Afa - Dlp-Grade 6

Session No.
1
School Nagbalaye Elementary School Grade Level VI
Teacher JULIET L. LAJATO Quarter 1
Learning EPP/ Agriculture Teaching Dates & Duration 50 mins.

Area
I. LEARNING OBJECTIVES
A. Content Standards Demonstrates an understanding of scientific practices in planting trees

and fruit trees
B. Performance Standards Applies knowledge and skills in planting trees and fruit trees.
C. Learning TLE6AG-0a-1 , 1.1.1

Competencies/Code
D. Objectives
∙ Knowledge Explain the benefits derived from planting trees and fruit-bearing trees
to families and communities.
∙ Skills Identify the benefits derived from planting trees and fruit-bearing trees
to families and communities.
∙ Attitude Appreciate the attitude of being hardworking
II. CONTENT Benefits of Planting Trees and Fruit Bearing Trees to Families
and Communities.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages CG Grade VI,p32, Home Economics And Livelihood Education 6 pp. 59-63
2. Learner’s Materials pages
3. Textbook pages
4.Additional Materials
from Learning Resource
(LR)
portal
B. Other Learning Resources Meta cards, pictures
C. Supplies, Equipment,
Tools, etc.
IV. PROCEDURES
A. Introductory Activity Showing of pictures(Fruit bearing trees)

(5 minutes) What is depicted in the picture?
B. Activity Paste the meta cards in the cartolina. Which has the
(10 minutes) benefit of planting trees?
∙ Tress promote soil stabilitynby protecting the
soil from soil erosion
∙ Trees serve as valuable habitat for wildlife
animals.
∙ Trees help maintain high quality water supply.
∙ Trees reduced destruction to homes and
agricultural crops.
∙ Trees provide shade to houses, streets, parks,
and playgrounds.
∙ Tree leaves contribute garbage to
surroundings.
∙ Fruit trees is a major sources of food such as
fruits and nuts.
∙ Major sources of fuel
1
C. Analysis What do trees provide us?
(5 minutes) Is it important to plant trees ? Why?
D. Abstraction Importance and benefits of fruit-bearing trees.

(15 minutes)
Fruits and nuts are good sources of carbohydrates (sugar
and starch), fiber, vitamins and minerals.
Trees promote soil stability by protecting the soil from
erosion and prevent floods.
Trees reduce destruction to homes and agricultural crops by
serving as windbreakers during typhoons and storms.
Tress improve the atmosphere of a place by giving a feeling
of freshness and coolness, reducing, temperature and
decreasing pollution in congested urban areas.
Trees provide shade to houses, streets, parks, and
playgrounds attractive, but also they do not just make them.
Trees contribute to the beautiful landscapes in the city and
the country sides.
Trees helps maintain high quality water supply.
Trees serve as valuable habitat for wildlife animals.
E. Assessment Write C if the statement is true, X if it is not.

(5 minutes)
_______1. Fruit trees gives us food.
_______2. It provides us shade and oxygen,too.
_______3. Fruit bearing trees give us carbon dioxide.
_______4. Fruit bearing trees provide water to humans.
_______5. Fruit trees protect from soil erosion.
- Observation (Formal and informal observations of learners’ performance or behaviors

are recorded, based on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain
Learners/Conferencing insights on their understanding and to progress and clarify their thinking)
- Analysis of Learners’ (Teachers judge the quality of products produced by learners according
Products to agreed criteria)
- Tests (Teachers set tests or quizzes to determine learners’ ability to

demonstrate mastery of a skill or knowledge of content)
F. Assignments (3 mins.)
- Reinforcing / Can you think of other benefits that trees can give to us? Draw it.
strengthening the day’s
lesson
- Enriching / inspiring the

day’s lesson
- Enhancing / improving
the day’s lesson
- Preparing for the new

lesson
G. Concluding Activity To make agriculture sustainable, the grower has got to be able to
(2 mins.) make a profit.
by: Sam Farr
V. REMARKS
2
VI. REFLECTIONS
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 learners who

continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with
other teachers?
Prepared by: rtb
3
Session No. 2
School Grade Level VI
Teacher Quarter

Area

and fruit trees
C. Learning TLE6AG-0a-1, 1.1.2

Competencies/Code
D. Objectives
∙ Knowledge Identify the successful orchard growers in the community or

adjacent communities.
∙ Skills Distinguish a successful orchard growers in the community or

adjacent communities.
∙ Attitude Appreciate the attitude of being hardworking.
∙ Values
II. CONTENT Successful orchard growers in the community
A. References
1. Teacher’s Guide pages CG Grade VI,p32, Home Economics And Livelihood Education 6 pp.
66- 67
3. Textbook pages
4.Additional Materials from

Learning Resource (LR)
portal
Tools, etc.
IV. PROCEDURES
A. Introductory Pupils will report on personalities, experts and practitioners who

Activity (5 minutes) are successful orchard growers
Pupils will identify also some well known orchards/agri-farms in
their community.
B. Activity Group Activity:

(10 minutes) Group yourselves into five.
Read the words written in the strips and and look at the
pictures of a successful orchards growers and discuss it
with your group. Place the strips on the assign column of
the manila paper. Choose a reporter in your group to
report in front.
Types of Orchards Name of Successful

Orchards Growers
4
2
Picture of
1. Editha Dacuycuy Dragon fruit
2. Desiree Duran tomato
3. Jose Mercado banana
4. Senen Bacani coffee
Watch the video clip of successful orchard grower in the Philippines
http://www.gonegosyo.net/blog/tagumpay/finding-success-in-
agripreneurship/
C. Analysis Who can guess on what would be our lesson for today?
(5 minutes)
D. Abstraction Here are some of the well-known agri- entrepreneurs in the
(15 minutes) Philippines. 1. Senen Bacani of La Fuerta Inc.
A former Department of Agriculture( DA) head, Mr. Bacani is now the CEO
of La Fuerta Inc.. “ We excel because we care” In his company’s motto..
With his eagerness to help his community in Mindanao, he converted his
land into a banana plantation that produces 5 to 6 million boxes of
Cavendish bananas and exports them to Middle East and other Asian
countries.
2. Editha Dacuycuy of REFMAD Farms
5
Ms.Dacuycuy’s dragon fruit farm is a result of her research for a cure to
her daughter disease’s. With her continues research and process
innovation her business grow and became known zero waste farming
practices .Her vision is to make the country a big dragon fruit producer.
3. Desiree Duran of Duran Farm and Agribusiness
Center
With her desire to learn about about farming Ms.duran involved herself in
various agribusiness seminar and training . She then converted her land
into tomato plantation and involved her community in the
production .Beside producing high quality fruits and vegetables, the center
also train and teaches farmers on modern agricultural technology.
4. Jose Mercado of Merlo Agricultural Corporation
As a young boy, he was already exposed to coffee farming in Batangas.

He continues this kind of business because he knew that coffee business
will make him successful. It actually gives him a better life. As one of the
pioneer s in the coffee industry in Batangas. , they bank one on the high
quality of coffee beans and roasting techniques. He likewise, developed his
own blend, Café de Lipa for its flavor and aroma, besides the popular
brands Batangas Brew and Kapeng Barako.
6
E. Application Base on our discussion, pair the name of orchard to its successful growers.
(5 minutes)
F. Assessment Identify the famous and successful orchards growers based on the
(5 minutes) describe information. Choose your answers from the box. Write your
answer before the number.
Editha Dacuycuy, Desiree Duran, Jose Mercado, Senen Bacani
_________ 1. A dragon fruit farm is a result of her research for a cure of

her daughter diseases.
_________2. Has a coffee farming in Batangas.
_________3. Involve herself in community production and has a

Tomato Plantation.
_________4. He produces 5 to 6 million boxes of Cavendish banana from

his banana plantation farm.
5. She has a Durian farm in Mindanao.


G. Assignments ( 3 mins.)
- Reinforcing / o Search 5 personalities who are successful orchard

strengthening the day’s growers in your community.
lesson

day’s lesson
the day’s lesson

lesson
H. Concluding Activity We have to bring children into a new relationship to food that connects
( 2 mins. ) them to culture and agriculture.
by: Alice Waters
V. REMARKS
VI. REFLECTIONS
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 learners who continue to

require remediation
E. Which of my teaching strategies

worked well? Why did these work?
F. What difficulties did I encounter which my

principal or supervisor can help me
solve?
G. What innovation or localized materials

did I use/discover which I wish to
share with other teachers?
Prepared by: rtb

8
Session No. 3
Teacher Quarter
Learning Area EPP/Agriculture Teaching Dates & Duration 50 mins.

and fruit trees
C. Learning TLE6AG-0b-2, 1.2.1

Competencies/Code
D. Objectives
∙ Knowledge Identify the elements to be observed in planting trees and fruit –bearing trees.
∙ Skills Describe the elements to be observed in planting trees and fruit –

bearing trees.
∙ Attitude Appreciate the beauty in planting trees and fruit-bearing trees.
II. CONTENT Elements in Planting Fruit-Bearing Trees
A. References
1. Teacher’s Guide pages Home Economics and Livelihood Ed.6

pp. 62-66
3. Textbook pages
(LR)
portal
B. Other Learning Resources metacards, pictures
Tools, etc.
IV. PROCEDURES
A. Introductory Show pictures different kinds of trees.

