DLL in TLE CROP PRODUCTION G8-7.doc Version 1

GRADE 8 School Grade Level G8
DAILY Teacher Learning Area Crop Production

LESSON LOG Dates and Time Quarter
Date: Day 1
PRETEST
Objective 1.: Utilize previous knowledge on agricultural crop production
Direction. Read the questions carefully and select the best answer by writing only the letter of your choice on a separate sheet of
paper.
1. Which of the following is an example of a digging tool?

a. Bolo b. Crowbar c. Grab-hoe d. Pruning shear
2. Which tool is used for cutting grasses?

a. Shovel b. Bolo c. Crowbar d. Mattock
3. What tool does not belong to the group?

a. Crowbar b. Mattock c. Shovel d. Pruning shear
4. Farm tools are very important in pre- horticultural operations because they____.
a. make work easier c. save time and effort
b. make work faster d. all of the above
5. A tool with one end of its blade flattened and the other pointed at right angles to its handle is a ____.
a. mattock b. crowbar c. bolo d. spade
6. Which tool resembles the appearance of spoon and use for transferring soil?
a. spade b. shovel c. spading fork d. grab-hoe
7. Which implement is being pulled by a working animal to till the land?
a. Harrow b. Native plow c. Disc plow d. Disc harrow
8. It is a hand-held agricultural tool with a variously curved blade typically used for cutting weeds.
a. Sickle b. Wheel barrow c. Knife d. Axe
9. It is used for cleaning the ground and leveling the topsoil.

a. Spade b. Shovel c. Rake d. Light hoe
10. It is used for digging canals, breaking hard topsoil and for digging up stones and tree stumps.
a. Bolo b. Light hoe c. Pick- mattock d. Hand fork
11. It is used for cultivating the garden plot by loosening the soil and removing weeds around the plant.
a. Sprinklers b. Hand fork c. Hand cultivator d. Sprayer
12. Refers to the size of the surface

a. Area c. Graph
b. Labor d. Volume
13. Refers to the work performed by farm workers in exchange for salary.
a. Interest c. Labor
b. Area d. Surface
14. Which of the following statement is false?

a. The best way to use the stone is to find a way to stabilize the tool that you want to work on.
b. Tools that are worn out should be separated and be fixed immediately to avoid accident.
c. Clean accumulated rust and dirt off all metal surfaces with a wet cloth.
d. Oil will help tools to work as intended and will prevent the formation of rust.
15. Most common with small-seeded vegetables.

a. Transplanting c. Hill method
b. Multiple Rows d. Direct seeding
16. Also known as scatter planting
a. Drill method c. Dibbling method
b. Broadcasting d. Transplanting
17.The grow of a single crop

a. Multiple cropping c. Row planting
b. Sole planting d. Intercropping
18. System of growing crops in blocks or strips of 2 or more rows.

a. Drill method c. Multiple row planting
b. Square Method d. Rectangular method
19. Systematic apportioning of the farm area or any growing surface for crop production.
a. Strip intercropping c. Spatial arrangement
b. Mono cropping d. Sole Cropping
20. Simultaneous growing of 6 rows corn and 12 rows soybean in alternating strips.
a. Strip intercropping c. Spatial arrangement
b. Sole cropping d. Drill method
21. The application of water to the soil by any other means than rainfall.
a. Weeding c. Irrigation
b. Cultivation d. Lay-outing
22. Water is applied to the field in either the controlled or uncontrolled manner.
a. Surface irrigation c. Drip or trickle irrigation
b. Sprinkler irrigation d. Irrigation canal
23. Water is applied directly to the crop

a. Sprinkler irrigation c. Boarder irrigation
b. Drip irrigation d. Basin irrigation
24. It 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
a. chemicals c. risk
b. exposure d. hazard
25. It is the likelihood that a hazard will cause injury or ill health to anyone at or near a workplace.
a. risk c. hazard
b. exposure d. chemicals
26. This occurs when a person comes into contact with a hazard.
a. risk c. hazard
b. exposure d. chemicals
27. It includes bacteria, viruses, mold, mildew, insects, vermin, animals.

a. Biological c. Mechanical or electrical
b. Chemicals d. Psychosocial environment
28.It is a practices related to production and work process

a. Occupational safety c. Psychosocial environment
b. Safety d. Biological
29. It can reduce the number and severity of farm work related injuries and illnesses.
a. PPE c. Cleaning
b. Chemicals d. Health
30. Which of the following statement is false.

a. Be properly trained on the cleaning procedures.
b. Water that is used for cleaning must be safe.
c. Chemicals must be labeled correctly.
d. Disposed farm chemicals in rivers or lakes.
LESSON LOG Demonstration
Quarter
Dates and Time
Date: Day 2
I. OBJECTIVES
The learner demonstrates an understanding of basic concepts and
A. Content Standards
underlying theories in agricultural crop production
The learner independently demonstrates common competencies in
B. Performance Standards
agricultural crop production as prescribed by TESDA Training Regulations.
C. Learning Competencies/Objectives 1. Explain basic concepts in agricultural crop production
Write the LC Code for each 2. Discuss the relevance of the course
3.Explore career opportunities in agricultural crop production
II. CONTENT Introduction
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from https://coas.siu.edu/academics/bachelors/crop/crop-prod
Learning Resource (LR) portal Crop Production and Management Careers
www.growforit.org/showcase_files/crop
(PDF) Guide to Careers in Crop Production
https://oureverydaylife.com/top-ten-careers-agriculture-38949.html Top Ten
Careers in Agriculture/ Our Everyday life
https://www.agriculturemorethanever.ca/from-the-team/
video-encourages-student-to -choose-a-career-in-agriculture/
WBH4RR8RVoM
https://m.youtube.com/watch?v=bp06h5Vguuk
Agricultural Crop Production Exploratory

B. Other Learning Resources
Curriculum Guide page 1
IV. PROCEDURES
A. Reviewing previous lesson or Review topics about Exploratory Crop Production G7
presenting the new lesson
B. Establishing a purpose for the MOTIVATION- Video Presentation showing basic concepts and theories,
lesson business and career opportunities related to agricultural crop production.
C. Presenting examples/instances of ANALYSIS- Based on the video shown, can you identify the career
the new lesson opportunities related to agricultural crop production?
ACTIVITY- Divide the class into group. Let them perform the following tasks.
Group 1- Discuss basic concepts and underlying theories in agricultural
crop production
Group 2- Discuss the relevance/ importance of the course
Group 3- Identify the career opportunities in agricultural crop production
D. Discussing new concepts and
Guide questions:
practicing new skills #1
1. What do you think are the relevance of the course
agricultural crop production?
2. Can you identify the career opportunities related to
agricultural crop production?
3. What did you feel after the given activity?
ABSTRACTION- The teacher will provide a power point presentation
E. Discussing new concepts and
discussing basic concepts and theories, and career opportunities related to
practicing new skills #2
agricultural crop production.
APPLICATION-
F. Developing Mastery
What entrepreneurial activities do you know and capable of doing which are
(Leads to Formative Assessment)
related to agricultural crop production?
G. Finding practical applications of Given the opportunity to own a business that relates with Agriculture are you
concepts and skills in daily living confident to manage it? Explain your answer.
H. Making generalizations and Recapitulation of the lesson.
abstractions about the lesson
I. Evaluating learning Teacher made test.
J. Additional activities for application Name successful entrepreneurs from your area or locality whose business is
or remediation related to agricultural crop production.
V. REMARKS
VI. REFLECTION
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 students 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?
Quarter
Dates and Time
Date: Day 3-4
I. OBJECTIVES
The learner demonstrates an understanding of one’s Personal Competencies
and Skills ( PECs)
The learner recognizes his/ her PECs and is able to compare these with the
B. Performance Standards PECs of a practicing entrepreneur/ employee involved in agricultural crop
production
LO 1. Recognize Personal Competencies and Skills(PECs)
needed in agricultural crop production
C. Learning 1.1. Identify and assess one’s PECs
Competencies/Objectives 1.2 Identify and assess a practitioner’s PECs
Write the LC Code for each 1.3 Compare self with a practicing entrepreneur
1.4 Identify areas for improvement, development and growth
TLE_PECS7/8-00-1
Assessment of Personal Competencies and Skills (PECs)vis-à-vis PECs of a

practicing entrepreneur/ employee
1.1 Characteristics
II. CONTENT 1.2 Attributes
1.3 Lifestyles
1.4 Skills
1.5 Traits
A. References
1.Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages
https://m.youtube.com/watch?v=DzxLJqsZb-w
Successful Filipino Entrepreneur- Motivational Movie-YouTube
https://www.youtube.com/watch?v=8kxolV-AV24
Inspiring Story of Millionaire Farmer in the Philippines
https://ati.da.gov.ph/caraga/success-stor...g-story-welito-titing-mant
4.Additional Materials from
Love For Agriculture: An Inspiring Story of Welito” Titing” Mante
Learning Resource (LR) portal
Personal entrepreneurial competencies-SlideShare app. June 6,
2015
Agricultural Crop Production Exploratory

Curriculum Guide page 1
IV. PROCEDURES
A. Reviewing previous lesson Review previous lesson
or presenting the new lesson
MOTIVATION- Show videos of successful entrepreneurs particularly in
B. Establishing a purpose for
agriculture crop production. Ask the students about the implication of the video
the lesson
shown.
C. Presenting ANALYSIS: Base on the video shown, can you identify the PECs needed in
examples/instances of the new agricultural crop production?
lesson
D. Discussing new concepts ACTIVITY- Group Activity:
and practicing new skills #1 Direction: Answer the following questions. Share your answer to the class.
Group 1- Explain the importance of assessing one’s PECs before engaging in
agricultural/ entrepreneurial activity?
Group 2- What are the desirable personal characteristics, attributes, lifestyles,
skills, and traits of a prospective agricultural entrepreneur? Why are these
important?
Group 3- Why there is a need to assess one’s PECs in terms of characteristics,
attributes, lifestyles, skills, and traits before starting a particular business?
Group 4- What is the importance of evaluating PECs of a successful
entrepreneur? What helpful insights can you draw from this activity?
Questions:
1. How was your experience in discovering your strengths and the areas to be
develop?
2. Did you gain valuable experience in exchanging insights with your group and
classmates?
ABSTRACTION- The teacher will provide a power point presentation discussing
E. Discussing new concepts
the characteristics, attributes, lifestyles skills and traits of a successful
and practicing new skills #2
entrepreneur
F. Developing Mastery Why is there a need to compare and align one’s PECs with the PECs of a
(Leads to Formative successful entrepreneur?
Assessment)
Answer the table below:
MY PECS
Characteristics
Attributes
Lifestyles
G. Finding practical
Skills
applications of concepts and
skills in daily living Traits
Analyse and reflect on your answer.
Write your conclusion on the space provided:
Conclusion:___________________________________________
H. Making generalizations and Let the students summarize the lesson

I. Evaluating learning
J. Additional activities for Interview a successful entrepreneur in your area whose type of business is
application or remediation related with agricultural crop production. Focus your interview on PECs and
other business-related attributes that helped them become successful. Write
and analyse the result of the interview.
V. REMARKS
VI. REFLECTION
A .No. of learners who earned
80% on the formative
assessment
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson
D. No. of students 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?
materials did I use/discover
which I wish to share with other
teachers?
Quarter
Dates and Time
Date: Day 5-6
I. OBJECTIVES
The learner demonstrates understanding of environment and market in Agricultural
Crop Production in one’s area
The learner independently creates a business vicinity map reflective of potential
market in Agricultural Crop Production in a province.
C. Learning LO 1. Environment and Market
Competencies/Objectives 1.1.discuss swot analysis
Write the LC Code for each 1.2 generate a business idea based on the swot analysis
TLE_PECS7/8-00-1
II. CONTENT SWOT ANALYSIS
A. References
3. Textbook pages
4.Additional Materials from https://www.youtube.com/watch?v=nU9T1EHyO88
Learning Resource (LR) portal PERSONAL SWOT ANALYSIS
https://www.youtube.com/watch?v=NVwQNOIu808
How to Swot Analysis
https://www.mindtools.com/pages/article/newTMC_05.htm
SWOT ANALYSIS( Strength, Weaknesses, Opportunities, Threats)
https://www.businessnewsdaily.com/4245-swot-analysis.htm
IV. PROCEDURES
A. Reviewing previous lesson PRE-ASSESSMENT
MOTIVATION- Show pictures of farms and establishment related to agricultural crop
B. Establishing a purpose for production and also provide a video presentation showing the agricultural products,
the lesson services, customers, and entrepreneurial activities in the locality.
Ask the students about the implication of the pictures and video shown.
C. Presenting ANALYSIS: Base on the pictures and video shown can you analyse the economic,
examples/instances of the new cultural and social conditions prevailing in an area.
lesson
ACTIVITIES:
Group 1-Make a map showing the environment and market of your locality.
Emphasize the business establishment related to agriculture.
Group 2- Draw the agricultural products produced and sold in your locality.
Group 3- Role playing showing the services, entrepreneurial activities and buying
habits in your locality.
D. Discussing new concepts
Group 4- List down the target customers within your locality.
Group 5- List down the possible competitors in your locality.
Questions:
1.1 Can you identify the agricultural products, services, customers, and
entrepreneurial activities in your locality?
1. 2. Did you gain valuable experience in exchanging insights with your group and
classmates?
E. Discussing new concepts ABSTRACTION-. The teacher will provide a power point presentation about the
and practicing new skills #2 environment and market which emphasize the SWOT ANALYSIS.
My Best Business Idea
Direction: Write down the activities on the available spaces provided to create
(Leads to Formative
the best business idea.
Assessment)
Strength (S) Weaknesses (W)
Opportunities (O) Threats ( T)
Conclusion:___________________________________________
Interview:
Select a successful agriculture entrepreneur/practitioner. Conduct an interview using
the set of questions below. Document the interview and present this to the class.
Questions:
1. How did you identify your costumers?
G. Finding practical 2. What where your considerations in selecting your costumers?
applications of concepts and 3. Explain how your products or service becomes unique compared to other
skills in daily living products?
4. Did you consult somebody before you engage in this business?
Cite sample insights that you gain from the consultation.
5. What where your preparations before you started the actual business?
6. What strategy did you consider to have a unique selling proposition to your product
or service?
H. Making generalizations and Let the students summarize the lesson
Draw your own product brand which you think needed in your locality;
Scoring Rubric.
CRITERIA POINTS YOUR SCORE
Relevance 50
Applicability 20
Presentation 20
Neatness 10
Interview a successful entrepreneur in your area whose type of business is related
J. Additional activities for with agricultural crop production. Focus your interview on PECs and other business-
application or remediation related attributes that helped them become successful. Write and analyse the result
of the interview.
V. REMARKS
VI. REFLECTION
A .No. of learners who earned
assessment
remediation
C. Did the remedial lessons
these work?
teachers?
Quarter
Dates and Time
Date: Day 7
I. OBJECTIVES
A. Content Standards Demonstrate an understanding of farm tools in crop production
B. Performance Standards The learners uses farm tools and equipment in crop production.
LO1. Select and Use Farm Tools
C. Learning 1.1 identify the different farm tools
Competencies/Objectives 1.2 discuss the uses of each farm tools
Write the LC Code for each 1.3 use appropriate farm tools properly
TLE_AFAC7/8UT-0a-1
II. CONTENT Use of Farm Tools and Equipment

