eager to dive
headfirst into this new adventure.
Months passed, and Maya thrived in her role at the Clearwater Aquaculture Center. Whether she
was feeding the fish, conducting water tests, or simply basking in the tranquil beauty of the
ocean, Maya knew she had found her calling. With each passing day, she grew more passionate
about her work, knowing that she was playing a vital role in protecting and preserving the marine
environment she loved so dearly.
In the end, Maya realized that her journey in aquaculture was not just a career choice but a
lifelong commitment to the ocean and all its wonders. And as she looked out over the glistening
waters of Clearwater Bay, she knew that the tides of opportunity would continue to guide her on
her journey, wherever it may lead.
V. Synthesis/Extended Practice/Differentiation (if needed):
Directions:
“Career or Business Identification Challenge”
Identify whether CAREER or BUSINESS. Write CO if it is a Career Opportunity and BO if it
is Business Opportunity
_____1. Fish Supplier
_____2. Fish Caretaker
_____3. Research Officer
_____4. Aqua Culturist
_____5. Fish Handler
TLE 8 Quarter 2
_____6. Fish Supplier
_____7. Fishery Technician
_____ 8. Fish Wharf Operator
_____ 9. Fish Distributor
_____10. Fish Farm Owner
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