Activity (5 minutes) Ask: What trees give us?
B. Activity Complete the table. Paste the name of fruits written in the
(10 minutes) meta cards , in the name of the place.
Luzon Visayas Mindanao
Avocado jackfruit pomelo

Attis lanzones lemon
Citrus Rambutan mabolo
Camachile santol orange
Coconut mango pili
Durian sineguelas guyabano
Guava tamarind
C. Analysis Ask: After doing the activity, how did you feel?
(5 minutes) What do you think is the element to consider in planting fruit-bearing trees?
D. Abstraction Elements / Factors to be Observed in Planting Tress and Fruit-bearing Trees

(15 minutes)
9
1. Choose the best place for planting.
Trees and fruit trees require more space for growth than
ornamental plants or crops. This is so, because trees and
fruit trees grow tall and wide . There are trees that have
roots that expand sideward and those that move downward.
2. Choose the seeds that best suit the season and the soil. This
means that the seeds come from a good quality mother and
the seeds are healthy , mature with no blemishes or cuts,
and of the right size and form. Seeds must be prepared
before planting. Planting should be done preferably during
the rainy season.
3. Put sufficient fertilizers in the soil.

It is advisable to prepare the soil before planting. This
means cleaning the soil and its surrounding area and
mixing the soil with organic fertilizers.
4. Take care of the soil and the plants regularly.

Caring for the young trees means removing the grass and
the weeds around them so they do not compete in getting
the
nutrients from the soil. Keeping the soil always moist is
not a problem during the rainy season.
E. Application Group Activity.

(5 minutes) Dramatize on elements to be observed in planting trees and fruit-
bearing trees.
Group 1---- Choose the best place for planting.

Group 2-----Choose the seeds that best suit the season and
the soil.
Group 3----- Put sufficient fertilizers in the soil.
Group 4----- Take care of the soil and the plants regularly.
Rubrics
Very Good
Good Performance
Poor Performance
Performance
4
3
5
F. Assessment True or False
(5 minutes) Write true if the statement is correct and false if the statement is wrong.
______1. In fruit tree production select a variety of tree that is not found in
the locality.
______2 Select planting materials in low quality.
______3. Low variety of seedling will be best to plant.
______4. The best suited to tour locality fruit should be considered.
______5. Geographical area should always be considered in planting
fruit trees.

10

G. Assignments (3 mins.)
- Reinforcing / Interview a farmer on what factors to consider when selecting a

strengthening the day’s suitable location for planting trees and fruit-bearing trees.
lesson

day’s lesson
the day’s lesson

lesson
H. Concluding Activity It is impossible to have a healthy and sound society without a proper
(2 mins.)
respect for the soil.
Peter Maurin
V. REMARKS
VI. REFLECTIONS

assessment
for
remediation.
C. Did the remedial

lessons work? No. of
learners
who have caught up with
the lesson.

continue to require
remediation
Why did these work?

encounter which my
help me solve?
share with
other teachers?
Prepared by: rtb
11
Session No. 4
Teacher Quarter

Area

and fruit trees.
C. Learning TLE6AG- 0b-2, 1.2.2

Competencies/Code
D. Objectives
∙ Knowledge Discuss the importance of market demands for fruits.
∙ Skills Identify the market demands for fruits
∙ Attitude Integrates hard work in selling fruits
II. CONTENT Market Demands for Fruits
A. References
1. Teacher’s Guide pages Learning and Living in the 21st Century pp, 106
3. Textbook pages
(LR)
portal
B. Other Learning Resources internet
C. Supplies, Equipment, Meta cards, pictures

Tools, etc.
IV. PROCEDURES
A. Introductory
Activity (5 minutes)
What did you see this picture? Can you say something to it?
https://www.publicdomainpictures.net/en/view
image.php?image=149772&picture=farmers-market-fruit-stand
B. Activity Activity. Group the class into two and proceed accordingly.. Read
(10 minutes) the Instruction in each envelop containing a cut –outs.
Group 1--- Cut outs to form a fruit bearing trees
Group 2--- Read the words in the meta cards, and form it into a sentence.
( Demands of Fruits in the Market)
Group 3--- Cut outs to form a fruit stand.
C. Analysis Based on the song and the activity we had. Can you guest what is our
(5 minutes) lesson for today?
12
D. Abstraction Market Demands for Fruits
(10 minutes) Planting fruit trees is a profitable business if one puts his/her full
attention, and has technical knowledge and skill in planting coupled
with hard work and determination. The demand for fruits in the local
and international market continues to be high because more people
realize the importance of fruits in the diet. Nowadays, people across
ages are becoming more and more health conscious. They realize the
importance of good nutrition in promoting good health. Fruits are high
in vitamins and minerals as well as fiber. They are part of the daily
intake of most Filipinos and people across the world. That is why the
demand for fruits in the market remains high.
The fruit industry of the Philippines contributes considerably to the economy
of the country. The leading eight species grown in the country are banana,
pineapple, mango, papaya, calamondin, durian, jackfruit and lanzones
based on volume of production. These are available all-year round in the
market. Banana, pineapple and mango are the major export commodities of
the country.
With the opening of the ASEAN Common Market in 2015, the industry
faces a big challenge to provide a safe product at competitive prices. This
can only be achieved through the integration of the production and
marketing for each fruit species. Furthermore, productivity and/or areas of
production should be increased in order to attain the economy of scale to
expand and/or open new markets abroad. Moreover, there is need to
enhance the extension services provided by the different government
agencies in order to efficiently transfer new technologies to growers to
enhance their production and marketing efficiency. Nowadays product
standard and safety are major concerns in both domestic and export
markets such that application of Good Agricultural Practices (GAPs) should
be strongly pursued by the growers as well as its subsequent product
certification.
Research and development activities in fruit are generally fragmented
and lack continuity. Most often, it is reactionary response to a problem of a
particular commodity. This is brought about by the limited funds invested by
government on these efforts in the country. Hence, there is a need for the
government to increase its investment to a level of 1-2% of the total
contribution of the industry to the economy of the country. This will ensure
the proper support to develop the necessary manpower complement
needed as well as provide continuity on the research and development
programs for each commodity.
http://www.fftc.agnet.org/library.php?func=view&id=20150810090507
E. Application Group activity:

(10 minutes) Group 1 Dramatize how to sell fruits
Group 2Make a poem on how to market fruits.
13
F. Assessment Fill in the blanks. Write your anwers in the space provided for. Select
(5 minutes) your answer in the box.
Fruits, Vitamin, Papaya, mineral, banana, fiber, mango. fruit industry
_______1-3 are the major export commodities of the

country. _______4-6 . Fruits are high in
_______7. The ________ of the Philippines contributes considerably to
the economy of the country.
_______8. they are part of the daily intake of most Filipinos and people
across the world.


- Reinforcing /
lesson
- Enriching / inspiring the Do you have plants in your home? Draw and color it.
day’s lesson
the day’s lesson

lesson
H. Concluding Activity Judge of a tree by its fruit, not by its leaves.

(2 mins.)
Periander
V. REMARKS
VI. REFLECTIONS

assessment
for
remediation.
C. Did the remedial

learners
the lesson.

continue to require
remediation
14
Why did these work?

encounter which my
help me solve?
share with
other teachers?
Prepared by: rtb

15
Session No. 5
Teacher Quarter
Learning Area Epp/ Agriculture Teaching Dates & Duration 100 mins.
A. Content Standards Demonstrates an understanding of scientific practices in planting trees and

fruit trees.
C. Learning TLE6AG-0b-2,1.2.3, 1.2.4, TLEAG-0c-3,1.3.4

Competencies/Code
D. Objectives
∙ Knowledge Identify the agencies that provides high-value
∙ Skills Sketches in the locality
∙ Attitude Describes with positive vision the benefits derived from fruit bearing trees.
II. CONTENT Sources of Fruit-Bearing Trees
A. References
1. Teacher’s Guide Learning and Living in the 21st Century pp, 119, CG
pages
2. Learner’s Materials
pages
3. Textbook pages
4.Additional
Materials from
Learning
Resource (LR) portal
B. Other Learning internet

Resources
C. Supplies, metacards, pictures

Equipment, Tools,
etc.
IV. PROCEDURES
A.
Introductory
Activity
(5 minutes)
https://www.olx.ph/item/fruit-bearing-trees-nursery-ID3zTnG.html
B. Activity Teacher prepare an activity place in an envelope.

(10 minutes) The envelope contains cut-outs of different fruit bearing trees. Let the
pupil assemble the cut-outs, the first group to finish will be the winner.
C. Analysis Ask: After doing the activity, what do you feel?