A. References
1. Teacher’s Guide pages p.12
2. Learner’s Material pages p.8-12
3.Textbook pages
https://www.youtube.com/watch?v=3WTeFD_eg88
Farm tools and equipment
4. Additional Materials from www.slideshare.net/oharratee/farm-tools-and-implement
Learning Resource (LR) portal https://www.youtube.com/watch?v=QC57PXl6cS4
Use Farm Tools and equipment

IV. PROCEDURES
A. Reviewing previous lesson Recall the lesson on PECS
B. Establishing a purpose for MOTIVATION-Parade of pictures of different tools through power point presentation.
the lesson (Picture analysis, ask the students about the implication of the pictures presented.
C. Presenting ANALYSIS- Based on the pictures shown, can you identify and give the functions of
examples/instances of the new each farm tools
lesson
ACTIVITY –Divide the class into 3 groups. Choose 1 presenter to report your output.
Group1- Draw as many as you can different farm tools that can be found at homes,
school and in your locality. Describe each materials.
Group 2-Discuss the uses of each farm tools
Group 3 – Do a role play on how to use properly and appropriately the different farm
D. Discussing new concepts tools.
and practicing new skills #1 Guide questions: 1. How do you find the activity?
2. Do you think it is important to familiarize yourself
in the different farm tool? Why?
3. What are the different farm tools and their uses?
4. What skill did you discover after the given activity?
E. Discussing new concepts ABSTRACTION- Power point presentation of the different farm tools and each uses..
APPLICATION-Pick and demonstrate. The class shall prepare strips of papers where
the names of the tools are written. Each student will be asked to pick one and shall
(Leads to Formative
demonstrate how to use the tool written on the paper. The other members of the class
Assessment)
shall guess what is the tool being demonstrated.
G. Finding practical Let the class help in developing the school garden using the available tools in the
applications of concepts and school.
skills in daily living
H. Making generalizations and Recapitulation of the lesson
I. Evaluating learning SCORING Rubric for Different Farm Tools
4 Follows correct procedure in using farm tools and perform the skill very
satisfactorily w/out assistance or supervision.
3 Follows correctly procedure in using farm tools & perform the skill
satisfactorily w/out assistance or supervision
2 Follows correct procedure in using farm tools with minor errors & performs
the skill satisfactorily with some assistance and/or supervision
1 Was not able to Follow procedure in using farm tools & perform the skill
unsatisfactorily.
Serves as the result of Evaluation
J. Additional activities for Make a compilation of different farm tools. Compile your output in the group portfolio.
application or remediation
V. REMARKS ____Out of _____students reached the mastery level.
VI. REFLECTION
a. No. of learners who earned Grade 8_____out of ______students reached the mastery level
assessment
b .No. of learners who require Grade 8_________
remediation
c. Did the remedial lessons Grade 8_________
d. No. of students who continue
e. Which of my teaching
these work?
f. What difficulties did I
g. What innovation or localized
teachers?
Quarter
Dates and Time
Date: Day 8
I. OBJECTIVES
The learners demonstrate an understanding on the defects of farm tools and
remedies
B. Performance Standards The learners identify the defects and remedies of farm tools
LO1. Defects of Farm Tools and Remedies

C. Learning 1.1 discuss the different defects of farm tools and
Competencies/Objectives 1.2. give each remedies
Write the LC Code for each
TLE_AFAC7/8UT-0a-1
II. CONTENT Defects of farm tools and remedies
A. References
1.Teacher’s Guide pages p.12
2.Learner’s Material pages p.13-15
3.Textbook pages
Defects of Farm Tools and Remedies
4.Additional Materials from https://www.scribd.com/document/31734952...s-of-Farm-Tool-and-Remedie
IV. PROCEDURES
A. Reviewing previous lesson Recall the lesson on different farm tools
B. Establishing a purpose for MOTIVATION- Show a video clip on the different defects of farm tools with each
the lesson remedies. Ask the students about the implication of the video presented.
C. Presenting ANALYSIS- Based on the video shown, can you identify the defects and give the
examples/instances of the new remedies of each farm tools.
lesson
ACTIVITY –
Guide questions:1. How do you find the activity?
D. Discussing new concepts 2. Do you think it is important to familiarize
and practicing new skills #1 yourself in the different farm tools? Why?
3. What are the different farm tools and their uses?
E. Discussing new concepts ABSTRACTION- Power point presentation of the different farm tools with defects
and practicing new skills #2 and remedies.
APPLICATION-Pick and tell. The teacher will provide pictures of farm tools with
defects. Each student will be asked to pick one and shall tell the defect of each tool
(Leads to Formative Assessment)
and give the remedies.
G. Finding practical Demonstrate the proper way of applying remedies on defected farm tools.
SCORING Rubric for Defects of Farm tools and remedies
4 Follows correct procedure in applying remedies on defected farm

tools and perform the skill very satisfactorily w/out assistance or
supervision.
3 Follows correctly procedure in applying remedies on defected farm

tools & perform the skill satisfactorily w/out assistance or
supervision
2 Follows correct procedure in applying remedies on defected farm
tools with minor errors & performs the skill satisfactorily with some
assistance and/or supervision
1 Was not able to Follow procedure in applying remedies on

defected farm tools & perform the skill unsatisfactorily.

J. Additional activities for Make a compilation of different farm tools with defects. Give each remedies.
application or remediation Compile your output in the group portfolio.
VI. REFLECTION
A. No. of learners who earned 80% Grade 8_____out of ______students reached the mastery level
on the formative assessment
B. No. of learners who require Grade 8_________
C. Did the remedial lessons work? Grade 8_________
No. of learners who have caught up
with the lesson
require remediation
which my principal or supervisor
can help me solve?

LESSON Demonstration
Quarter
LOG Dates and Time
Date: Day 9
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding on the farm tools safety.
B. Performance Standards Apply safety on the uses of farm tools.
LO1. Farm Tool Safety
1.1. explain the importance of proper handling and storing farm
tools
C. Learning
1.2.apply appropriate farm tool safety measures
Competencies/Objectives
1.3. store farm tools properly
TLE_AFAC7/8UT-0a-1
II. CONTENT Safety Measures in Handling and Storing Farm Tools
A. References LM Crop production G8
1. Teacher’s Guide pages 13
2. Learner’s Material pages p.15
3.Textbook pages
https://www.safetyandhealthmagazine.com/a...es/safe-handling-of-tools
https://www.fss.txstate.edu/ehsrm/safetymanual/agsafe/farmequip.html
https://www.youtube.com/watch?v=lGzNiAy67HA
PLAN.FARM.SAFETY.-YouTube
4. Additional Materials from https://www.youtube.com/watch?v=GbdeOIKS7jE
Learning Resource (LR) portal Hand Tools - Safety and Technique Safe Training Video Workshop Safety care
Free
https://www.youtube.com/watch?v=sTTZsggEIbc
Hand Tool Safety

IV. PROCEDURES
A. Reviewing previous lesson Recall the lesson on different farm tools defects and remedies.
B. Establishing a purpose for MOTIVATION- Show a video clip on farm tools safety. Ask the students about
the lesson the implication of the video presented.
C. Presenting ANALYSIS- Based on the video presentation, can you explain the safety
examples/instances of the new measures in handling and storing farm tools?
lesson
D. Discussing new concepts ACTIVITY – Divide the class into four groups.
and practicing new skills #1 Group 1-List down the proper use of handling farm tools, one representative of
the group will discuss their outputs in the class.
Group 2- Draw the proper ways of storing the different farm tools.
Group 3- Do a role play showing the proper ways of handling and storing farm
tools.
Group 4-Make a slogan showing the importance of proper handling and storing
farm tools.

2. Do you think it is important to familiarize
yourself on the farm tool safety measures? Why?
3. Can you enumerate some farm tool safety measures?

the proper handling and storing of different farm tools. Insert pictures taken from
your locality..
APPLICATION-Poster making showing the safety measures in proper handling
and storing of farm tools.
Your work will be evaluated by your teacher using the following criteria:
CRITERIA POINTS YOUR SCORE
Content and 30
F. Developing Mastery clarity
(Leads to Formative Applicability 20
Assessment) Presentation 20
Completeness 20
Neatness 10
Total 100
G. Finding practical Apply farm tool safety measures in preparing the school garden.
SCORING Rubric for Farm Tool Safety Measures
4 Follows correct guidelines on applying farm

tool safety and perform the skill very
satisfactorily w/out assistance or supervision.
3 Follows correctly guidelines on applying farm
tool safety & perform the skill satisfactorily
w/out assistance or supervision
I. Evaluating learning 2 Follows correct guidelines on applying farm
tool safety with minor errors & performs the
skill satisfactorily with some assistance and/or
supervision
1 Was not able to Follow guidelines on applying
farm tool safety & perform the skill
unsatisfactorily.

J. Additional activities for Make a slogan about farm tool safety. Compile your output in the group portfolio.
VI. REFLECTION
No. of learners who have caught up
with the lesson
D.No. of students who continue to
require remediation
F.What difficulties did I encounter
can help me solve?
G.What innovation or localized

Quarter
Dates and Time
Date: Day 10
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding on the use of the Rake.
B. Performance Standards The learners uses farm tools in Agricultural Crop Production
LO1. Demonstrating the Use of Farm Tool
(Using the Rake)
1.1. Identify the function of the rake as a tool in land preparation.
C. Learning
1.2. Demonstrate skills in using a rake by performing operations.
1.3. Use appropriate personal protective equipment and tools in using the
rake.
TLE_AFAC7/8UT-0a-1
II. CONTENT Demonstrating the Use of Farm Tools (Using the Rake)
A. References LM
3.Textbook pages
https://www.youtube.com/watch?v=gHkR-8K3qRw
How to use a Leaf Rake: Garden Tool Guides
Learning Resource (LR) portal https://www.youtube.com/watch?v=dNOz8iE9a8w
How to Properly Rake Leaves

IV. PROCEDURES
A. Reviewing previous lesson Recall the lesson on farm tool safety.
B. Establishing a purpose for MOTIVATION- Show a video clip on how to use the rake properly. Ask the
the lesson students about the implication of the video presented.
C. Presenting ANALYSIS- Based on the video presentation, can you demonstrate the proper
examples/instances of the new usage of rake.
lesson
D. Discussing new concepts ACTIVITY – Group Activity. Let the students demonstrate the proper use of
and practicing new skills #1 rake.
Guide questions: 1. How do you find the activity?
2. Do you think it is important to know the
the proper way of using the rake. Why?
3.Do you think it is important to wear
appropriate Personal Protective Equipment
while using the rake. Why?
4.What skill did you discover after the given
activity?
E. Discussing new concepts ABSTRACTION- The teacher will provide a video presentation showing the
and practicing new skills #2 proper use of Rake.
F. Developing Mastery APPLICATION-Divide the class into five groups. The teacher will lead the class
(Leads to Formative to the school garden .Let them perform the activity following the procedure.
Assessment) Your work will be evaluated by your teacher using the criteria:
Scoring Rubrics for Proper Use of Rake
4 Uses rake correctly confidentially at all

times and manifests very clear
understanding of the step by step
procedure.
Observes safety precautions at all times
3 Uses rake correctly and confidently most
of the times and manifests clear
understanding of the step-by-step
procedure.
Observe safety precautions most of the
time.
2 Uses rake correctly and but less
confidently sometimes and manifests
understanding of step-by step procedure
but sometimes seek clarification.
Observes safety precautions sometimes.
1 Uses the rake incorrectly and less
confidently most of the time and manifest
understanding of the step-by step
procedure seeking clarification most of
the times.
Most of the time not observing safety
precautions.
0 No attempt.
G. Finding practical Apply the Proper Use of Rake in Land Preparation.
Direction: Arrange the steps in using the rake .Write (A-E) A for the 1 st step and
E for the last step.
____1.Spread the plastic sheet on the near the raking area or alternately use a
grass catcher or a dustpan to collect the leaves.
I. Evaluating learning ____2.Determine the destination area where the leaves will go after collection.
____3.Moving your feet, rake the leaves straight back and move with the rake
as you walk toward the back.
____4.Decide how much time you can spend in ranking each day.
____5.Get a rake a big plastic sheet around 6 feet (2m) square.
J. Additional activities for Return demonstration -re demonstrate the proper use of rake.
VI. REFLECTION
No. of learners who have caught
up with the lesson
require remediation
F. Which of my teaching strategies
G. What difficulties did I encounter
can help me solve?
H. What innovation or localized