(5 minutes)
16
D. Abstraction Sources or Fruit-Bearing Trees
(15 minutes)
Young fruit-bearing trees can come from many sources. Foremost of these sources is
the government agency responsible for propagating high-value fruit-bearing trees. This
is the Bureau gives free fruit-bearing tree seedlings, leaflets, and other printed
materials that will help fruit tree growers in their business.
Agriculture plays a significant role in the Philippine economy. Involving about 40

percent of Filipino workers, it contributes an average of 20 percent to the Gross
Domestic Product.
Importance of Agriculture: Agriculture plays a crucial role in the life of an economy. It is
the backbone of our economic system. Agriculture not only provides food and raw
material but also employment opportunities to a very large proportion of population.
The Philippine Department of Agriculture (abbreviated as DA; Filipino: Kagawaran ng
Agrikultura), is the executive department of the Philippine government responsible for
the promotion of agricultural and fisheries development and growth.
Private nurseries are found within and outsides the city. Here you can buy high-value
fruit tree seedlings that grow fast and bear more fruits than ordinary fruit trees. These
are products of new technology in fruit tree farming. A good example is the Dizon Fruit
Tree Nursery at the parks and Wildlife Center. It is visited by many fruit tree growers
who like to keep abreast of new technology in tree farming.
Choosing Appropriate Trees to Plant
1. Save seeds of fruit trees during the summer months. Grow them in tin
cans so that by the end of the summer, they are three months old.
2. It is advisable to plant trees that are indigenous to the place or locality. This
allows easy adaptation and ensures growth.
3. Species of trees considered for tree farming possess these
qualities. ∙ Fast growing
∙ Resistant to pest and diseases
∙ Deeply rooted
∙ Stay green during the dry months
∙ Resistant to strong wind
∙ Have commercial and economic value
4. Tree suitable for reforestation of hills and mountains have these
characteristics
5. Trees suitable for city planting have these characteristics
https://www.google.com/search?
sa=X&q=What+is+the+role+of+Department+of+Agricult ure+in+the+Philippines
%3F&ved=2ahUKEwjjw8XzrdvhAhXbb30KHd_ZCwkQzmd6BAgN
EBE&biw=1366&bih=657
E. Application Draw different kinds of fruit – bearing trees.

(5 minutes)
F. Assessment Fill in the blanks.

(5 minutes) 1. ____________ agency that responsible for progating high-value fruit
bearing trees.
2. The Dept. of Agriculture gives free _______, ________, _______. 3.
___________ are found within and outside the city that can you buy high value
fruit tree.
17
- Observation (Formal and informal observations of learners’ performance or behaviors are
recorded, based on assessment criteria)
- Talking to (Teachers talk to and question learners about their learning to gain insights on
Learners/Confer their understanding and to progress and clarify their thinking)
encing
- Analysis of (Teachers judge the quality of products produced by learners according to

Learners’ agreed criteria)
Products
- Tests (Teachers set tests or quizzes to determine learners’ ability to demonstrate mastery of
a skill or knowledge of content)
G. Assignments
( 3 mins.)
- Reinforcing / Study your lesson.

strengthening
the day’s lesson
- Enriching /
inspiring the
day’s lesson
- Enhancing /
improving the
day’s lesson
- Preparing for
the new lesson
H. Concluding This is usually a brief but affective closing activity such as a strong quotation, a
Activity ( 2 mins.) short song, an anecdote, parable or a letter that inspires the learners to do
something to practice their new learning.
V. REMARKS
VI. REFLECTIONS
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 learners
who continue
to
require
remediation
18
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?
Prepared by: rtb

19
Session No. 6
Teacher Quarter

and fruit trees
C. Learning TLE6AG-0c-3,1.3.1
Competencies/Code
D. Objectives
∙ Knowledge Identify the types of orchard farms
∙ Skills Describe the types of orchard farms
∙ Attitude Appreciation of ones attitude: hardworking
∙ Values
II. CONTENT Types of Orchards Farms
A. References
1. Teacher’s Guide pages CG Grade VI,p32, Home Economics And Livelihood Education 6 pp. 65-66
3. Textbook pages
(LR)
portal

Tools, etc.
IV. PROCEDURES
A. Introductory Showing of pictures( Orchards Farms)

Activity (5 minutes) What can you say about the pictures?
B. Activity Arrange jumbled letter found in the envelop. (Jumbled

(10 minutes) letter of type of orchards)
Tuirf
Tun
dees
Ans: fruit, nut, seed
C. Analysis How do you fell the activity?

(5 minutes) What are the different types of orchard farms?
D. Abstraction What are the types of orchard farm that found in the
(15 minutes) community? Video clip
https://www.youtube.com/watch?v=g4oHrLl04GM
https://bizfluent.com/info-7823641-types-orchards.html
E. Application Group Activity.
(5 minutes) Group 1 Draw a fruit Orchard
Group 2 Draw Nut Orchard
Group 3 Draw Seed Orchard
20
F. Assessment Identify what type of orchards that descried in the sentence. 1.
(5 minutes) __________ Orchard that include any facility that concentrates
on growing tree- bearing fruits such as papaya, mango, orange
lime and avocado.
2. __________ These orchards include facilities that produced
nuts such as cashew , pecan, walnut, almond, cacao,
coconut and pine.
3. __________ These orchards focus primary on growing trees that
produced seeds sold for commercial distribution or resale
purposes. They can be sold to agricultural campanies or
used for food production.


- Reinforcing / What other types of orchards in the Philippines.

lesson

day’s lesson
the day’s lesson

lesson
H. Concluding Activity Agriculture is the foundation of manufactures, since the productions of

( 2 mins.)
nature are the materials of art.
Edward Gibbon
V. REMARKS
VI. REFLECTIONS

assessment

for
remediation.
C. Did the remedial

learners
the lesson.

continue to require
remediation
21
Why did these work?

encounter which my
help me solve?
share with
other teachers?
Prepared by: rtb

22
Session No. 7
Teacher Quarter
Learning Area Epp/Agriculture Teaching Dates & Duration 50 mins.

fruit trees.
B. Performance Applies knowledge and skills in planting trees and fruit trees.
Standards
C. Learning TLE6AG- 0c- 3, 1.3.2

Competencies/Code
D. Objectives
∙ Knowledge Demonstrates an understanding of scientific practices in planting trees and

fruit trees.
∙ Skills Apply knowledge and skills in planting trees and fruit trees.
∙ Attitude Appreciate the importance of planting trees.
II. CONTENT Trees appropriate for Orchard Gardening

( Based on Location, Climate, and Market Demands)
A. References
1. Teacher’s Guide CG
pages
2. Learner’s
Materials pages
3. Textbook pages
4.Additional
Materials from
Learning

Resources
C. Supplies, Meta cards, pictures

Equipment, Tools,
etc.
IV. PROCEDURES
A. Introductory Singing of an action song “I have a Tree”

B. Activity Group yourselve into 4.

(10 minutes) Make a contest in sketching an orchard garden.
C. Analysis Ask: How do you feel the activity,easy or difficult? Why?

(5 minutes)
Describe an orchards? What are the factors you need to consider in
orchard gardening? What do you think to be consider in orchard
gardening?
23
D. Abstraction
(15 minutes)
Establishment of an orchard is a long term investment and deserves a very

critical planning. The selection of proper location and site, planting system and
planting distance, choosing the varieties and the nursery plants have to be
considered carefully to ensure maximum production.
Location and site

Proper selection of site is important. Selection may be made based on the
following criteria.
1. The location should be in a well established fruit growing region because
one could get the benefit of experience of other growers and also get the
benefit of selling the produce through co-operative organizations with other
fruit growers. 2. There should be a market close to the area.
3. The climate should be suitable to grow the chosen fruit crops.
4. Adequate water supply should be available round the year.
Planting season
The season of planting varies with different fruits and local conditions. There
are two seasons of planting in vogue in India.
i) Monsoon (June - August) and
ii) Spring (February - March)
Monsoon season is considered to be the best for planting evergreen fruit trees
like citrus, mango, sapota and guava. If the trees are planted early in the rainy
season they soon establish themselves and grow vigorously. Deciduous trees
may be planted during the dormant period without shock. Care should be taken
that planting is done before the
growth starts, otherwise trees suffer severely and will be in poor condition
to withstand the next hot weather.
http://agritech.tnau.ac.in/horticulture/horti_orchard
%20management.html
Grafted tree tomato.

Tamarillo best known by the name tree-tomatoes in Kenya is a fast-growing
tree that grows up to 5 meters. Peak production is reached after 1-3 years, and
the life expectancy is about 12 years. The tree usually forms a single upright
trunk with lateral branches. They produce 1 to 6 fruits per cluster. Plants can
set fruit without
24
cross-pollination, but the flowers are fragrant and attract insects. Cross-
pollination seems to improve fruit set.
The Tree-Tomato prefers subtropical climate, they grow with rainfall between
600 and 4000 millimeters and annual temperatures between 15 and 20 °C. It is
intolerant to frost (below -2 °C) and drought stress. It is assumed that fruit set is
affected by night temperatures.
Bananas do well from a sea level of 1800M with a minimum rainfall of 1000m
per year which is appropriate during flowering. Farmers in low rainfall areas
should ensure that irrigation is done throughout. Soils should be fertile and well
drained to avoid water logging.
( Teacher may add other kind of orchard in his/her lesson.)
http://agritech.tnau.ac.in/horticulture/horti_orchard%20management.htm

(5 minutes) Group 1---- Pantomime the kinds of orchard to be garden
Group 2----Dramatize the type of orcharge to be garden based in your locality.
F. Assessment Write the correct answer in the blank.

(5 minutes) 1. _________ is a season considered to be the best for planting
evergreen fruit trees like citrus, mango, sapota and guava.
2. _________ prefers subtropical climate, they grow with rainfall
between 600 and 4000 millimeters and annual temperatures
between 15 and 20 °C.
3. Adequate ________ supply should be available round the
year. 4-5. There are two seasons of planting
4. __________ 5.__________

- Talking to (Teachers talk to and question learners about their learning to gain insights
Learners/Conferencing on their understanding and to progress and clarify their thinking)

Products

- Reinforcing /
strengthening the
day’s lesson
- Enriching / inspiring
the day’s lesson
25
- Enhancing / Study your lesson.
improving the day’s
lesson
- Preparing for the

new lesson
H. Concluding “Plant trees to protect our mother earth.”’

Activity (2 mins.)
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned 80%

on the formative assessment

for
remediation.
C. Did the remedial lessons work?

No. of learners who have
caught up with the lesson.
D. No. of learners who continue

to require remediation
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?
Prepared by: rtb
26
Session No. 8
Teacher Quarter
A. Content Standards Demonstrates an understanding of scientific processes in animal/fish raising

B. Performance Applies knowledge and skills, and develops one’s interest in animal/fish raising
Standards
C. Learning TLEAG-0c-3,1.3.3
Competencies/Code
D. Objectives
∙ Knowledge Explain the methods of planting/propagating trees and fruit-bearing trees
∙ Skills Perform the proper way of planting/propagating trees and fruit-bearing trees
∙ Attitude Show interest in the activity in planting/propagating trees.
II. CONTENT Propagating Trees and Fruit-Bearing Trees
A. References
1. Teacher’s Guide pages Learning and Living in the 21st Century p, 131, CG
pages
3. Textbook pages
from Learning
C. Supplies, metacards, pictures

Equipment, Tools,
etc.
IV. PROCEDURES
A.
Introductory
Activity
(5 minutes)
q=picture+of+grafting&tbm=isch&source=iu&ictx=1&fir=F pjv0W4LrAeXM%253A
%252Cy5eHgY-tOjj4gM%252C_&vet=1&usg=AI4_-
kTpbBZWoQWKlEovHJVv5VVpngU7uw&sa=X&ved=2ahUKEwjinO79yNvhAhUs6XMBH
W jIAlgQ9QEwAnoECAcQCA#imgrc=F-pjv0W4LrAeXM:
B. Activity Teacher prepare an activity place in an envelope.
(10 minutes) The envelope contains cut-outs of different fruit bearing trees. Let the
pupil assemble the cut-outs, the first group to finish will be the winner.
(5 minutes)
27
D. Abstraction Proper way of Planting/Propagating Trees and Fruit-Bearing Trees
(15 minutes)
1. Grafting---- A process in which the stem of one plant ( mother plant) is

inserted into another plant ( a seedling). The two units are formed
into
another plant. Examples are mango,guava, and santol.
2. Budding---- a form of grafting using a single bud as the scion.
3 Marcotting or Air Layering----- a process where a ring of bark on a large

branch is removed, the inner surface scraped lightly and then wrapped
with moist soil or moss covered with plastic sheet or coco husk and
secured tightly on the both ends with twine.
https://www.youtube.com/watch?v=Z20i4_I9-Ew
E. Application Teacher bring plants for the pupil to use in the application on how to propagate
(5 minutes) trees appling the proper way the budding, marcotting and grafting.
F. Fill in the blanks.
Assessment 4. _____________ a process in which the stem of one plant is inserted into another
(5 minutes) plant.
5. _____________ a process where the ring of the bark on the large branch is
removed,and wrapped with moist soil or moss covered with plastic.
6. _____________ a form of grafting using a single bud.
7. _____________ is the name of the bud used in budding.
8. _____________ it is another name for marcotting.
- Observation (Formal and informal observations of learners’ performance or behaviors are

recorded, based on assessment criteria)
28
Learners/ their understanding and to progress and clarify their thinking)
Conferencing
- Analysis of (Teachers judge the quality of products produced by learners according to agreed criteria)
Learners’
Products
- Tests (Teachers set tests or quizzes to determine learners’ ability to demonstrate mastery of
a skill or knowledge of content)
G.
Assignments
(3 mins.)
- Reinforcing /
strengthening
the day’s
lesson
Study your lesson.
- Enriching /
inspiring the
day’s lesson
- Enhancing /
improving the
day’s lesson
- Preparing for
the new
lesson
H. Concluding This is usually a brief but affective closing activity such as a strong quotation, a short
Activity song, an anecdote, parable or a letter that inspires the learners to do something to
( 2 mins.) practice their new learning.
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned

80% on the formative assessment

for
remediation.
C. Did the remedial lessons work?

No. of learners who have
caught up with the lesson.
D. No. of learners who continue

to require remediation
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?
Prepared by: rtb
29
Session No. 9
Teacher Quarter
Learning Area EPP/ Agriculture Teaching Dates & Duration 50 mins.
and fruit trees
C. Learning TLE6AG-0c-3,1.3.5
Competencies/Code
D. Objectives
∙ Knowledge Distinguish how to care for seedlings.
∙ Skills Describe how to care for seedlings
∙ Attitude Caring for seedlings
∙ Values
II. CONTENT How to care for Seedlings
A. References

pp. 79-82 CG,
3. Textbook pages
(LR)
portal
C. Supplies, Equipment, metacards, pictures

Tools, etc.
IV. PROCEDURES
A. Introductory 1. Introductory Act. (5 mins.)

Activity (5 minutes) Show picture of a plant nursery.
What can you say about the picture.
video presentation on nursery plants.

https://www.youtube.com/watch?v=zg4XSgvhYPw
B. Activity Group activity.
(10 minutes) Group 1- Name the things to consider in growing and caring
for plant seedlings.
Group 2 Illustrate the things needed to take care plant
seedlings. Group 3 Dramatize how to take care of the plant
seedlings.
30
(5 minutes) In your own way how will you take good care of your plant seedlings?
D. Abstraction What are the ?various ways of taking care of plant seedlings?
(15 minutes)
Caring for the seeds should begin from its selection up to storing
them.
1. Proper Section of Seeds. The use of good and healthy seeds

ensure quality and high yield so it means big income for the
growers. The best source of good seeds are the healthy
good crops.The following are some ways to properly select
seeds.
a. Seeds must come only from mature fruits 0r nearly mature fruits for
seedlings.
b. Seeds must have good germinating capacity. Collect seeds only from
healthy, vigorous trees with good form, and quality growth.
c. Seeds should be free from mixture of weed seeds. Avoid picking from
isolated naturally cross-pollinating species of trees because they
are of low viability.
d. Seeds must be free from damage or disease.
e. Seeds covered with pulp or with fruit juice must be washed. Dry
good seeds quickly under the sun.
2. Testing of Seeds. Plant growers can determine the germinating
ability of the seeds by testing them. Testing the seeds before
planting also prevent wastage of good seeds or avoids the
need to plant again.
3. Soring of Seeds. The life of the seed must be ensured when
storing it. Humidity is the most important factor causing
deterioration of the vitality of the seeds when stored at the
room temperature, it should not be stored in the sealed
container
except when the moisture content is reduced .The following
are reminders in storing the seeds.
i. In using desiccants, remember to use a container with
a tight cover Place only the desiccants at the bottom
part with a punched-holed cardboard on top. Place the
seeds on the top of the cardboard or in an envelope
with proper labelling.
ii. In cold temperature storing, put dry seeds in a bottle
or jar with tight cover and sore only in the low or cold
and the date of storage.
iv. Examine the bottled seeds without opening them once
a month and check for possible fungi or insect
infestation.
E. Application Guessing Game. As I flash the picture guess what method is shown in
(5 minutes) taking care of plant seedling is depicted?
31
F. Assessment Distinguish what method in taking care of plant seedling describes in
(5 minutes) the sentence.
4. Scoop a handful of seeds. Check the composition of
seeds. 5. . Line the dish with moist tissue paper and some
seeds.
6. Place the seeds in a damp cloth with spaces. Roll the cloth on a
piece of stick to calculate air
7. Place a number of seeds in a seed box and sprinkle it with water.
8. Cover with another sheet of moist tissue paper for germination.


- Reinforcing / Make a dish or a seedbox method in taking care of the seedlings., and bring
strengthening the day’s it for the class to see it.
lesson
the day’s lesson
the day’s lesson

lesson
32
H. Concluding Activity Agriculture is the Archimedean lever which, though it does not
( 2 mins. )
move a world, tends to fill it with plenty, with moral health, and
human happiness.
J. Buel
V. REMARKS
VI. REFLECTIONS

assessment

require additional
activities for
remediation.
C. Did the remedial

learners
the lesson.
continue to require
remediation
strategies worked
well?
Why did these work?

encounter which my
principal or supervisor
can help me solve?
use/discover which I wish
to share with other
teachers?
Prepared by: rtb

33
Session No. 10
Teacher Quarter

Area

and fruit trees
C. Learning TLE6AG-0c-4, 1.4

Competencies/Code
D. Objectives
∙ Knowledge Identify layout design of orchard.
∙ Skills Draw/ plan a lay out design of orchard
∙ Attitude Appreciate the beauty of an orchard
∙ Values
II. CONTENT Layout Design of Orchard
A. References

pp.69-70, CG,
3. Textbook pages
(LR)
portal

Tools, etc.
IV. PROCEDURES
A. Introductory Show picture of an orchard garden.