Quarter
Dates and Time
Date: Day 11
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding on the use of the Shovel
B. Performance Standards The learners uses farm tools in Agricultural Crop Production
LO1. Demonstrating the Use of Farm Tool
(Using the Shovel)
1.1. Identify the function of the shovel as a tool in land preparation.
C. Learning
1.2. Demonstrate skills in using a shovel by performing operations.
1.3. Use appropriate personal protective equipment and tools in
land cultivation.
TLE_AFAC7/8UT-0a-1
II. CONTENT Demonstrating the Use of Farm Tools (Using the Shovel)
A .References
3.Textbook pages
Video: How to use a Shovel Safely-Fine Gardening
www.finegardening.com>video-how-use
https://www.youtube.com/watch?v=xLIuspkurvQ
https://www.finegardening.com/video-select-right-shovel
https://www.youtube.com/watch?v=drOxW4lVLRI

IV. PROCEDURES
A. Reviewing previous lesson Recall the lesson on Proper use of Shovel
B. Establishing a purpose for MOTIVATION- Show a video clip on how to use the shovel properly. Ask the
C. Presenting ANALYSIS- Based on the video presentation, can you demonstrate the
examples/instances of the new proper usage of shovel.
lesson
D. Discussing new concepts ACTIVITY – Group Activity. Let the students demonstrate the proper use of
and practicing new skills #1 shovel.
2. Do you think it is important to know the
the proper way of using the shovel. Why?
3.Do you think it is important to wear
appropriate Personal Protective Equipment
while using the shovel. Why?
activity?
and practicing new skills #2 proper use of Shovel.
APPLICATION-Divide the class into five groups. The teacher will lead the
class to the school garden .Let them perform the activity following the
procedure.
Your work will be evaluated by your teacher using the criteria:
Scoring Rubrics for Proper Use of Shovel.
4 Uses shovel correctly confidentially at all times and manifests very

clear understanding of the step by step procedure.
3 Uses shovel correctly and confidently most of the times and
(Leads to Formative
manifests clear understanding of the step-by-step procedure.
Assessment)
Observe safety precautions most of the time.
2 Uses shovel correctly and but less confidently sometimes and
manifests understanding of step-by step procedure but sometimes
seek clarification.
1 Uses the shovel incorrectly and less confidently most of the time and
manifest understanding of the step-by step procedure seeking
clarification most of the times.
Most of the time not observing safety precautions.
0 No attempt.
G. Finding practical Apply the Proper Use of Shovel in Land Preparation.
I. Evaluating learning Direction: Arrange the following steps in the proper use of shovel. Write the
numbers 1-5 on the space provided for.
____A. Perform housekeeping.
____B. Shift weight to rear foot. Keep load close to body.
____C. Turn feet in direction of throw.
____D. Keep feet wide apart. Place front close to shovel.
____E. Put weight on front foot. Use leg to push shovel.
J. Additional activities for Return demonstration .re- demonstrate the proper use of shovel.
VI. REFLECTION
up with the lesson
E. No. of students who continue to
require
F. Which of my teaching strategies
G. What difficulties did I encounter
can help me solve?
H. What innovation or localized
Quarter
Dates and Time
Date: Day 12
I. OBJECTIVES
The learners demonstrate an understanding of concepts , underlying theories
and principles in the use of farm equipment.
B. Performance Standards The learners uses farm equipment in Agricultural Crop Production
LO2. Select and Operate Farm Equipment
2.1 .identify appropriate farm equipment and their functions
C. Learning 2.2 .follow the guidelines in the instructional manual of farm equipment.
Competencies/Objectives 1.3. use farm equipment according to their functions.
TLE_AFAC7/8UT-0b-2
II. CONTENT Common Farm Equipment
A. References
3.Textbook pages
https://www.youtube.com>watch?v=sRnsTxljQRk
https://www.youtube.com/watch?v=SckEITLft7s
https://www.hobbyfarms.com/names-of-farm-equipment-4/
https://www.slideshare.net/barnsperth/4-common-farm-equipment-that-you-need-
to-have

IV. PROCEDURES
A. Reviewing previous lesson Recall the lesson on Proper use of Shovel
B. Establishing a purpose for MOTIVATION- Show a video clip on how to use common farm equipment. Ask
the lesson the students about the implication of the video presented.
C. Presenting ANALYSIS- Based on the video presentation, can you identify the common
examples/instances of the new farm equipment.
lesson
D. Discussing new concepts ACTIVITY. Draw Common Farm Equipment found in your locality.
and practicing new skills #1 Guide questions:1. How do you find the activity?
2. Do you think it is important to use farm
equipment in crop production. Why?
3.Do you think it is important to follow the
guidelines in the instructional manual of farm
equipment. Why?
and practicing new skills #2 common farm equipment.
APPLICATION-Divide the class into five groups. Let
Your work will be evaluated by your teacher using the criteria:
Scoring Rubrics for Proper Use of Shovel.
4 Uses shovel correctly confidentially at all times and manifests

very clear understanding of the step by step procedure.
3 Uses shovel correctly and confidently most of the times and
manifests clear understanding of the step-by-step procedure.
(Leads to Formative
Observe safety precautions most of the time.
Assessment)
2 Uses shovel correctly and but less confidently sometimes and
manifests understanding of step-by step procedure but
sometimes seek clarification.
1 Uses the shovel incorrectly and less confidently most of the
time and manifest understanding of the step-by step procedure
seeking clarification most of the times.
Most of the time not observing safety precautions.
0 No attempt.
G. Finding practical Apply the Proper Use of Shovel in Land Preparation.
I. Evaluating learning Direction: Arrange the following steps in the proper use of shovel. Write the
numbers 1-5 on the space provided for.
____A. Perform housekeeping.
____B. Shift weight to rear foot. Keep load close to body.
____C. Turn feet in direction of throw.
____D. Keep feet wide apart. Place front close to shovel.
____E. Put weight on front foot. Use leg to push shovel.
J. Additional activities for Return demonstration .re- demonstrate the proper use of shovel.
VI. REFLECTION
up with the lesson
require remediation
can help me solve?
Quarter
Dates and Time
Date: Day 13
I. OBJECTIVES
The learners demonstrate an understanding of safety practices in using
farm tools and equipment.
Appropriate tools are safely used according to job requirements and
manufacturers condition
LO2. Farm Equipment Safety Principles
2.1 . discuss the safety principles in using farm equipment
C. Learning
2.2 observe safety practices in the use of farm equipment
TLE_AFAC7/8UT-0b-2
II. CONTENT Farm Equipment Safety Principles
A. References LM Grade 8 Crop Production
2.Learner’s Material pages p.24
3.Textbook pages
https://www.youtube.com/watch?v=lGzNiAy67HA
www.safetyvideos.com>Farm_Equipment
https://www.youtube.com/Tractor Safety Training from Safety Videos.com
Health and Safety on the Farm- Everybody’s Responsibility
https://www.youtube.com/watch?v=EPQ1nX2ZY1g

IV. PROCEDURES
A. Reviewing previous lesson Recall the lesson on Common Farm Equipment.
B. Establishing a purpose for MOTIVATION- Show a video clips about Farm Safety Principles. Ask the
C. Presenting ANALYSIS- Based on the video presentation, can you explain and
examples/instances of the new discuss the Farm Safety Principles.
lesson
ACTIVITY. PICK AND TELL. Each student will pick a piece of paper with
the statement written on it and let them explain.

2. Do you think it is important to follow the farm
safety equipment safety principles. Why?
discussing the Farm Equipment Safety Principles. Insert video clips where
farmers are safely operating tractors taken from their locality.
APPLICATION- SLOGAN MAKING on Farm Equipment Safety Principles.
Individual Activity
Scoring Rubrics on Slogan Making.

Score
Criteria 20 15 10 5
Relevance
Rhyme
(Leads to Formative
Assessment) Presentation
Neatness
Interpretation of Scores:
16-20- Excellent output
11-15-Very good
6-10-Fair output
5 and below-Poor output
G. Finding practical Field Laboratory. Apply Farm Equipment Safety Principles in the field.
TRUE OR FALSE .Read and analyse each statement below. Write true if
the statement is correct; False if the statement is incorrect on the space
provided for.
____A. Always wear your seatbelt while operating the tractor.
____B. Never stand near a spinning PTO.
____C. Operate tractor on a dangerous slope.
____D. Always move very slowly while moving heavy loads in the bucket.
____E. Keep clothing and body parts away from the spinning shaft.
J. Additional activities for Restate the Farm Equipment Safety Principles.
VI. REFLECTION
up with the lesson
require remediation
can help me solve?
Quarter
Dates and Time
Date: Day14
I. OBJECTIVES
The learner demonstrates an understanding on preventive maintenance of farm
equipment.
The learner performs safety measures and practices in cleaning and storing farm
equipment.
LO3. Perform Preventive Maintenance
C. Learning 3.1. Clean tools and equipment after use in line with farm procedures.
Competencies/Objectives 3.2 Perform routine check-up and maintenance.
Write the LC Code for each 3.3 Follow procedures in sharpening and oiling farm tools and equipment.
TLE_AFAC7/8MT-0C-3
II. CONTENT Preventive Maintenance of Farm Equipment

3.Textbook pages
https://www.youtube.com.Garden Tool Maintenance Video :Daily Maintenance of Long
Handled Tools: YouTube - October 22,2013
https://www.youtube.com. A Master Gardener explains how to Sharpen Pruning Shears
and other Garden Tools YouTube –April 15,2013
4.Additional Materials from https://www.youtube.com.watch?v=M1KSqC1yEU
https://www.youtube.com.watch?v=kkwZYYjbao8
Sharpening Hand Pruners

IV. PROCEDURES
A. Reviewing previous lesson Recall the lesson on Farm Equipment Safety Principles.
B. Establishing a purpose for MOTIVATION- Show a video clips about How to Clean Garden Tools and Equipment.
the lesson Ask the students about the implication of the video presented.
C. Presenting ANALYSIS- Based on the video presentation, can you explain and demonstrate on
examples/instances of the new how to clean and maintain your garden tools and equipment.
lesson
D. Discussing new concepts ACTIVITY. Group Activity. Divide the class into 3 groups.
and practicing new skills #1 Group 1-Discuss on how to clean and maintain Farm Tools and Equipment
Group 2-Do a role play on how to clean and maintain farm tools and equipment.
Group 3-Demonstrate on how to clean and maintain farm tools and equipment.

2. Do you think it is important to clean and
maintain farm tools and equipment. Why?
3. How you will clean and maintain them?
activity ?
ABSTRACTION- The teacher will provide a power point presentation discussing on how
to clean and maintain garden tools and equipment. Insert video clips where farmers are
cleaning and maintaining garden tools and equipment taken from their locality.
APPLICATION. Do Activity Sheet 3.1 on p.32 LM Agricultural Crop Production.
Scoring Rubrics for Activity 3.1

Score
Criteria 20 15 10 5
Completene
ss
F. Developing Mastery Well
(Leads to Formative organized
Assessment) Neatness
Updated
11-15-Very good
6-10-Fair output
G. Finding practical Practical Application. Sharpening of Tools .LM Agricultural Crop Production p.32
applications of concepts and Scoring Rubrics for Operation 3.1
skills in daily living Score
Criteria 20 15 10 5
The blade is
properly sharpened.
The nut is properly
removed and
returned
The step by-step
procedures are
correctly followed.
The safety
precautions are
properly observed.
Housekeeping is
performed
accordingly.
11-15-Very good
6-10-Fair output

TRUE OR FALSE .Read and analyse each statement below. Write true if the statement
is correct; False if the statement is incorrect on the space provided
_____1.The best way to use the stone is to find a way to stabilize
the tool that you want to work on.
_____2.Clean accumulated rust and dirt off all metal surfaces with
wire brush.
_____3.Oil will help tools to work as intended and will prevent the
formation of rust.
_____4.When sharpening, try to maintain the original factory bevel
or angle.
_____5.Always push the file across the blade in a motion away
from your body.
J. Additional activities for Re demonstrate on how to clean a farm tool.
VI. REFLECTION
up with the lesson
require remediation
can help me solve?
G .What innovation or localized
DE 8 School Grade Level G8
Quarter
Dates and Time
Date: Day 15
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of estimation and basic calculation
B. Performance Standards The learner accurately performs estimation and basic calculation.
LO1. Perform Estimation
1.1. Estimate the quantity of materials and resources required to
complete a work/task
C. Learning
1.2 Estimate time needed to complete a work /activity
1.3 Follow procedures in reporting to appropriate person the estimate of
materials and resources.
TLE_AFAC7/8MC-0d-4
II. CONTENT Perform Estimation

1.Teacher’s Guide pages p.14-15
3.Textbook pages
https://prezi.com/mueloryjurvp/perform-estimation-and-basic-calculation/

IV. PROCEDURES
A. Reviewing previous lesson Recall the lesson on how to clean farm tool and equipment.
MOTIVATION- PARADE OF PICTURES through power point presentation of farm
inputs, farm labor requirements for land preparation and plant care.(Picture Analysis)
the lesson
Let the students label the following pictures (refer to p.39-43 of LM Crop Production.)
C. Presenting ANALYSIS- Based on the pictures shown can you identify the farm inputs and labor
examples/instances of the new requirements.
lesson
D. Discussing new concepts ACTIVITY. Group Activity. The teacher will provide the data and formula on
and practicing new skills #1 estimating farm inputs and labor requirements. Let each group perform the following
tasks.
Group 1-Estimating irrigation expenses from planting up to last
harvest and estimating worker hired to perform irrigation from planting up to
the last harvest.
Group 2-Estimating number of days for spraying insecticides *per worker and
estimating workers’ need for spraying insecticides* (in one day)
Group 3-Estimating cost of insecticides use for spraying and workers salary during
insecticide spraying.
Group 4- Estimating number of workers needed in weeding and workers salary during
weeding .
Group 5-Estimating number of workers employ during harvesting.