Activity (5 minutes) Video on lay out designed on an orchard garden.
https://www.youtube.com/watch?v=zoSkHI5beXI
B. Activity Group Activity: Group 1 – List the goals in lay out design in orchard. Group
(10 minutes) 2 – Draw the methods of arranging trees of an orchard Group 3 – In a Flip
tap way of presenting. Trees arrangement in an orchard.
C. Analysis Ask: After doing the activity, how did you feel? Did you enjoy? Why is
(5 minutes) proper planning and lay outing of an orchard very important? What is the
advantages and disadvantages in arrangement of an orchard?
D. Abstraction Put the phrase written in the cartolina strip in the appropriate
(15 minutes) box. Goals in Lay
Methods in tress
Advantages in
Advantages in
out designed in
Arrangement
arranging of
arranging of
Orchard
Orchard
Orchard
⮚ To make supervision more easy and effective
34
⮚ Square de signed
⮚ To easily carry out orchard operations like intercultural and
irrigation ⮚ Quinx or diagonal designed
⮚ Additional income to be earned
⮚ Limited trees can be planted in a given area
⮚ To have an equal distribution of areas for each trees
⮚ Rectangular Designed
⮚ Equilateral Designed
⮚ Contour or Terracing Designed
⮚ Helps in controlling soil erosion
⮚ Difficult laying out of contour lines and the consuming
⮚ To maximize the use of the area according to different kinds of trees.
E. Application Draw the different kinds of lay out designed.

(5 minutes)
F. Assessment
(5 minutes)
Identify the types of orchard based on the picture presented.


- Reinforcing /
lesson
- Enriching / inspiring the Visit a local fruit orchard and interview the owner about the method or
day’s lesson system of tree planting they are using.
the day’s lesson

lesson
35
H. Concluding Activity “ Agriculture is at the core of the state”
( 2 mins.) by: Dave Cook
V. REMARKS
VI. REFLECTIONS

assessment

for
remediation.

lesson.
continue to require
remediation
Why did these work?

encounter which my
help me solve?
share with
other teachers?
Prepared by: rtb

36
Session No. 11
Teacher Quarter
Learning EPP/ Agricuture Teaching Dates & Duration 50 mins.

Area

and fruit trees
C. Learning TLE6AG-0e-5, 1.5.1

Competencies/Code
D. Objectives
∙ Knowledge Identify the appropriate tools and equipment in plant propagation and
their uses
∙ Skills Describe the appropriate tools and equipment in plant propagation and
their uses.
∙ Attitude Integrate Open – mindedness in appreciation in appropriate tools

and equipment plant propagation and their uses.
II. CONTENT Tools and Equipment in Plant Propagation
A. References

pp. 73-75, CG,
3. Textbook pages
(LR)
portal

Tools, etc.
IV. PROCEDURES
Activity (5 minutes) Show pictures of tools and equipment used in plant
propagation https://www.youtube.com/watch?v=ZGk_cwiTnA0
B. Activity Match the pictures with the phrase.

(10 minutes) Picture of: bolo, cowbar, hand fork, hoe, rake, shovel, spading,
sprinkler, threads, trowel, wheelborrow
--water container with small holes on the spout and used for water the
plants --used for hauling fertilizers and soil
--used for soil and trash
--used for removing soil or weeds and transferring the soil
--used for straightening the garden plot by tying it on one post and
passing it through to the next post
--a short -handed tool with a curved blade used for cultivating or loosening
the soil,shallow, digging, and transferring.
--used for cutting wood, trees, and grasses
--used for digging soil to plant
--used for crumbing the soil surrounding the plant
--used for digging or breaking big blocks of soil into smaller pieces
37
--used for for even spreading of soil or levelling the soil and for
gathering leaves on the ground
C. Analysis Are you familiar with the tools?

(5 minutes) After knowing the tools and equipment used in plant propagation and its
uses, What will you do after you used it?
D. Abstraction What are the appropriate tools and equipment in plant propagation and
(15 minutes) their uses?
used for straightening the garden plot by tying it on one post and
passing it through to the next post.
E. Application Game:ball passing as the music stops. The pupils will pick strip from the
(10 minutes) box with the name of tools written on it, and give its name and their uses.
F. Assessment Identify what tools that describes the sentence.

(5 minutes) 1.Used for removing soil or weeds and transferring the soil
2. Used for straightening the garden plot by tying it on one post and
passing it through to the next post
38
3. A short -handed tool with a curved blade used for cultivating or
loosening the soil, shallow, digging, and transferring.
4. Used for cutting wood, trees, and grasses
5. Used for even spreading of soil or levelling the soil and for gathering
leaves on the ground.


G. Assignments ( 3 mins. )
- Reinforcing / In a short bondpaper. Draw the different tools used in plant

strengthening the day’s propagation. Color it.
lesson

day’s lesson
the day’s lesson

lesson
H. Concluding Activity Earth is here so kind, that just tickle her with a hoe and she laughs with
( 2 mins.)
a harvest.
Douglas Jerrold
V. REMARKS
VI. REFLECTIONS

assessment

for
remediation.
C. Did the remedial
learners
the lesson.

continue to require
remediation
Why did these work?
39

encounter which my
help me solve?
share with
other teachers?
Prepared by: rtb

40
Session No. 12
Teacher Quarter

Area

and fruit trees
C. Learning TLE6AG-0d-5,1.5.2
Competencies/Code
D. Objectives
∙ Knowledge Identify the scientific ways of propagating fruit-bearing trees
∙ Skills Demonstrate the scientific ways of propagating fruit-bearing trees
∙ Attitude Appreciate the scientific way of propagating fruit-bearing trees
∙ Values
II. CONTENT Scientific way of Propagating Fruit -Trees
A. References
1. Teacher’s Guide pages CG, and Internet
3. Textbook pages
(LR)
portal
B. Other Learning Resources metacards, pictures, real objects.
Tools, etc.
IV. PROCEDURES

Activity (5 minutes) Show video on scientific way of propagating fruit-tress
https://www.youtube.com/watch?v=TdiibRXXJ6g
https://hemantmore.org.in/science/biology/reproduction-plants-
artificial methods/422/
B. Activity Match the picture with the phrase.

(10 minutes)
41
* A scion or top portion of a stem of a plant is joined with or inserted

into the rootstock of another plant to make them grow together into
one plant. *Usually performed at the beginning of the day and during
the rainy season.
*Has evolved as a common means of vegetative propagation of
numerous species in natural environments. Layering is also utilized by
horticulturists to propagate desirable plants.
(5 minutes) After knowing the various ways of scientific way of fruit propagation. What
do you think is the easiest way of fruit propagation.
D. Abstraction What are the scientific way of fruit propagation.

(15 minutes) Note: Include scientific ways of fruit propagation for your discussion.
E. Application Perform the following:

(10 minutes) Group Activity: Group 1 – Grafting
Group 2 – Layering
Group 3 – Cutting
F. Assessment Enumerate and desrcibe the different scientific way of propagating fruit
(5 minutes) trees. Rubrics:
5 Very good Description
4 Good Description
3 Fair description
2 Poor Description
42

G. Assignmentsb ( 3 mins.)
- Reinforcing / Apply any 1 of the ways in propagating fruit trees, and show it to the class.
lesson

day’s lesson
the day’s lesson

lesson
H. Concluding Activity The farmer works the soil, The agriculturist works the farmer.
( 2 mins. ) Eugene F.
Ware
V. REMARKS
VI. REFLECTIONS

assessment

for
remediation.
C. Did the remedial

learners
the lesson.
continue to require
remediation
Why did these work?

encounter which my
help me solve?
share with
other teachers?
Prepared by: rtb
43
Session No. 13
Teacher Quarter
A. Content Standards Demonstrates an understanding of scientific practices in planting trees and fruit trees
Standards
C. Learning TLE6AG-0d-5,1.5.3
Competencies/Code
D. Objectives
∙ Knowledge Observes healthy and safety measures in propagating fruit-bearing trees.
∙ Skills Identify healthy and safety measures in propagating fruit-bearing trees.
∙ Attitude Practice healthy and safety measures in propagating fruit bearing trees.
II. CONTENT Propagating Trees and Fruit-Bearing Trees

( Healthy and Safety Measures in Propagating Fruit-Bearing Trees)

A. References
1. Teacher’s Guide Home Economics and Livelihood Ed.6

pages pp. 74 – 75 CG,
2. Learner’s
Materials pages
3. Textbook pages
4.Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning cartolina strips, pictures, masks, hats, etc.