2. Do you think it is important to estimate farm
inputs and labor requirements. Why?
activity ?
E. Discussing new concepts ABSTRACTION- The teacher will provide a power point presentation discussing on
and practicing new skills #2 how to estimate farm inputs and labor requirements
F. Developing Mastery APPLICATION: BOARDWORK on estimating farm inputs and labor requirements.
(Leads to Formative
Assessment)
G. Finding practical PRACTICAL APPLICATION:. Visit a Vegetable farm near to your school. Do Activity
applications of concepts and Sheet 1.1 on p.47-48 LM Agricultural Crop Production. Present your data in tabular
skills in daily living form.
Scoring Rubrics for Activity 3.1
Score
Criteria 20 15 10 5
Required
measuring tool is
used in measuring
the area.
The data gathered
is consistent.
The respondent
answers the
question carefully.
The safety
precautions are
properly observed.
Data are
presented in
tabular form.
11-15-Very good
6-10-Fair output
The teacher will provide the data in estimating farm inputs and labor requirements. Let
the class compute individually on their quiz notebook.
J. Additional activities for Give additional activities on how to estimate farm inputs and labor requirements.
VI. REFLECTION
up with the lesson
require remediation
can help me solve?
Quarter
Dates and Time
Date: Day 16-17
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of Basic Calculation
B. Performance Standards The learner accurately Performs Basic Calculation

LO2. Perform Basic Calculation
2.1. identify calculations to be done according to the job
C. Learning requirement
Competencies/Objectives 2.2 determine correct methods of calculation
Write the LC Code for each 2.3 perform calculations needed to complete a task using the four
basic mathematical operations.
TLE_AFAC7/8MC-0d-4
II. CONTENT Perform Calculation of Surface Areas

2.Learner’s Material pages p. 51-81
3.Textbook pages
https://www.youtube.com/watch?v=lle4axBk72w
https://www.youtube.com/watch?v=sxt4PZ7Urs Triangle
https://www.youtube.com/watch?v=YlNeziJq7fsSquare
https://www.youtube.com/watch?v=B13Fl2blfE Trapezoid
4. Additional Materials from
https://www.youtube.com/watch?v=D10Eda9nXY Trapezium
https://www.youtube.com/watch?v=dFr9XOMlruQ Circle
https://www.youtube.com/watch?v=pPwWkBGvBFw Rhombus
https://www.youtube.com/watch?v=ooonOpzy-WY parallelogram

IV. PROCEDURES
A. Reviewing previous lesson Recall the lesson on estimation
B. Establishing a purpose for MOTIVATION- Video Presentation on Basic Calculation
the lesson
C. Presenting ANALYSIS- Based on the video shown can you perform basic calculation
examples/instances of the new
lesson
and practicing new skills #1 basic calculation.
Group 1- Calculate the surface areas of triangles.
Group 2- Calculate the surface area of a square and a rectangle.
Group 3- Calculate the surface area of a rhombus and parallelogram
Group 4- Calculate the surface area of a trapeziums
Group 5-Calculate the surface area of a circle
Guide queEstions:1. How do you find the activity?

activity ?
E. Discussing new concepts ABSTRACTION- The teacher will provide a power point presentation
and practicing new skills #2 discussing on how calculate the most common surface areas.
F. Developing Mastery APPLICATION: BOARDWORK on calculation of surface areas.
(Leads to Formative
Assessment)
G. Finding practical PRACTICAL APPLICATION:. Visit your vegetable garden and calculate the
applications of concepts and surface area. Record your output on your notebook.
The teacher will provide the data. Let the class compute the common surface
area. ( Individual Activity)
J. Additional activities for Give additional activities on how to compute the common surface areas.
VI. REFLECTION
up with the lesson
require remediation
can help me solve?

Quarter
Dates and Time
Date: Day 18
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of Basic Calculation
B. Performance Standards The learner accurately Performs Basic Calculation

LO2. Perform Basic Calculation
2.1. Identify calculations to be done according to the job requirement.
C. Learning
2.2 Determine correct methods of calculation
2.3 Perform calculations needed to complete a task using the four
basic mathematical operations.
TLE_AFAC7/8MC-0d-4
II. CONTENT Perform Calculation of Surface Areas

2. Learner’s Material pages p. 51-81
3. Textbook pages
https://www.youtube.com/watch?v=lle4axBk72w
https://www.youtube.com/watch?v=sxt4PZ7Urs Triangle
https://www.youtube.com/watch?v=YlNeziJq7fsSquare
https://www.youtube.com/watch?v=B13Fl2blfE Trapezoid
https://www.youtube.com/watch?v=D10Eda9nXY
Trapezium
https://www.youtube.com/watch?v=dFr9XOMlruQ Circle
https://www.youtube.com/watch?v=pPwWkBGvBFw
Rhombus
https://www.youtube.com/watch?v=ooonOpzy-WY
Parallelogram
https://www.youtube.com/watch?v=Pcjnz26pnwY
Rectangle
B .Other Learning Resources

IV. PROCEDURES
B. Establishing a purpose for MOTIVATION- Video Presentation on Basic Calculation
the lesson
C. Presenting ANALYSIS- Based on the video shown can you perform basic calculation
lesson
and practicing new skills #1 basic calculation.
Group 1- Calculate the surface areas of triangles.
Group 2- Calculate the surface area of a square and a rectangle.
Group 3- Calculate the surface area of a rhombus and parallelogram
Group 4- Calculate the surface area of a trapeziums
Group 5-Calculate the surface area of a circle

3.What skill did you discover after the given activity?
E. Discussing new concepts ABSTRACTION- The teacher will provide a power point presentation discussing
and practicing new skills #2 on how calculate the most common surface areas.
F. Developing Mastery APPLICATION: SEATWORKS on calculation of different surface areas .The
(Leads to Formative teacher will provide mathematical problems and let the class solve it.
Assessment)
G. Finding practical PRACTICAL APPLICATION: Visit a small farm in your locality and calculate the
applications of concepts and surface area. Record your output on your notebook.
The teacher will provide the data. Let the class compute the common surface
area. ( Individual Activity)
J. Additional activities for Give additional activities on how to compute the common surface areas.
VI. REFLECTION
up with the lesson
require remediation
can help me solve?

Quarter
Dates and Time
Date: Day 19
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding on Basic Calculation of Volume
B. Performance Standards The learner accurately Performs Basic Calculation of Volume

LO2. Perform Basic Calculation on VOLUME
2.1. Identify calculations to be done according to the job requirements
C. Learning
2.2 Determine correct methods of calculation of volume
2.3 perform calculations of volume using the mathematicaloperations.
TLE_AFAC7/8MC-0e-5
II. CONTENT Calculation of Volume

3.Textbook pages
4.Additional Materials from https://www.yuotube.com/watch?v=qJwec7gce6c
IV. PROCEDURES
B. Establishing a purpose for MOTIVATION- Video Presentation on Volume Calculation
the lesson
C. Presenting ANALYSIS- Based on the video shown can you perform volume calculation?
lesson
ACTIVITY. Group Activity. The teacher will provide the data and formula on
volume calculation. Let the group compute the given data. Present your output on
the board.

2. Do you think it is important to calculate
the volume of a certain object. Why?
activity ?
and practicing new skills #2 how to calculate the volume of a certain object.
F. Developing Mastery APPLICATION: BOARDWORK on calculation of volume.
(Leads to Formative
Assessment)
G. Finding practical PRACTICAL APPLICATION:
applications of concepts and The teacher will provide a certain object or block. Let the class calculate the
skills in daily living volume of the given object.
I. Evaluating learning The teacher will provide the data. Let the class compute the volume of an object.
( Individual Activity)
J. Additional activities for Give additional activities on how to compute the volume of a certain object.
VI. REFLECTION
up with the lesson
require remediation
can help me solve?
−
Quarter
Dates and Time
Date: Day 20
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding on flow-rate calculation
B. Performance Standards The learner accurately Perform flow-rate calculation

LO2. Perform Flow- Rate Calculation
C. Learning 2.1. Identify the formula to be done on flow-rate calculations
Competencies/Objectives 2.2 Perform flow-rate calculations using mathematical operations.
TLE_AFAC7/8MC-0e-5
II. CONTENT Flow-rate Calculation

2.Learner’s Material pages p. 70
3.Textbook pages
4.Additional Materials from https://www.youtube.com/watch?v=yCX7r4c9N9c
IV. PROCEDURES
B. Establishing a purpose for MOTIVATION- Video Presentation on Volume Calculation
the lesson
C. Presenting ANALYSIS- Based on the video shown can you perform volume calculation?
lesson
ACTIVITY. Group Activity. The teacher will provide the data and formula on flow-
rate calculation. Let the group compute the given data. Present your output on the
board.
and practicing new skills #1 Guide questions: 1. How do you find the activity?
2. Do you think it is important to calculate the flow–rate. Why?
and practicing new skills #2 how to calculate the flow-rate of water.
F. Developing Mastery APPLICATION: BOARDWORK: The teacher will give a certain problem on flow-rate
(Leads to Formative calculation.
Assessment)
G. Finding practical PRACTICAL APPLICATION: Visit a river or irrigation canals and compute the flow-
applications of concepts and rate of water per second.
The teacher will provide the data or problem. Let the class compute the flow-rate of
water. ( Individual Activity)
J. Additional activities for Give additional activities on how to compute the volume of a certain object.
VI. REFLECTION
up with the lesson
require remediation
can help me solve?
Quarter
Dates and Time
Date: Day 21
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding on Percentage Calculation
B. Performance Standards The learner accurately Perform percentage calculation

LO2. Perform Percentage Calculation
C. Learning 2.1. Identify the formula to be done on percentage calculations
Competencies/Objectives 2.2 Perform percentage calculations using mathematical operations.
TLE_AFAC7/8MC-0e-5
II. CONTENT Percentage Calculation

3.Textbook pages
4.Additional Materials from https://www.youtube.com/watch?v=kQl0Ni2blIs
IV. PROCEDURES
A. Reviewing previous lesson Recall the lesson on flow-rate calculation
B. Establishing a purpose for MOTIVATION- Video Presentation on percentage calculation
the lesson
C. Presenting ANALYSIS- Based on the video shown can you perform percentage
examples/instances of the new calculation?
lesson
ACTIVITY. Group Activity. The teacher will provide the data and formula on
percentage calculation. Let the group compute the given data. Present your
output on the board.
2. Do you think it is important to calculate
the percentage Why?
E. Discussing new concepts ABSTRACTION- The teacher will provide a power point presentation
and practicing new skills #2 discussing the basic percentage computation.
F. Developing Mastery APPLICATION: BOARDWORK: The teacher will give a certain problem on
(Leads to Formative percentage calculation.
Assessment)
PRACTICAL APPLICATION: Percentage computation using farm objects and
other agricultural products. Teacher may give additional examples.
Examples:
1. 6% of 100 goats is how many?
2. 15 % of 30 hectares is how many?
3. 5% of 300 mangoes is how many?
I. Evaluating learning A. The teacher will provide the data or problem. Let the class compute the
percentage of a certain farm objects or agricultural products.( Individual
Activity)
B. Compute the following:
1.6% of 100 plants were replaced
2.15% of 28 hectares are harvested
3.80% of 90 farmers are present
4.50% of P200 increase in farmers salary
5.5% of 100 kg seeds are dormant
J. Additional activities for Give additional activities on how to compute the percentage of a some
application or remediation agricultural products.
VI. REFLECTION
up with the lesson
require remediation
can help me solve?
LOG Quarter
Dates and Time
Date: Day 22
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding on Graph Interpretation
B. Performance Standards The learner accurately graph the growth rate of a plant.
LO2. Introduction to Graphs
2.1.measure the growth rate of a plant
C. Learning
2.2 graph the growth rate of a plant
2.3 interprets a graph
TLE_AFAC7/8MC-0e-5
II. CONTENT Graph and Interpretation

3.Textbook pages
4.Additional Materials from https://www.youtube.com.line graph Tomato plant growth. You Tube May
Learning Resource (LR) portal 22,2011
https://www.youtube.com/watch%3Fv%3DpNgXKNupMaI
https://www.teachertube.com/video/plant-growth-graph-84215
IV. PROCEDURES
A. Reviewing previous lesson Recall the lesson on percentage computation
B. Establishing a purpose for MOTIVATION- Video Presentation showing the growth rate of a certain
the lesson plant through graph presentation.
C. Presenting ANALYSIS- Based on the video shown can you measure the growth rate
examples/instances of the new of a plant and graph the result of it.
lesson
ACTIVITY. Each group will be given a graph and let them analyse and
interpret the graph. Present your output in front of the class.
2. Do you think it is necessary to make a graph
of the growth rate of a plant? Why?

discussing on how to measure, graph and interpret the growth rate of a
plant.
F. Developing Mastery APPLICATION: The teacher will provide the data/graph and let the
(Leads to Formative students interpret and answer the questions given by the teacher.
Assessment)
PRACTICAL APPLICATION ON GRAPH PRESENTATION
ACTIVITY. Group Activity. The students will plant a corn and they will
G. Finding practical measure the growth rate of it. Let the student record the data through
applications of concepts and graph presentation with interpretation Let the students graph their data
skills in daily living after 3 weeks of observation. Graph the growth of the corn plant using
graph excel.