Resources
C. Supplies,
Equipment, Tools,
etc.
IV. PROCEDURES
A. Introductory Introductory Act. (5 mins.)

Activity Show picture or real objects of the materials for healthy and safety
(5 minutes) measures in propagating fruit – bearing trees (like masks, hat,
etc.)
44
q=picture+of+and+safety+measure+in+propagating+
fruit+bearing+trees&tbm=isch&tbs=rimg:CXaZIoLjctcZIjgCRYVJYxv_1m9WIUeUtV
gV d2fKqZ97t5zmrxUunhlZwbrc9pKq
ZnrKU0_1Hww1jjErVoiU2n9nJWioSCQJFhUljG_1-
bETjBVBaeQxj_1KhIJ1YhR5S1WBV0R-8U8bvR6kNEqEgnZ8qpn3u3nOREn
cXaOrAGHioSCavFS6eGVnBuETjBVBaeQxj_1KhIJtz2kqr5mesoR_1xsIX
zVwQkqEglTT8fDDWOMShHGRtMBpTeefioSCdWiJTaf2claEdqVGPqOn3r9&tbo=
u&
sa=X&ved=2ahUKEwjo64TD8dXhAhX4_XMBHUs8CikQ9C96BAgBEBs&biw=1366
& bih=657&dpr=1https://www.google.com/search?
q=picture+of+and+safety+measure+i
n+propagating+fruit+bearing+trees&tbm=isch&tbs=rimg:CXaZIoLjctcZIjgCRYVJYx
v_ 1m9WIUeUtVgVd2fKqZ97t5zmrxUunhlZwbrc9pKq
ZnrKU0_1Hww1jjErVoiU2n9nJWioSCQJFhUljG_1-
bETjBVBaeQxj_1KhIJ1YhR5S1WBV0R-8U8bvR6kNEqEgnZ8qpn3u3nOREn
cXaOrAGHioSCavFS6eGVnBuETjBVBaeQxj_1KhIJtz2kqr5mesoR_1xsIX
zVwQkqEglTT8fDDWOMShHGRtMBpTeefioSCdWiJTaf2claEdqVGPqOn3r9&tbo=
u&
sa=X&ved=2ahUKEwjo64TD8dXhAhX4_XMBHUs8CikQ9C96BAgBEBs&biw=1366
& bih=657&dpr=1
B. Activity Activity/Strategy (10 mins.)

(10 minutes) Group Act. Read the phrases of what is written on a cartolina strips. Place the strips
in the appropriate column. Each group will be represented to present the output.
HEALTHY/SAFET
UNHEALTHY/UNSAF
PHRASES IN THE
Y PRACTICES IN
ETY PRACTICES IN
CARTOLINA STRIPS
PROPAGATING
PROPAGATING
FRUIT –
FRUIT – BEARING
BEARING TREES
TREES
⮚ Wear a hat to protect you from the extreme heat of the sun.
⮚ Wear a mask when spraying insecticides
⮚ Have the right tool for planting trees and fruit trees.
⮚ Have a place for everything, tools, equipment, pesticides, fertilizers, and comfort
should be placed where they should be. They should also be kept away from
the reach of children.
⮚ Have the right tools for planting trees and fruit trees.
Use the right tool for the right purpose. This ensures efficiency of work and safety
for the user.
45
(3 minutes) If you plant / propagate fruit-bearing trees like mango, guava etc., do you know
the healthy and safety practices?
Is it good to practice safety measure in propagating plants?
https://www.youtube.com/watch?v=885VGccSrvs
Group Activity:
Group 1---Dramatize healthy measures in propagating mango tree
Group 2--- Pantomime healthy measures in propagting guava.
D. Abstraction What are the healthy and safety measures in propagating fruit-bearing
(15 minutes) trees? https://www.youtube.com/watch?v=wEbEt1Fqn9k
(Note to the Teacher: Pl ease reflect your discussion here.)
E. Application The participants observes/identifies the healthy and safety measures in

(5 minutes) propagating fruit-bearing trees.
Group Activity.
Group 1 Dramatized showing safety measures in propagating fruit trees.
Group 2 Make a poem regarding safety measures in propagating fruit
trees. Ask: Is it good to practice safety measures in propagating plants?
Why?
F. Assessment Put check (/) if the statement is correct and (x) if the statement is
(7 minutes) wrong. ⮚ Wear sleeveless when spraying insecticides.
⮚ Wear a hat to protect you from the extreme heat of the sun.
⮚ Use any tools for planting trees and fruit trees.
⮚ Use the right tool for the right purpose.
⮚ Place pesticides, tools, fertilizers in one place.

Learners/ their understanding and to progress and clarify their thinking)
Conferencing

Learners’ Products agreed criteria)
- Tests (Teachers set tests or quizzes to determine learners’ ability to demonstrate

mastery of a skill or knowledge of content)
G. Assignments
(3 mins.)
- Reinforcing / Why should we practice safety measures in propagating fruit-bearing trees?

strengthening the
day’s lesson
- Enriching /
inspiring the day’s
lesson
- Enhancing /
improving the
day’s lesson
- Preparing for the

new lesson
46
H. Concluding This is usually a brief but affective closing activity such as a strong quotation, a
Activity (2 mins.) short song, an anecdote, parable or a letter that inspires the learners to do
V. REMARKS
VI. REFLECTIONS

earned 80% on
the
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial

lessons work?
No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked well? Why
did 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?
Prepared by: rtb

47
Session No. 14
Teacher Quarter

Area

and fruit trees.
C. Learning TLE6AG- 0e-6,1.6

Competencies/Code
D. Objectives
∙ Knowledge Discuss terminologies in caring orchard trees/seedlings such as

watering, cultivating, preparing ,and applying organic fertilizer.
∙ Skills Demonstrates systematic and scientific ways of caring

orchard trees/seedlings.
∙ Attitude Integrates hard work in caring orchard trees/seedlings.
II. CONTENT Caring Orchard Trees and Seedlings
A. References
1. Teacher’s Guide pages Learning and Living in the 21st Century pp, 115
3. Textbook pages
(LR)
portal

Tools, etc.
IV. PROCEDURES
A. Introductory Singing the song “ I have a Tree”

B. Activity Activity. Group the class into two and proceed accordingly.. Read
(10 minutes) the Instruction in each envelop containing a cut –outs.
Group 1--- Cut outs to form a tree
Group 2--- Read the words in the meta cards, and form it into a sentence.
C. Analysis Based on the song and the activity we had. Can you guest what is our
(5 minutes) lesson for today?
D. Abstraction To ensure the growth of the seedling, it is important to

(10 minutes) follow a systematic process of caring for the seedling.
1. Watering---- seedlings need water to keep them healthy. Keep
the soil moist by watering the seedlings in the early morning
or late afternoon. During the dry season, it is advisable to
water the seedlings once in the morning and once in the late
afternoon. Because of the fast evaporation of water due to hot
weather, the soil dries easily so it is necessary to water the
seedlings enough to keep the soil moist.
2. Cultivating------ this is the process of tilling or loosening the soil
around the seedlings. This allows for easy absorption of water
and
48
fertilizers in the roots of the seedlings for faster growth. When
cultivating, be sure to remove stems, gravel, and other foreign
materials in the surrounding the plant. The soil should be
pulverized and refined for easy penetration of water and
fertilizer.
3. Applying Fertilizers----- fertilizers contain the nutrient that plants
and trees need to grow. Fertilizers are enriching materials
used on land to increase its productivity.
4. Preparing---- beds at 1 m wide by convenient length. ...
Broadcast pre-germinated seeds in thoroughly puddled and leveled
soil. Construct drainage canals for proper water removal.
Add organic manure (decompose) and a small amount of
inorganic fertilizer as basal dressing. ...
Transplant seedlings at 15−21 days old.
http://www.fao.org/3/AC681E/ac681e08.htm
Important:
Keep it well away from the trunks as collar rots may develop.
Mulches also increase soil organic matter, improve soil structure,
increase water retention and help reduce fluctuations in root
temperature. Apply herbicides to the border of the mulched area and
to individual weeds that grow through the mulch.
(10 minutes) Group 1 dramatize how to water the plants
Group 2 pantomime in applying fertilizers
Group 3 Flip tap preparing the soil
Group 4 Make a poem on how to apply fertilizers in plants.
F. Assessment Write your answer in the space provided for. Choose your answer in the
(5 minutes) box. Watering, Cultivating, Applying fertilizer, Preparing, Mulches
________1. Increase soil organic matter, improve soil structure,

increase water retention and help reduce fluctuations in root
temperature.
________2. Beds at 1 m wide by convenient length. ...

Broadcast pre-germinated seeds in thoroughly puddled and leveled
soil. Construct drainage canals for proper water removal.
________3. . Fertilizers are enriching materials used on land to increase its
productivity.
________4. ---Seedlings need water to keep them healthy. Keep the soil
moist by watering the seedlings in the early morning or late afternoon.