Scoring Rubrics on graph presentation
Score
Criteria 20 15 10 5
ACCURACY 50%
DESIGN 20%
PRESENTATION 20%
I. Evaluating learning NEATNESS 10%
TOTAL
11-15-Very good
6-10-Fair output
J. Additional activities for Give additional activities on graph interpretation.

VI. REFLECTION
up with the lesson
require remediation
can help me solve?

Quarter
Dates and Time
Date: Day 23
I. OBJECTIVES
The learner demonstrates an understanding of interpreting
A. Content Standards plans and drawings
B. Performance Standards Farm plans and layout are designed according to crop grown
C. Learning LO1.Interpret Farm Plans and Layout

Competencies/Objectives 1.1.design an ideal farm/field plan and layout according to crop grown
Write the LC Code for each 1.2 interpret a field layout, sketch and plan
TLE_AFAC7/8ID-0f-g-6
II. CONTENT Farm Plans and Layout
A. References
1.Teacher’s Guide pages p16
3.Textbook pages p.86
4.Additional Materials from https://www.youtube.com.How to Plan a Vegetable Garden: Design your best garden
Learning Resource (LR) portal layout
IV. PROCEDURES
A. Reviewing previous lesson Refer to LM Crop Production p.85 INTERPRET PLANS AND LAYOUTS.
B. Establishing a purpose for Motivation. Show a video presentation on how to plan a vegetable garden. Ask the
the lesson students what is the implication of the video presented.
C. Presenting ANALYSIS- Based on the video shown can you identify the factors to consider before
examples/instances of the new designing a farm?
lesson
ACTIVITY: The group will be given materials and let them draw/design a farm plan
and layout. Let the group discuss and interpret their output.
D. Discussing new concepts Guide Questions: 1. Can you identify the factors to consider before designing a farm?
and practicing new skills #1 2 .What do you think is the best layout on your farm/plants?
E. Discussing new concepts ABSTRACTION: The teacher will discuss the factors to consider before lay cutting a
and practicing new skills #2 farm and show samples of farm layouts and design.
F. Developing Mastery APPLICATION: Group Activity. Let each student design and interpret an ideal
(Leads to Formative farm/layouts.
Assessment)
G. Finding practical Observe a farm near your school or in your barangay .Make your interpretation about
applications of concepts and what have you seen or observed.
I. Evaluating learning Scoring Rubrics for Farm Layouts
Score
Criteria 20 15 10 5
ACCURACY
70%
PRESENTATION
20%
NEATNESS
10%
11-15-Very good
6-10-Fair output
J. Additional activities for

VI. REFLECTION
up with the lesson
require remediation
can help me solve?
Quarter
Dates and Time
Date: Day 24
I. OBJECTIVES
The learner demonstrates an understanding of interpreting
A. Content Standards plans and drawings
B. Performance Standards Farm plans and layout are designed according to crop grown
C. Learning LO1.Interpret Farm Plans and Layout

Competencies/Objectives 1.1.design a garden plan according to crop grown
Write the LC Code for each 1.2 interpret a garden layout, sketch and plan
II. CONTENT Farm Plans and Layout
A. References
1.Teacher’s Guide pages p16
3.Textbook pages p.86
4.Additional Materials from https://www.youtube.com.How to Plan a Vegetable Garden: Design your best
Learning Resource (LR) portal garden layout
IV. PROCEDURES
A. Reviewing previous lesson Refer to LM Crop Production p.85 INTERPRET PLANS AND LAYOUTS.
B. Establishing a purpose for Motivation. Show a video presentation on how to plan a vegetable garden. Ask the
the lesson students what is the implication of the video presented.
C. Presenting ANALYSIS- Based on the video shown can you identify the factors to consider
examples/instances of the new before designing a farm?
lesson
Divide the class into four groups:

Activity:
Group 1- Draw your most ideal garden. Explain it to the class.
Group 2- Compose a short song about gardening for planting with the tune of “
Magtanim ay di biro”
Group 3- Dubmash the song composed by group 2.
D. Discussing new concepts Group 4- Write problems you will encounter if the farm or garden is not well
and practicing new skills #1 planned.
Guide Questions: 1. Can you identify the factors to consider before designing a
farm?
2. What do you think is the best layout on your farm/plants?
E. Discussing new concepts ABSTRACTION: The teacher will discuss the factors to consider before lay outing
and practicing new skills #2 a farm and show samples of farm layouts and design.
F. Developing Mastery APPLICATION: Individual Activity. Let each student design and interpret an ideal
(Leads to Formative garden layouts applicable in their school.
Assessment) You can use the computer to layout your design.
G. Finding practical Observe a farm near your school or in your barangay .Make your interpretation
applications of concepts and about what have you seen or observed.
Scoring Rubrics for Farm Layouts
Score
Criteria 20 15 10 5
ACCURACY
70%
PRESENTATION
20%
I. Evaluating learning NEATNESS
10%
11-15-Very good
6-10-Fair output
J. Additional activities for Design and interpret an ideal garden layouts applicable at home.
VI. REFLECTION
up with the lesson
require remediation
can help me solve?
Quarter
Dates and Time
Date: Day 25
I. OBJECTIVES
The learner demonstrate an understanding on government plans
B. Performance Standards The learner applies farming system according to government plans
LO 1. Lay out garden plots

1.1 identify the government plans on agricultural crop production
C. Learning
1.2 discuss government plans on agricultural crop production
1.2 apply the government plans on agricultural crop production
II. CONTENT Government Plans

A .References
3.Textbook pages
4.Additional Materials from https://m.youtube.com./watch?v=Vc_Atfap-EA Conservation Agriculture in the
Learning Resource (LR) portal Philippines-YouTube
https://m.youtube.com./watch?v=vzObjN5TTdM Incoming Agriculture secretary bares
plans-YouTube
https://m.youtube.com./watch?v=CcmluFRi90o Incoming Agriculture Sec. Manny
Piñol message to the PH Farmers-YouTube
Philippine Agriculture (PA) 2020 A Strategic Plan for Poverty .
https://searca.org/phocadownload/ADSS_201..

IV. PROCEDURES
A. Reviewing previous lesson Present a video clips ( Incoming Agriculture Sec. Manny Piñol message to the PH
or presenting the new lesson Farmers)
MOTIVATION- Video Presentation( Incoming Agriculture secretary bares plans-
B. Establishing a purpose for YouTube)
the lesson Conservation Agriculture in the Philippines-YouTube
C. Presenting ANALYSIS- Based on the video shown can you identify the government plans in
examples/instances of the new agricultural crop production
lesson
ACTIVITY-Divide the class into 2groups.Each group will do the following :
Group 1-Newsreporting about the government plans in agricultural crop production
in the Philippines.
Group 2-Pannel interview regarding the government plans in agricultural crop
D. Discussing new concepts production in the Philippines.
2. Do you think it is necessary to know government plans? Why?
ABSTRACTION- The teacher will provide a power point presentation discussing on

government plans in agricultural crop production.
F. Developing Mastery APPLICATION: ( Essay )If you are the agriculture secretary what will be your plans
(Leads to Formative for the conservation and development of Philippine Agriculture?
Assessment)
PRACTICAL APPLICATION. Interview the agricultural sector in your
locality/barangay. Ask what are their short and long term plans with regards to the
development of agriculture in your area .
Report your findings in class.
H. Making generalizations and Summarize the lesson.
Scoring Rubrics on Essay.
Score
Criteria 20 15 10 5
content and
I. Evaluating learning message 70%
organization of
ideas 20%
neatness
10%
J. Additional activities for Clippings of articles related to the Philippine Government Plans in Agriculture.
VI. REFLECTION
up with the lesson
require remediation
can help me solve?
Quarter
Dates and Time
Date: Day 26-27
I. OBJECTIVES
The learner demonstrate an understanding of planting systems in crop
production
Planting systems, and practices are strictly followed according to approved
B. Performance Standards cultural practices
LO1.Interpret farm plans and layouts

1.1 identify the planting systems in crop production
C. Learning
1.2 discuss the planting systems in crop production
1.3 demonstrate proper planting based on field/farm plan
1.4. value the importance different planting system in crop
production and soil conservation
II. CONTENT Planting System in Crop Production
A. References
3. Textbook pages p.89
https://www.youtube.com/watch?v=Vc_Atfap-EA
Learning Resource (LR) portal https://www.youtube.com./watch?v=w7hOQ9X7pic Homestead
IV. PROCEDURES
A. Reviewing previous lesson Recall the lesson on government plans
B. Establishing a purpose for MOTIVATION-Show a short a short video presentation about planting system.
the lesson (Ask the students about the implication of the video presented.)
C. Presenting ANALYSIS-Based on the video presented, can you identify the planting system
examples/instances of the new in crop production?
lesson
ACTIVITY- Let each group discuss the different planting systems.
Guide Questions: 1.Can you identify the different planting systems
crop production?
2.What do you think is the best planting system in
crop production?
3. What do you think are the importance of
different planting system in crop production
and soil conservation?
4..What skill did you discover after the given
activity?
E. Discussing new concepts ABSTRACTION-The teacher will discuss the different planting system in crop
and practicing new skills #2 production.
F. Developing Mastery APPLICATION-The group will demonstrate the different planting systems.(The
(Leads to Formative class can utilize the school garden for the activity.)
Assessment)
G. Finding practical Observe farm near your school/or in your barangay. Make your interpretation
applications of concepts and about what you have observed about planting system.
I. Evaluating learning Scoring Rubric in Cropping System
4 Follows correct procedure in planting system
and perform the skill very satisfactorily w/out
supervision and initiative
and perform the skill satisfactorily w/out
supervision.
with minor errors and perform the skill
satisfactorily with some assistance.
1 Was not able to follow procedure in planting
system and perform the skill unsatisfactorily.
J. Additional activities for Make a compilation of pictures of farms showing different planting systems.
application or remediation Compile your output in the group portfolio
VI. REFLECTION
up with the lesson
require remediation
can help me solve?
LOG Quarter
Dates and Time
Date: Day 28
I. OBJECTIVES
The learner demonstrates an understanding on single row planting
B. Performance Standards The learner performs single row planting system
C. Learning 1.1. explain what is single row planting arrangement.

Competencies/Objectives 1.2 identify crops suited for single row planting arrangement
Write the LC Code for each 1.3 give the advantages of single row planting arrangement
II. CONTENT Cropping System( Single Row Planting Arrangement)

A. References
1.Teacher’s Guide pages p. 16
3.Textbook pages
https://www.cropsreview.com.methods-of-planting
4.Additional Materials from https://www.youtube.com./watch?v=6h21mWGdzqE

Learning Resource (LR) portal Planting a Single Row Crop

IV. PROCEDURES
A. Reviewing previous lesson Review previous lesson on government plans
B. Establishing a purpose for MOTIVATION- Video presentation showing single row planting
the lesson arrangement. Ask the students about the implication of the video presented.
C. Presenting ANALYSIS- Base on the video shown, can you explain what single row
examples/instances of the new planting arrangement?
lesson
ACTIVITY- Group Activity:
Group 1- Create images showing single row planting using
indigenous materials found in the school ex. dried leaves
and twigs.
Group 2- Make a “pick- up lines” about single row planting arrangement.
Group 3- Make a poster/illustration of a single row planting arrangement.
Group 4- Make a simple poem about the importance of single row
D. Discussing new concepts planting arrangement
and practicing new skills #1 Guide Questions:
1. How do you find the activity?
2. Can you explain what a single row planting arrangement?
3. Can you give vegetables/ crops suited for single row planting
arrangement/
4. What do you think are the advantages of single row planting
arrangement?

discussing the single row planting arrangement. Insert pictures taken in the
locality showing the single row planting arrangement.
F. Developing Mastery APPLICATION- List down some crops that are suited for single row planting
(Leads to Formative arrangement.
Assessment)
G. Finding practical Demonstrate the single row planting arrangement in the field/ school garden.
H. Making generalizations and Let the students summarize the lesson.
I. Evaluating learning Scoring Rubrics for single row planting arrangement
Dimen Performance Level
sion
Excellent Very Satisfactory Needs No Points