49
- Reinforcing /
lesson
- Enriching / inspiring the Do you have plants in your home? Draw and color it.
day’s lesson
the day’s lesson

lesson
H. Concluding Activity “What we plant in the soil of contemplation, we shall reap in the harvest
(2 mins.) of action”.
by: Meister Eckhart
V. REMARKS
VI. REFLECTIONS

assessment

for
remediation.

lesson.

continue to require
remediation
Why did these work?

encounter which my
help me solve?
share with
other teachers?
Prepared by: rtb
50
Session No. 15
Teacher Quarter
Learning EPP/AGRICULTURE Teaching Dates & Duration 50 mins.

Area
and fruit trees
C. Learning TLE6AG-0e-6,1.6.1
Competencies/Code
D. Objectives
∙ Knowledge Uses different ways of preparing organic fertilizer and pesticides

through Internet/Library.
∙ Skills . Research on the different ways of preparing organic fertilizers and

pesticides through Internet/Library.
∙ Attitude Show Open – mindedness to the different ways of preparing organic

fertilizers and pesticides through Internet/Library.
II. CONTENT The Use of Organic Fertilizer
A. References

pp. 82 – 83 CG,
3. Textbook pages
(LR)
portal
B. Other Learning Resources metacards, pictures
Tools, etc.
IV. PROCEDURES

Activity (5 minutes) Show picture of ways of preparing organic fertilizer and
pesticides https://www.youtube.com/watch?v=ENpjyM46ViY
B. Activity 1. Activity/Strategy (10 mins.)

(10 minutes) Group Activity: Group 1 – Ways on how to prepare the Sandwich Type
of Composting.
Group 2 – Ways on how to prepare the Chopping or Hammer-
milling.
Group 3 – Ways on how to prepare the Vermicomposting. Each
group will be represented to report.
C. Analysis Ask: Did you like the activity? How did you fell it?
(5 minutes) After knowing the various types/ways of preparing organic fertilizer,
Think way do you like/ want to prepare?
D. Abstraction What are the various ways of preparing organic fertilizer that you may
(15 minutes) access through the internet?
( Note to teacher: The teacher shows a power point presentation taken
from the internet.)
51
Composting is essentials a natural process by which organic material is
decomposed and stabilized. These are the various ways of preparing
organic fertilizers that you may access through the Internet in your school.
1. The sandwich type. Is an old practice where different organic
materials or wastes are placed on the top of one year to
another such as plant, animal, and soil. The mixed materials
are kept moist until totally decomposed, then exposed to
sunlight before applied as fertilizers.
2. Chopping or hammer-milling type. Is a way of composting
wherein organic materials are sprayed with probiotics to make
a mixture, then covered with plastic sheet to avoid
dehydration.
3. Vermicomposting. Is composting plants with worms wherein the
process is faster producing a rich nutritious soil made by the
earthworms.

(10 minutes) Dramatize on various preparation of organic fertilizers.
Rubrics
Very Good
Good Performance
Poor Performance
performance
4
3
5
F. Assessment Answer the following questions:

(5 minutes) 1. In preparing The Sandwich type of Composting, what
organic materials or waste are placed on top of one layer
to another?
2. What kind of animal is placed in vermicomposting?
3. How is chopping prepared?
- Observation (Formal and informinal observations of learners’ performance or

behaviors are recorded, based on assessment criteria)

- Reinforcing / Explain briefly:

strengthening the day’s Of preparing organic fertilizerResearch about the different ways
lesson

day’s lesson
the day’s lesson

lesson
H. Concluding Activity Ang tanim ko. E organiko mo.

(2 mins.)
V. REMARKS
VI. REFLECTIONS
52
assessment

for
remediation.
C. Did the remedial

learners
the lesson.

continue to require
remediation
Why did these work?
encounter which my
help me solve?
share with
other teachers?
Prepared by: rtb
53
Session No. 16
Teacher Quarter

fruit trees.
Standards
C. Learning TLE6AG- 0e-6, 1.6.2

Competencies/Code
D. Objectives
∙ Knowledge Differentiate the benefits of organic fertilizer and locally made pesticides
∙ Skills Display the benefits of using organic fertilizer and locally made pesticides
∙ Attitude Demonstrates care of the environment towards the use of organic fertilizers
and pesticides.
II. CONTENT Benefits of using Organic Fertilizers and made Pesticides
A. References
1. Teacher’s Guide Learning and Living in the 21st Century pp, 115
pages
2. Learner’s
Materials pages
3. Textbook pages
4.Additional
Materials from
Learning
Resource (LR)
portal

Resources

Equipment, Tools,
etc.
IV. PROCEDURES
A. Introductory
q=compost+pit+picture&tbm=isch&source=iu&ict x=1&fir=nc-SjAWFt5S8UM
%253A%252CP-4frje
Y5t1ZM%252C_&vet=1&usg=AI4_-kSuagh3KRJ
BqOWWdOlIeitfVo5fA&sa=X&ved=2ahUKEwjGuIGamtvhAhXTX3wKHb9iDNw
Q9 QEwA3oECAYQCg#imgrc=C-FLTzl1UPUoLM:&vet=1
54
B. Activity What do you see in the picture? Can you say something to it.
(10 minutes) Do you have an idea on what is a compost is?
What can we get from it?
C. Analysis Based on the different idea you share. Can you guess what is our lesson
(5 minutes) all about?
D. Abstraction Environmental Benefits Of Using Fertilizers In Agriculture.
(15 minutes) All minerals and nutrients in our food come from the soil in which it was grown,
and to create healthy plants that contain nutrients, farmers need to work on
healthy soil. All soils naturally contain nutrients like phosphorous,
nitrogen, potassium and calcium.
Organic fertilizers also help improve the structure of the soil including the
circulation of air, which sustains beneficial microorganisms that help release
nutrients to the soil. The major nutrient that crops such as maize require is
nitrogen (N), phosphorus (P) and potassium (K).
Advantages of Organic Fertilizer: In addition to releasing nutrients, as organic

fertilizers break down, they improve the structure of the soil and increase its
ability to hold water and nutrients. Over time, organic fertilizers will make your
soil–and plants–healthy and strong.
1. It is environment friendly. It does not harm the soil.
2. It fertilizes the soil and improve the structure and fertility.
3. It is inexpensive.
4. It is safe to used.
Organic fertilizer can be made through composting. Composting is
a process of decomposing organic matters such as weeds,
manure, grasses ,leaves, vines, rice, hulls, and corn stalks until
they are ready to be used as fertilizer.
Fertilizers are enriching materials used on land to increase its productivity.
http://www.hpmindia.com/blog/blog/blog-blog/environmental-benefits-of-
using fertilizers-in-agriculture/
q=how+to+make+local+pesticides&oq=how+to+
make+local+pesticides&aqs=chrome..69i57j0.14174j1j7&sourceid=chrome&ie
=U TF-8
55
(5 minutes) Group 1--- dramatize the benefits in using organic fertilizers
Group 2---dramatize on how to make local pesticides
F. Assessment Identify the benefits of using organic fertizers and local made pesticides.. Circle
(_____ minutes) the number of your correct answer.
1. Organic pesticides can harm humans.

2. Organic fertilizers is not expensive.
3. Oranic fertilizers is safe to use.
4. Organic fertilizers can poison the soil.
5. Animal manure is considered as organic fertilizers.


Products

G. Assignments
- Reinforcing /
strengthening the
day’s lesson
- Enriching / inspiring Draw a compost pit.

the day’s lesson
- Enhancing /
lesson
- Preparing for the

new lesson
H. Concluding Activity ‘ The best fertilizer for a piece of land is the footprints of its
owner”. ____Lyndon B. Johnson
V. REMARKS
VI. REFLECTIONS

earned 80% on
the
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial

learners who have
caught up with the
lesson.
56
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked
well? Why did these
work?

I encounter which
my
can help me solve?
use/discover which I
wish to share with
other teachers?
Prepared by: rtb

57
Session No. 17
Teacher Quarter

fruit trees.
C. Learning TLE6 0e-6, 1.6.3

Competencies/Code
D. Objectives
∙ Knowledge Discuss the healthy and safety measures in formulating fertilizer and
organic pesticides
∙ Skills Identify the healthy and safety measures in formulating fertilizer and
organic pesticides
∙ Attitude Integrates good practice in formulating fertilizers and pesticides.
II. CONTENT Healthy and Safety Measures in Formulating Fertilizer and Organic Pesticides
A. References
1. Teacher’s Guide CG
pages
pages
3. Textbook pages
4.Additional
Materials from
Learning

Resources

Equipment, Tools,
etc.
IV. PROCEDURES
A. Introductory
Activity (5
minutes)
https://
www.google.com/search?q=picture+of+organic+fertilizer+and+pesticides&tbm
=isch&source=iu&ictx=1&fir=2a3kVpKcqwsFbM%253A%252Cjz99U8rmOGUB7M
% 252C_&vet=1&usg=AI4_-kQl9Rc
QOS5vVqIxXLyz19t8D_xhg&sa=X&ved=2ahUKEwi9gb67t_nhAhXMT30KHfoqBx
cQ 9QEwAnoECAkQCA#imgrc=APFTllx2GZsXiM:&vet=1
Look at this picture. What can you say in this pictures?