4 pts. satisfactory Improvement attempt earned
3 pts 2 pts 1pt 0
Uses tool Uses tool Uses tool Uses rake No
1. Use correctly correctly correctly incorrectly attempt
of tool & and and but and less
confidentl confidently less confidently
y at all most of the confidently most of the
times time sometimes time
Manifest Manifest Manifest Manifest No
2.Appli very clear clear understand less attempt
cation understan understand -ing of the understand-
of d -ding of the step-by- ding of the
proced ding of step-by- step step-by-step
ures the step- step procedure procedure
by-step procedure but seeking
procedure sometimes clarification
seeks most of the
clarification time
Observes Observes Observes Most of the No
3.Safet safety safety safety time not attempt
y work precautio precautions precautions observing
habit ns at all most of the sometimes safety
times time precautions
J. Additional activities for Compile pictures of farms/ garden with single row cropping system.
VI. REFLECTION
up with the lesson
require remediation
can help me solve?
Quarter
Dates and Time
Date: Day 29
I. OBJECTIVES
The learner demonstrates an understanding on multiple row cropping arrangement
B. Performance Standards Planting arrangement are strictly followed according to approved cultural practices.
C. Learning LO 1. Interpret farm plans and layouts

Competencies/Objectives 1.1 define multiple row planting
Write the LC Code for each 1.2 identify crops suited in multiple row planting arrangement
1.3 explain the importance of multiple row planting arrangement
II. CONTENT Cropping Arrangement(Multiple Row Planting)
A. References
3.Textbook pages
4.Additional Materials from https://www.youtube.com./watch?v=


IV. PROCEDURES
A. Reviewing previous lesson Review previous lesson on single row planting arrangement
MOTIVATION- Video presentation showing multiple row planting arrangement. Ask
the students about the implication of the video presented.
the lesson
C. Presenting ANALYSIS- Base on the video shown, can you explain what is multiple row planting
examples/instances of the new arrangement?
lesson
Group 1- Create images showing multiple row planting using
indigenous materials found in the school ex. dried leaves and twigs?
and twigs.
Group 2- Make a “pick- up lines” about multiple row planting arrangement?
.
Group 3- Make a poster/illustration of a multiple row planting arrangement?
D. Discussing new concepts Group 4- Make a simple poem about the importance of multiple
and practicing new skills #1 row planting arrangement.
Guide Questions:
1. How do you feel after the activity?
2. Can you explain what a multiple row planting arrangement?
3. Can you give vegetables/ crops suited for multiple row planting
arrangement/
4. What do you think are the advantages of multiple row planting arrangement?
ABSTRACTION- The teacher will provide a power point presentation discussing the
multiple row planting arrangement. Insert pictures taken in the locality showing the
multiple row planting arrangement.
F. Developing Mastery APPLICATION- List down some crops that are suited for multiple row planting
Assessment)
G. Finding practical Demonstrate the multiple row planting arrangement in the field/ school garden.
I. Evaluating Learning Scoring Rubrics for multiple row planting arrangement
Dimension Performance Level

3 pts 2 pts 1pt 0
1. Use of tool correctly correctly correctly incorrectly attempt
& and and but and less
2.Application of very clear clear understand- less attempt
procedures understan understanding of the understand-
d ding of the step-by- ding of the
ding of step-by- step step-by-step
the step- step procedure procedure
seeks most of the
clarification time
3.Safety work safety safety safety time not attempt
habit precautio precautions precautions observing
ns at all most of the sometimes safety
J. Additional activities for Compile pictures of farms/ garden with multiple row cropping system.
VI. REFLECTION
up with the lesson
require remediation
can help me solve?
Quarter
Dates and Time
Date: Day 30
I. OBJECTIVES
The learner demonstrates an understanding on spatial arrangement in
intercropping
Planting arrangement are strictly followed according to approved cultural
B. Performance Standards practices.
C. Learning LO 1. Interpret farm plans and layouts

Competencies/Objectives 1.1 define spatial arrangement ( intercropping)
Write the LC Code for each 1.2 identify crops suited in intercropping
1.3 value the importance of intercropping
II. CONTENT Cropping Arrangement (Spatial Arrangement in Intercropping)
A. References
2. Learner’s Material pages p.89
3. Textbook pages
4. Additional Materials from https://www.youtube.com./watch?v=bqnCqlreGFs

IV. PROCEDURES
A. Reviewing previous lesson Review previous lesson on multiple row cropping arrangement
MOTIVATION- Video presentation showing intercropping arrangement. Ask the
students about the implication of the video presented.
the lesson
C. Presenting ANALYSIS- Base on the video shown, can you explain what is intercropping
examples/instances of the new planting arrangement?
lesson
Group 1- Collage making showing intercropping using
indigenous materials found in the school ex. dried leaves
and twigs.
Group 2- Make a “hugot lines” about intercropping
arrangement
Group 3- Make a poster/illustration of intercropping planting
arrangement.
D. Discussing new concepts Group 4- Make a jingle about the importance of multiple
and practicing new skills #1 row planting arrangement.
Guide Questions:
1. How do you feel after the activity?
2. Can you explain what is intercropping planting arrangement?
3. Can you give vegetables/ crops suited for spatial intercropping
arrangement?
4. What do you think are the advantages of intercropping planting
arrangement ?

the intercropping planting arrangement. Insert pictures taken in the locality
showing intercropping planting arrangement.
F. Developing Mastery APPLICATION- List down some crops that are suited for intercropping planting
Assessment)
G. Finding practical Demonstrate intercropping arrangement in the field/ school garden.
I. Evaluating learning Scoring Rubrics for intercropping planting arrangement
Dimension Performance Level

3 pts 2 pts 1pt 0
1. Use of correctly correctly correctly incorrectly attempt
tool & and and but and less
2.Applicati very clear clear understand less attempt
on of understan understand -ing of the understand-
procedure d -ding of the step-by- ding of the
s ding of step-by- step step-by-step
the step- step procedure procedure
seeks most of the
clarification time
3.Safety safety safety safety time not attempt
work habit precautio precautions precautions observing
ns at all most of the sometimes safety
J. Additional activities for Compile pictures of farms with intercropping arrangement
VI. REFLECTION
up with the lesson
require remediation
can help me solve?
Quarter
Dates and Time
Date: Day 31
I. OBJECTIVES
Demonstrate understanding on methods of planting crops
B. Performance Standards The learner strictly followed the methods of planting crops
LO1. Interpret Plans and Drawings

C. Learning 1.1 give the different methods of planting crops
Competencies/Objectives 1.2 identify crops suited for each methods of planting
Write the LC Code for each 1.3 follow the methods of planting crops
TLE_AFAC7/8ID-)f-g-6
II. CONTENT Methods of Planting Crops

A. References
3.Textbook pages
4.Additional Materials from https://www.youtube.com.watch/vhQDoRcEv_8
Learning Resource (LR) portal Direct Seeding in the Garden for Early Season Veg.
www.cropsreview.com.methods-of-planting
IV. PROCEDURES
A. Reviewing previous lesson Review previous lesson on Crop Arrangement
B. Establishing a purpose for MOTIVATION- Video Presentation showing the methods of planting crops. Ask
the lesson the student about the implication of the video presented.
C. Presenting ANALYSIS- Based on the video shown, can you identify the methods of planting
examples/instances of the new crops?
lesson
ACTIVITY- Divide the class into four groups.
Group 1- Create images of different methods of planting crops
using indigenous materials.
Group 2- Draw the different methods of planting crops
Group 3- List the different vegetables found in your locality
and explain how they are planted.
Group 4- Explain the importance of using the different methods of
D. Discussing new concepts planting crops.
Guide questions:
1. How do you find the activity?
2.What do you think are the different methods of planting
crops showed in your activity?
3. Why it is essential to determine the appropriate methods
for planting vegetables?
E. Discussing new concepts ABSTRACTION- The teacher will provide a power point presentation discussing
and practicing the different methods of planting crops. Insert pictures/video clips of farmers
new skills #2 planting crops in your locality.
F. Developing Mastery APPLICATION- The group will demonstrate the methods of planting crops.
(Leads to Formative
Assessment)
“PORTRAIT OF VEGETABLES”
Collect and compile twenty pictures of different vegetables found in your locality.
Classify according to Direct or Indirect seeding.
Your output will be rated using the scoring rubric below:

Score Criteria
20 Properly compiled 20 vegetables in a very attractive
G. Finding practical manner.
applications of concepts and 15 Properly compiled 16-19 vegetables in an attractive
skills in daily living manner.
10 Properly compiled 10-15 vegetables in a simple manner.
5 Properly compiled 6-9 vegetables in a simple manner
1 Compiled less than 5 vegetables in disorganized manner.

I. Evaluating learning Direction: Classify the following vegetables either direct or indirect seeding. Write
your answer in your test notebook.
1. Okra ____________ 6. Corn___________
2. Eggplant__________ 7. Mungbean ______
3. Tomato___________ 8. Peanut _________
4. Pechay ___________ 9. Bitter gourd _____
5. Mustard __________ 10. Lettuce ________
J. Additional activities for Show some seeds of vegetables. Let the students classify the methods of
application or remediation planting.
VI. REFLECTION
up with the lesson
require remediation
can help me solve?
Quarter
Dates and Time
Date: Day 32
I. OBJECTIVES
The learner demonstrate understanding on Functions of Irrigation System
B. Performance Standards The learner enumerate the functions of irrigation system
LO1.Layout Garden Plots

C. Learning
1.1. define irrigation
1.2 give the functions of irrigation systems
1.3 Value the importance of irrigation system in water conservation
TLE_AFAC7/8ID-0f-G-6
II. CONTENT Functions of Farm Irrigation System
A. References
3.Textbook pages
Learning Resource (LR) portal https://www.youtube.com/watch?
v=amrCMakolKA&list=PLj7flKG6PQa6jtovQFUmU87a7Tp8E_n_U
https://www.youtube.com/watch?v=jVRrM3PxDag
https://css.wsu.edu/wp-content/uploads/2012/09/L_James_Ch21.pdf

IV. PROCEDURES
A. Reviewing previous lesson Review previous lesson on methods of planting crops
B. Establishing a purpose for MOTIVATION- Video Presentation showing the functions of irrigation
the lesson system. Ask the student about the implication of the video presented.
ANALYSIS- Base on the video shown, can you give the functions of
C. Presenting
irrigation systems? What is the importance of irrigation system in water
conservation?
lesson
ACTIVITY: Divide the class into four groups.
Group 1- define irrigation
Group 2-discuss the function of irrigation systems
Group 3-draw an irrigation system
Group 4-make a poem about irrigation system
Guide Questions 1. What is irrigation system?
2. What are the functions of irrigation system?
3. What insights did you gain after the given activity?
E. Discussing new concepts ABSTRACTION –Power point Presentation discussing the functions of
and practicing new skills #2 farm irrigation systems.
F. Developing Mastery APPLICATION- Enumerate the functions of farm irrigation system.
(Leads to Formative
Assessment)
G. Finding practical What do you think will happen to the farm if it is not properly irrigated?
H. Making generalizations and Recapitulate the lesson.
Write a short composition about the functions of farm irrigation system.
Scoring Rubric on short composition
Score
Criteria 20 15 10 5
content and
message 70%
organization of
ideas 20%
neatness
10%
J. Additional activities for Observe a farm irrigation system near your school or in your locality. Write
application or remediation your observation on your notebook.
VI. REFLECTION
up with the lesson
require remediation
can help me solve?
Quarter
Dates and Time
Date: Day 33
I. OBJECTIVES
The learner demonstrate understanding on the Essential Feature of an Irrigation
Plan
B. Performance Standards The learner sketch the essential features of an irrigation plan
LO1.Layout Garden Plot

C. Learning
1.1 give the reasons for an irrigation plan
1.2 identify the essential features of an irrigation plan
1.3 value the importance of an irrigation plan
II. CONTENT Essential Features of an Irrigation Plan
A. References
3.Textbook pages
Learning Resource (LR) portal https://prod.nrcs.usda.gov/Internet/FSE_...UMENTS/nrcs144p2_066794.p
https://www.youtube.com/watch?v=e31dixwSXO
IV. PROCEDURES
A. Reviewing previous lesson Review previous lesson on functions of farm irrigation system
B. Establishing a purpose for MOTIVATION- Show a picture of a farm with a well- planned irrigation system. Ask
the lesson the student about the implication of the pictures presented.
C. Presenting ANALYSIS- Base on the picture shown, can you give the essential features of an
examples/instances of the new irrigation plan.
lesson
ACTIVITY: Divide the class into two groups and discuss the following:
Group 1- reasons for an irrigation plan
Group 2- essential features of an irrigation plan
D. Discussing new concepts Guide Questions:
and practicing new skills #1 1. What do you think are the reasons for an irrigation plan?
2. What are the essential features of an irrigation plan?
3. What insights did you gain from your classmate from the
given activity?
E. Discussing new concepts ABSTRACTION –Power point Presentation discussing the reasons and essential
and practicing new skills #2 features of an irrigation plan.
F. Developing Mastery APPLICATION- Cite the essential features of an irrigation plan
(Leads to Formative
Assessment)
G. Finding practical Group Activity: Divide the class into 5 groups and sketch an irrigation plan .
I. Evaluating learning Write a short composition about the functions of farm irrigation system.
Scoring Rubric on Irrigation Plan
Score
Criteria 20 15 10 5
Content 50%
Applicability 20%
Presentation 20 %
Neatness 10%
Total 100%
11-15- Very Good
6-10- Fair Output
5 and below- Poor output
J. Additional activities for Observe a farm irrigation system near your school or in your locality. Write your
application or remediation observation on your notebook.
VI. REFLECTION
up with the lesson
require remediation
can help me solve?

Quarter
Dates and Time
Date: Day 34-35
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of different designs of irrigation system
Irrigation system plan is interpreted according to established procedures.
LO1. Lay Out Garden Plots
1.1. Identify the different designs of irrigation system.
C. Learning 1.2. Differentiate designs of irrigation system
Competencies/Objectives 1.3 Discuss the advantages of each irrigation systems
Write the LC Code for each 1.4. value the importance irrigation system in water conservation
TLE_AFAC7/8UT-0a-1
II. CONTENT DIFFERENT DESIGNS OF IRRIGATION SYSTEMS

A. References LM Crop Production G8
2. Learner’s Material pages 99-105
3. Textbook pages 151-153
togetherweconservelandscape.com/Garden-Resources/IrrigationType.php
types-of-irrigation.blogspot.com
https://www.youtube.com/watch?v=0Nj7foOEcQ4
https://www.nrcs.usda.gov/Internet/FSE_DO...UMENTS/nrcs141p2_017641.pd

IV. PROCEDURES
A. Reviewing previous lesson Recall the lesson on functions of farm irrigation systems
B. Establishing a purpose for MOTIVATION- Show a short video clips about different designs of irrigation
the lesson systems. Ask the students about the implication of the video presented.
C. Presenting ANALYSIS- Based on the video shown, can you identify and differentiate the
examples/instances of the new different designs of irrigation systems.
lesson
ACTIVITY –. Let each group perform the task below.
Group 1-Draw/ sketch the different designs of irrigation system.
Group 2-Give the different designs of irrigation system
Group 3-Discuss the different designs of irrigation system
Group 4- Give the advantages of each irrigation systems
and practicing new skills #1 Guide questions: 1. Can you identify/Name the different irrigation system.
2. What are the advantages of each irrigation
3. What do you think are the importance of irrigation system
in water conservation?
ABSTRACTION- The teacher will discuss the different designs of irrigation system
through power point presentation. Insert pictures of irrigation systems taken from the
locality.
APPLICATION-Individual activity. Sketch Irrigation Plan
Activity Sheet 2.1 page 106 of LM Crop production
(Leads to Formative
( Student can use a computer in lay outing an irrigation plan)
Assessment)
G. Finding practical Compile pictures and identify the different designs of irrigation system in your
applications of concepts and locality.
I. Evaluating learning SCORING Rubric : Sketch Irrigation Plan
Criteria Score
20 15 10 5
Content
50%
Applicability
20%
Presentatio
n 20%
Neatness
10%

11-15- Very Good
6-10- Fair Output
5 and below- Poor output

J. Additional activities for Create Miniature Irrigation Canal using illustration board and activity clay.
VI. REFLECTION
A. No. of learners who earned Grade 8_____out of ______students reached the mastery level
assessment
remediation
C. Did the remedial lessons Grade 8_________
to require
these work?
teachers?

Quarter
Dates and Time
Date: Day 36
I. OBJECTIVES
The learner demonstrates an understanding of interpreting plans and drawings.
The learner interprets plans and drawings relative to agricultural crop
B. Performance Standards production.
L01.Layout Garden Plots

C. Learning
1.1 define surface irrigation
1.2 identify the different system of surface irrigation
1.3 value the importance of surface irrigation system
TLE_AFAC7/8ID-0F-g-6
II. CONTENT Different Designs of Irrigation System(Surface Irrigation)
A. References
1. Teacher’s Guide pages p.17
2. Learner’s Material pages p.99-102
3. Textbook
pages
https://www.youtube.com./watch?v=Ya5ikTKZglo
https://www.youtube.com./watch?v=sRnsTxljQRk Surface Irrigation at Alice’s
Garden

IV. PROCEDURES
A. Reviewing previous lesson Review previous lesson on functions of irrigation system
B. Establishing a purpose for Motivation-Show a video presentation showing the different systems of surface
the lesson irrigation. Ask the students about the implication of the video presented.
C. Presenting Analysis-Based on the video presented, can you identify the different systems of
examples/instances of the new surface irrigation?
lesson
Activity-Group Activity.
Group 1- draw the 3 types of surface irrigation
Group 2- discuss the different type of surface irrigation
Group 3- explain the importance of surface irrigation
Guide questions: 1.How do you find the activity?
2. Can you identify the different types of surface irrigation?
3.What do you think are the advantages of surface irrigation
systems?
Abstraction-The teacher will provide a power point presentation discussing the

different types of surface irrigation. Insert pictures of surface irrigation found in
your locality.
F. Developing Mastery Application-Sketch a surface irrigation plan applicable in your locality. (Individual
(Leads to Formative activity) You can use the computer in lay outing a surface irrigation plan.
Assessment) Scoring Rubrics on surface irrigation plan
Score
Criteria 20 15 10 5
CONTENT 50%
APPLICABILTY
20%
PRESENTATION
20%
NEATNESS
10%
TOTAL
100%
11-15-Very good
6-10-Fair output
G. Finding practical PRACTICAL APPLICATION- Group Activity.

applications of concepts and Create Miniature Surface Irrigation Canal refer to page 106 of LM Crop
skills in daily living Production.
Scoring Rubrics on miniature surface irrigation canal
Score
Criteria 20 15 10 5
ACCURACY
50%
DESIGN 20%
PRESENTATION
20%
10%
TOTAL
100%
11-15-Very good
6-10-Fair output

VI. REFLECTION
up with the lesson
require remediation
can help me solve?

Quarter
Dates and Time
Date: Day 37
I. OBJECTIVES
The learner demonstrates an understanding of interpreting plans and drawings.

C. Learning
1.1 define sprinkle irrigation system
1.2 identify the different sprinkle irrigation system
1.3 value the importance of sprinkle irrigation system
II. CONTENT Different Designs of Irrigation System(Sprinkle Irrigation System)
A. References
3.Textbook pages
https://www.youtube.com./watch?v=xqRBtWhtvt1
System in Agriculture
https://www.conserveh2o.org/sprinkler-system-types

IV. PROCEDURES
A. Reviewing previous lesson Review previous lesson on functions of irrigation system
B. Establishing a purpose for Motivation-Show a video presentation showing the different sprinkle irrigation
the lesson system. Ask the students about the implication of the video presented.
C. Presenting Analysis-Based on the video presented, can you identify the different sprinkle
examples/instances of the new irrigation system.
lesson
Group 1- draw the types sprinkle irrigation system
Group 2- discuss the different types of sprinkle irrigation system
Group 3- explain the importance of sprinkle irrigation system
2. Can you identify the different types of sprinkle irrigation?
3.What do you think are the advantages of sprinkle
irrigation systems?
Abstraction-The teacher will provide a powerpoint presentation discussing the

different types of sprinkle irrigation. Insert pictures of surface irrigation found in
your locality.
F. Developing Mastery Application-Sketch a sprinkle irrigation plan applicable in your locality.(Individual
(Leads to Formative activity) You can use the computer in lay outing your designs.
Assessment) Scoring Rubrics on sprinkle irrigation plan
Score
Criteria 20 15 10 5
CONTENT 50%
APPLICABILTY
20%
PRESENTATION
20%
NEATNESS
10%
TOTAL
100%
11-15-Very good
6-10-Fair output

applications of concepts and Create Miniature Sprinkle Irrigation Canal
Scoring Rubrics on miniature sprinkle irrigation canal
Score
Criteria 20 15 10 5
ACCURACY
50%
DESIGN 20%
PRESENTATION
20%
10%
TOTAL
100%
11-15-Very good
6-10-Fair output

VI. REFLECTION
up with the lesson
require remediation
can help me solve?

Quarter
Dates and Time
Date: Day 38
I. OBJECTIVES
The learner demonstrate an understanding of interpreting plans and
drawings.

C. Learning
1.1 define drip or trickle irrigation system
1.2 identify the components of a drip irrigation system
1.3 give the advantages of drip irrigation system
II. CONTENT Different Designs of Irrigation System(Drip or Trickle Irrigation System)
A. References
3.Textbook pages
https://www.youtube.com./watch?v=kWKr3Y6QDV4
How to Build & Install A Drip Irrigation System
4.Additional Materials from https://www.thisoldhouse.com/how-to/how-to-install-drip-irrigation


IV. PROCEDURES
A. Reviewing previous lesson Review previous lesson on sprinkler irrigation system
Motivation-Show a video presentation showing the different drip or trickle
irrigation system. Ask the students about the implication of the video
the lesson
presented.
C. Presenting Analysis-Based on the video presented, can you identify the different drip
examples/instances of the new irrigation system.
lesson
Group 1- draw the types drip irrigation system
Group 2- discuss the different types of drip irrigation system
Group 3- explain the importance of drip irrigation system
2. Can you identify the different types of drip irrigation?
3.What do you think are the advantages of
drip irrigation systems?
Abstraction-The teacher will provide a power point presentation discussing

the different types of drip irrigation. Insert pictures of drip irrigation found in
your locality.
F. Developing Mastery Application-Sketch a drip irrigation plan applicable in your locality.(Individual
(Leads to Formative activity) You can use the computer in lay outing your design.
Assessment) Scoring Rubrics on drip irrigation plan
Score
Criteria 20 15 10 5
CONTENT 50%
APPLICABILTY
20%
PRESENTATION
20%
NEATNESS
10%
TOTAL
100%
11-15-Very good
6-10-Fair output

applications of concepts and Create Miniature Drip Irrigation Canal
Scoring Rubrics on miniature drip irrigation canal
Score
Criteria 20 15 10 5
ACCURACY
50%
DESIGN 20%
PRESENTATION
20%
10%
TOTAL
100%
11-15-Very good
6-10-Fair output

VI. REFLECTION
up with the lesson
require remediation
can help me solve?

Quarter
Dates and Time
Date: Day 39
I. OBJECTIVES
The learner demonstrate an understanding of applying safety measures in the
farm
B. Performance Standards The learner consistently applies safety measures in the farm
LO 1. Apply appropriate safety measures while working in farm

1.1 define hazards, risk and exposure in the farm
C. Learning 1.2 identify the types of hazards, risks and exposure in
Competencies/Objectives the farm
Write the LC Code for each 1.3 apply safety measures based on work requirement and
farm procedures
TLE_AFAC7/8OS-0h-i-7
II. CONTENT Hazards, Risks and Exposure in the Farm
A. References
2. Learner’s Material pages 113-115
3. Textbook pages
Learning Resource (LR) portal https://www.betterhelp.vic.gov.au/health/healthyliving/farm-safety-risk-and-
hazards
Farm Safety Risk and Hazards Better Health Channel
https://www.scribd.com/presentaion/318507906/Hazard-Risk-and-Exposure-in-
the-Farm
IV. PROCEDURES
A. Reviewing previous lesson Review previous lesson on irrigation canal
B. Establishing a purpose for Motivation-Show a video presentation showing the hazard, risk and exposure in
the lesson the farm. Ask the students about the implication of the video presented.
C. Presenting Analysis-Based on the video presented, can you identify the hazard, risk and
examples/instances of the new exposure in the farm.
lesson
Group 1- define hazards, risk and exposure in the farm
Group 2- list down the types of hazards in the farm
Group 3- poster making on how to apply appropriate safety
measures while working in the farm
Group 4- role play on how to apply appropriate safety
D. Discussing new concepts measures while working in the farm
and practicing new skills #1 Group 5 –slogan making about safety measures in the farm
2. Can you identify the types of hazard?
3.What do you think are the importance
of identifying the types of hazard?
Abstraction-The teacher will provide a power point presentation discussing the

different types of hazard. Insert video clips showing safety measures while
working in the farm.
Group activity: Return demonstration. The group will re demonstrate the farm
emergency procedures regarding safety
working environment of the following :
Group 1- Fire
(Leads to Formative
Group 2- Flood
Assessment)
Group 3- Typhoon
Group 4- Chemical exposure
Group 5- Illness and accidents
G. Finding practical The teacher will give a certain emergency situation. Let the class analyse what
applications of concepts and safety measures and procedures is applicable on that situation.
H. Making generalizations and Let the students generalize the lesson.
Scoring Rubrics on Demonstration about safety procedures
Score
Criteria 20 15 10 5
CONTENT AND MESSAGE 50%
APPLICABILTY 20%
PRESENTATION 20%
I. Evaluating learning CREATIVITY 10%
TOTAL 100%
11-15-Very good
6-10-Fair output
J. Additional activities for Conduct hazard report.

application or remediation Instructions:
1.Visit farm near your school or home
2.Observe the surroundings
3.List all the possible hazard observed
4.Classify these hazards
5.Identify persons who are at risk with this hazards
6.Suggests all possible solution to reduce or eliminate the risk
7.Report your findings to your teacher
VI. REFLECTION
up with the lesson
require remediation
can help me solve?
LESSON Demonstrati
LOG on Dates Quarter
and Time
Date: Day 40
I. OBJECTIVES
The learner demonstrate understanding on chemicals and hazardous tools and
equipment
B. Performance Standards The learner consistently applies safety measures in the farm
LO1.Apply Safety Measures in the Farm

C. Learning 1.1 identify examples of chemicals hazards
Competencies/Objectives 1.2.apply ways to reduce the risk of hazards from chemicals
Write the LC Code for each 1.3 utilize tools and materials in accordance with farm requirement
TLE_AFAC7/8OS-0h-i-7
II. CONTENT Chemicals and Hazardous Tools and Equipment
A .References
3.Textbook pages
.
https://www.osha.gov/dsg/topics/agriculturaloperations/hazards_controls.html
Learning Resource (LR) portal https://www.takeonestep.org/Pages/yoursaf...tsorry/chemicalhazards.asp
B.Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson Review previous lesson about types of hazards
Motivation: Video presentation showing farm works that involve using chemicals
and hazardous tools and equipment. Ask the students about the implication of
the lesson
the video presented.
C. Presenting Analysis-Based on the video presented, can you give example of chemical
examples/instances of the new hazards in the farm.
lesson
Activity-Group Activity. Divide the class into four groups and discuss the
following topics:
Group 1- examples of chemical hazards
Group 2- ways to reduce the risk of hazards from chemicals
Group 3- safe use of chemicals
Group 4- safety reminders using tractors
2. Can you give examples of chemical hazards?
3.What do you think are the ways to reduce the
risk of hazards from chemicals?
4.What do you think are the safety reminders in
land preparation using tractor?
E. Discussing new concepts Abstraction-The teacher will discuss farm works that involve using chemicals
and practicing new skills #2 and hazardous tools and equipment through power point presentation.
F. Developing Mastery Let the students formulate questions regarding chemical, hazardous tools and
(Leads to Formative equipment. Invite a resource speaker to answer the questions of the students.
Assessment)
G. Finding practical Conduct Chemical Hazard Report and report your findings in class.
Enumeration: Give at least 5 ways to reduce the risk of chemical hazards in the
farm.
VI. REFLECTION
up with the lesson
require remediation
can help me solve?
Quarter
Dates and Time
Date: Day 41
I. OBJECTIVES
The learner demonstrates an understanding on Personal Protective
Equipment (PPE)
B. Performance Standards Outfits are worn in accordance with farm requirements
LO1. Apply appropriate safety measures while working in the farm

C. Learning
1.1 identify the personal protective equipment
1.2 give the functions of each personal protective equipment
1.3 explain the importance of wearing work outfit in accordance
with farm requirements
II. CONTENT Personal Protective Equipment
A. References
3.Textbook pages
4. Additional Materials from https://www.essentialsafetywear.co.uk/th...l-protective-equipment-ppe
Learning Resource (LR) portal https://www.osha.gov/Publications/osha3151.html
https://www.hse.gov.uk/toolbox/ppe.htm
https://www.youtube.com/watch?v=W30ijYK2PHM
https://www.youtube.com/watch?v=KgkvxUtczLA
IV. PROCEDURES
A. Reviewing previous lesson Review previous lesson on chemical hazards
Motivation: Video presentation showing the different personal protective
equipment and its functions. Ask the students about the implication of the video
the lesson
presented.
C. Presenting Analysis-Based on the video presented, can you give the different personal
examples/instances of the new protective equipment and its functions.
lesson
Activity-Group Activity. Divide the class into three groups.
Group 1- draw the different kinds of PPE
Group 2- give the functions of each PPE
Group 3- discuss the importance of wearing work outfit in
accordance with farm requirements.
D. Discussing new concepts Guide questions: 1.How do you find the activity?
and practicing new skills #1 2. Can you give the different kinds of PPE
3.Do you think it is important to wear PPE in the
field? Why?
E. Discussing new concepts Abstraction-The teacher will discuss the different kinds of PPE through power
and practicing new skills #2 point presentation.
F. Developing Mastery DEMONSTRATION:
(Leads to Formative The teacher will give specific farm activities based on this farm activities the
Assessment) students will identify and wear the necessary PPE.
G. Finding practical Wear appropriate PPE while working the garden.
Refer to Activity Sheet 1.2 p.119 of LM Crop Production.
Scoring Rubrics on Proper Wearing Appropriate PPE

Score
Criteria 20 15 10 5
identification and
selection of correct
PPE
re-enactment of
farm activities
written report
16-20-Excellent
11-15-Very good
6-10-Fair output
J. Additional activities for Compile pictures of different kinds of PPE with each functions/uses.
VI. REFLECTION
up with the lesson
require remediation
can help me solve?
Quarter
Dates and Time
Date: Day 42
I. OBJECTIVES
The learner demonstrates an understanding on cleaning,
storing
A. Content Standards and waste management
The learners disposed waste materials according to manufacturers, government and

B. Performance Standards farm requirements
LO2. Safe keep/dispose tools, materials and outfit

C. Learning 1.1 discuss proper labelling, cleaning, and storing of equipment
Competencies/Objectives tools, materials and chemical, including proper waste disposal
Write the LC Code for each 1.2 perform proper labelling, cleaning, and storing of equipment
tools, materials and chemical, including proper waste disposal
1.3. value the importance of proper waste disposal in sustaining agriculture
II. CONTENT Cleaning, Storing and Waste Management
A. References
2.Learner’s Material pages p122-126
3.Textbook pages
https://pesticidestewardship.org/PPE/Pag...Storage,-and-Disposal-.asp
https://www.epa.illinois.gov/topics/agric...ulture-waste-disposal/inde
https://www.youtube.com/watch?v=lpvGTSap0Qc
4.Additional Materials from https://www.youtube.com/watch?v=h5lcl6Zv-mg
https://www.youtube.com/watch?v=9Ig1BKMdJS0
https://www.youtube.com/watch?v=2YLPB52zVX8

IV. PROCEDURES
A. Reviewing previous lesson Review previous lesson on PPE.
Motivation: Video presentation about the proper labelling, cleaning ,and storing
equipment tools, materials and chemical, including proper waste disposal. Ask the
the lesson
C. Presenting Analysis-Based on the video presented, can you explain/discuss the proper labelling,
examples/instances of the new cleaning, and storing equipment tools, and chemical, including proper waste disposal.
lesson What is the importance of proper waste disposal in sustaining agriculture in our country?
D. Discussing new concepts Activity-Group Activity. Divide the class into 5 groups and discuss the following topics:
and practicing new skills #1 Group 1- General cleaning procedures
Group 2- Cleaning equipment tools, containers and garbage cans
Group 3- Cleaning areas for handling and storing chemicals
Group 4- Labelling and Packaging
Group 5- Storage and transport of chemicals

2. What do you think is the proper way of
labelling, cleaning, storing of tools equipment,
and disposing of waste and chemicals?
E. Discussing new concepts Abstraction-The teacher will discuss the proper way of labelling, cleaning, handling,
and practicing new skills #2 storing and disposing of wastes and chemicals.
F. Developing Mastery Poster Making. Make poster on proper waste disposal
(Leads to Formative
Assessment)
G. Finding practical Apply proper waste disposal in the school, home, and community
Scoring Rubrics on Poster making about proper waste disposal
Score
Criteria 20 15 10 5
content and
message 70%
creativity
20%
I. Evaluating learning neatness
10%
16-20-Excellent
11-15-Very good
6-10-Fair output
J. Additional activities for Slogan making on proper waste disposal.

VI. REFLECTION
up with the lesson
require remediation
can help me solve?
Quarter
Dates and Time
Date: Day 43
I. OBJECTIVES
The learner demonstrate an understanding on Environmental Laws
B. Performance Standards The learners follow the Philippine Environmental Laws
LO2. Safe keep/dispose tools, materials and outfit

2.1 discuss the Presidential Decree No.1152, “the Philippine
C. Learning Environmental Code”,s.1977
Competencies/Objectives 2.2 follow the Presidential Decree No.1152, “the Philippine Environmental
Write the LC Code for each Code”,s.1977
2.3 value the importance of saving our environment
TLE_AFAC7/8OS-0j-8
II. CONTENT Environmental Laws
A. References
3.Textbook pages
https.//www.youtube.com/watch?v=5aN1Rs4Wo_k
https://www.youtube.com/watch?v Fxhk4FuU0YQ&list=PLK_
How Dirty Laws Trash The Environment/Learn Liberty
www.gov.ph/1977/06/06/presidential-decree-no-1152-s-1977/

IV. PROCEDURES
A. Reviewing previous lesson Review previous lesson on cleaning, storing and waste management
Motivation: Video presentation about the Philippine Environment. Ask the
the lesson
C. Presenting Analysis-Based on the video presented, can you give the reasons why the
examples/instances of the new environment is being destroyed.
lesson
Activity-Group Activity. Divide the class into 5 groups and let do the following
activities.
Group 1- Role playing showing the reasons why the environment is destroyed.
Group 2- Poem making about the environment
Group 3- Song composition. Compose a short song about how to take care our
environment.
Group 4- Slogan making about environmental protection
Group 5- Poster making about saving the environment
Guide questions: 1.What did you feel after the activity?
2. What do you think are the reasons why
our environment is being destroyed?
3. How can you help to save our environment?
E. Discussing new concepts Abstraction-The teacher will provide a power point presentation discussing the
and practicing new skills #2 Presidential Decree No.1152,s.1977)
F. Developing Mastery LISTENING ACTIVITY: SONG ANALYSIS
(Leads to Formative Listen to the song “Kapaligiran” by Asin. Ask the students about the implication
Assessment) of the song.
G. Finding practical Help in the Clean and Green Project of the school and community
I. Evaluating learning The teacher will give 5 questions about environmental law.
J. Additional activities for Movie Making about the environmental laws
VI. REFLECTION
up with the lesson
require remediation
can help me solve?
Quarter
Dates and Time
Date: Day 44
I. OBJECTIVES
The learner demonstrate un understanding on environmental laws
B. Performance Standards The learner conserve and save the environment
C. Learning Environmental Conservation

Competencies/Objectives 1. identify the cause and effect of environmental destruction
Write the LC Code for each 2. value the importance of saving our environment
II. CONTENT FILM SHOWING ABOUT ENVIRONMETAL WARNING

A. References
1.Teacher’s Guide pages
3.Textbook pages
https://www.youtube.com. Top 10 Environmental Warning Movies
IV. PROCEDURES
A. Reviewing previous lesson Review previous lesson on Environmental Laws
Set rules and reminders before the film. showing
Give guide questions before the film showing.
the lesson
C. Presenting The teacher can give guide questions before the film showing.
lesson
Film Showing
Suggested Animated movie .
D. Discussing new concepts 1. Dr. Seuss’ The Lorax” (2012)
and practicing new skills #1 2. “ Princess Mononoke” (1997)
3. “Ferngully”: The last Rainforest’ ( 1992)
E. Discussing new concepts Students will answer the guide questions:

F. Developing Mastery Develop skills in listening and movie analysis.
(Leads to Formative
Assessment)
G. Finding practical How can you help in saving our environment?
H. Making generalizations and Make a reaction paper about the film they watched.
I. Evaluating learning Scoring Rubric on Reaction Paper:
Score
Criteria 20 15 10 5
content and
message 70%
applicability
20%
neatness
10%
16-20-Excellent
11-15-Very good
6-10-Fair output
J. Additional activities for Make a Documentary Film about the environment…

VI. REFLECTION
up with the lesson
require remediation
can help me solve?

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GRADE 8 School Grade Level G8

DAILY Teacher Learning Area Crop Production

Objective 1.: Utilize previous knowledge on agricultural crop production

1. Which of the following is an example of a digging tool?

2. Which tool is used for cutting grasses?

3. What tool does not belong to the group?

9. It is used for cleaning the ground and leveling the topsoil.

12. Refers to the size of the surface

14. Which of the following statement is false?

15. Most common with small-seeded vegetables.

17.The grow of a single crop

18. System of growing crops in blocks or strips of 2 or more rows.

23. Water is applied directly to the crop

27. It includes bacteria, viruses, mold, mildew, insects, vermin, animals.

28.It is a practices related to production and work process

30. Which of the following statement is false.

Agricultural Crop Production Exploratory

Date: Day 3-4

Assessment of Personal Competencies and Skills (PECs)vis-à-vis PECs of a

Agricultural Crop Production Exploratory

H. Making generalizations and Let the students summarize the lesson

Date: Day 5-6

II. CONTENT Use of Farm Tools and Equipment

B. Other Learning Resources

LO1. Defects of Farm Tools and Remedies

II. CONTENT Defects of farm tools and remedies

III. LEARNING RESOURCES

1.Teacher’s Guide pages p.12

2.Learner’s Material pages p.13-15

B. Other Learning Resources

4 Follows correct procedure in applying remedies on defected farm

3 Follows correctly procedure in applying remedies on defected farm

1 Was not able to Follow procedure in applying remedies on

Serves as the result of Evaluation

GRADE 8 School Grade Level G8

B. Other Learning Resources

Guide questions:1. How do you find the activity?

ABSTRACTION- The teacher will provide a power point presentation discussing

4 Follows correct guidelines on applying farm

Serves as the result of Evaluation

GRADE 8 School Grade Level G8

B. Other Learning Resources

Scoring Rubrics for Proper Use of Rake

4 Uses rake correctly confidentially at all

GRADE 8 School Grade Level G8

B. Other Learning Resources

Scoring Rubrics for Proper Use of Shovel.

4 Uses shovel correctly confidentially at all times and manifests very

B. Other Learning Resources

Scoring Rubrics for Proper Use of Shovel.

4 Uses shovel correctly confidentially at all times and manifests

B. Other Learning Resources

Guide questions: 1. How do you find the activity?

Scoring Rubrics on Slogan Making.

II. CONTENT Preventive Maintenance of Farm Equipment

B. Other Learning Resources

Guide questions:1. How do you find the activity?

Scoring Rubrics for Activity 3.1

H. Making generalizations and Recapitulation of the lesson