58
B. Activity Read the phrases of what is written in cartolina strips, Tell whether if it shows
(10 minutes) the benefits of using organic fertilizer and locally made pesticides.
Organic matter the most important source of plant nutrients

Contribute to the fertility of the soil.
It can be used as substitute fertilizer.
Made of synthetic materials, help fertile then soil.
Enhances the water-holding capacity of the soil thus, preventing flood. Sustain
healthy plant growth by providing their food and including its biochemical
activities.
(5 minutes) If you have vegetable garden/fruit-bearing trees, Do you use
organic fertilizers/pesticides in your plants? Why?
D. Abstraction Safe Use Practices for Pesticides

(10 minutes) Using pesticides safely depends on many things. Some of the most important
factors include selecting the appropriate product, and using that product
according to the label directions. The label directions are written to minimize the
risk of problems and to define the legal uses for the product.
In addition to reading and following the label directions, consider these
tips when using pesticides:
∙ Make sure kids, pets, and anyone non-essential to the application is out of
the area before mixing and applying pesticides.
∙ Be sure to wear clothing that will protect you when using pesticides.
Consider wearing a long sleeve shirt, long pants, and closed-toe shoes in
addition to any other protective clothing or equipment required by the label. ∙
Mix pesticides outdoors or in well-ventilated areas.
∙ Mix only what you need to use in the short term to avoid storing or
disposing of excess pesticide.
∙ Be prepared for a pesticide spill. Have paper towels, sawdust or kitty litter,
garbage bags, and non-absorbent gloves on hand to contain the spill.
Avoid using excessive amounts of water, as this may only spread the
pesticide and could be harmful to the environment.
∙ Read the first aid instructions on the label before using the product. Have
the telephone number for the Poison Control Center (1-800-222-1222)
available in case you have additional questions.
∙ Remove personal items, such as toys, clothing, or tools from the spray area
to avoid contamination.
∙ When spraying pesticides indoors, make sure the area is well ventilated. ∙
When applying pesticides as a spray or dust outside, avoid windy conditions
and close the doors and windows to your home.
∙ After using pesticides, wash your hands before smoking or eating.
http://npic.orst.edu/health/safeuse.html
Fertilizer Chemical Safety
Ammonia fertilizers are widely used because of their effectiveness in getting large
amounts of nitrogen into the soil. Anhydrous ammonia fertilizer is essentially dry
ammonia gas compressed into liquid form. This material is very harmful if
accidentally spilled or sprayed onto body surfaces. It can cause blindness if it gets
into the eyes.
59
Also, high concentrations of ammonia gas in the air are very irritating to the
lungs. Always use appropriate personal protective equipment and exercise
rigorous care when handling, applying, and storing such toxic or irritating
materials.
Safety Precautions
Most ammonia fertilizer accidents occur when the material is being transferred
from one tank to another. One of the major causes of accidents is hoses coming
loose or bursting.
Exercise care in the handling and use of ammonia fertilizer by doing the following:
∙ Always wear chemical goggles and adequate skin cover.

∙ Inspect equipment before each day's work and correct any abnormal
conditions.
∙ Water is the first aid treatment of choice when ammonia gets into the eyes or
on the skin. In case of mishap, flush affected areas for 15 minutes and get
medical help as soon as possible.
∙ Make sure all valves, lines, and connections are secure in order to reduce
the chance of either leaks or being doused during transfer.
https://www.fss.txstate.edu/ehsrm/safetymanual/agsafe/fertilize.html

(10 minutes) Group 1 dramatize how to make organic fertilizers
Group 2 pantomime how to make organic pesticides
F. Assessment Fill in the appropriate word/words. Choose the word below.

(5 minutes)
(_________) is the most important source of plant nutrients, contributing to the
(_______) of soil. (______) materials sustain healthy plant growth by providing their
food and inducing its (__________) activities. In times of natural calamities applying
organic fertilizers enhances the water-holding capacity of the soil thus, preventing
(______).
Floods
Organic matter
Biochemical
Fertility
Compost

Learners/Conferencing their understanding and to progress and clarify their thinking)
Products
- Tests (Teachers set tests or quizzes to determine learners’ ability to demonstrate

mastery of a skill or knowledge of content)
- Reinforcing /
strengthening the
day’s lesson
60
- Enriching / inspiring In your own opinion why do we used safety measures in using pesticides.
the day’s lesson
- Enhancing /
lesson
- Preparing for the

new lesson
H. Concluding Fertilizer does no good in a heap, but a little spread around works miracles all
Activity (2 mins.)
over. Richard Brinsley Sheridan
V. REMARKS
VI. REFLECTIONS

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 learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
F. What
difficulties
did I
encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by: rtb
61
Session No. 18
Teacher Quarter

Area

and fruit trees
C. Learning TLE6AG-0e-6,1.6.4
Competencies/Code
D. Objectives
∙ Knowledge Tell the importance of farm records
∙ Skills Complete important farm records
∙ Attitude Appreciate the attitude of being hardworking
II. CONTENT Records of Seedling Ready for Sale
A. References
1. Teacher’s Guide pages CG Grade VI,p32, Home Economics And Livelihood Education 6 pp.
59- 63
3. Textbook pages
4.Additional Materials from

Learning Resource (LR) portal
C. Supplies, Equipment, Tools, etc.
IV. PROCEDURES
A. Introductory Show samples of farm records

ht
tps://www.extension.iastate.edu/agdm/wholefarm/html/c5-
32.html
62
B. Activity Based on the example. Make a sample cash
(10 minutes) records
Group 1 Revenue,Cost, and income of the farm

Group 2 Farmer’s Market Estimated Cost per Day
Each group will have a representative to report.

Ask: After doing the activity, how do you find the activity? Is it enjoyable?
Why?
Date Cash Records

Amount OR # Remarks
C. Analysis If you have fruit bearing trees or seedlings for sale, would you make
(5 minutes) records too? Why?
D. Abstraction Why is it important to have records in our farm? Why should we record
(15 minutes) the fruits and seedlings for sale?
With no written records, farmers have to depend on their memory while
making decisions regarding their farm practices. ... They can also see the
strengths and weaknesses in their farm operations. It is also important to
have accurate facts and figures when borrowing money, seeking
government loans and tax returns.
Keeping farm records is an important part in farming. The records have to

be accurate and up to date reflecting on all activities that occur on the farm.
Farmers in Kenya should always have their farm records ready before they
do any financial analysis, financial decisions or budgeting
Record keeping is a necessary element of good livestock business

management. With no written records, farmers have to depend on their
memory while making decisions regarding their farm practices. But,
memories can become unreliable after a few days, months or years. Thus,
recording of the performances of the animals can be done easily if animals
have some identifications / numberings. Thus, both animal recording and
identification are always required. There are several useful records such as
production and financial transactions in the dairy enterprise. If we know
what is happening on the dairy farm we need to maintain some useful farm
records. Farm records are like the progress report cards students get at
school. If farmers have farm records, they can tell how well they are
managing their farm in comparison to other farmers. They can also see the
strengths and weaknesses in their farm operations. It is also important to
have accurate facts and figures when borrowing money, seeking
government loans and tax returns.
Advantages of record keeping at farm

∙
Records provides basis for evaluation of animals from past records
∙ hence helps in selection and culling animals

Helps in preparing pedigree and history record of animals.
63
∙ Helps in assessing the past records and designing better breeding plans
to check inbreeding, selecting superior parents and helps in better
replacement and culling practices.
∙ Helps in progeny testing of bulls.
∙ Helps in analyzing feeding cost and benefits from animal product outputs.
Hence helps to formulate economic feeding strategies for optimal
∙ productions. Helps in detection of abnormal conditions or disease status of
the herd that leads to loss in body weight, loss in milk production etc.
∙ Helps in finding the commonly occurring diseases in the herd and thus
to formulate in time precautionary measures like vaccination,
∙ deworming etc. Helps in fixing proper prices of animal meant for
∙ purchase and sale. Helps in overall better supervision and
∙ management of herd.
∙ Helps in ascertaining the income and expenditure (economics) of dairy
∙ farm. Helps in estimating the cost of milk production.
∙ Helpful in comparing the efficiency of labor and herd with other farms. To
compare the herd performances in different years to determine the amount
of profit/loss each year and setting future goals/directions for the farm.
http://vikaspedia.in/agriculture/livestock/cattle-buffalo/importance-of-
record keeping-at-livestock-farm
E. Application Fill in the given information. Choose your answer in the box.
( 5 minutes.) 06/12/19, 10 , kg , 50, pcs, P 56.35, guava, P23.05 , pineapple ,
07/23/19
Date Description Quantity Unit Unit

Total
Value
Amount
∙ Write C if the statement is true, X if it is not.

Farm records are…
∙ _______1 Farm records helpful in comparing the efficiency of labour and

F. Assessment herd with other farms.
(5 minutes)
_______2. Farm records helps in finding the commonly occurring diseases
in the herd and thus to formulate in time precautionary measures like
∙ vaccination, deworming etc.
_______3. It did not helps in analyzing feeding cost and benefits from
animal product outputs. Hence helps to formulate economic feeding
strategies for optimal productions.
64
∙ _______4. Helps in fixing proper prices of animal meant for purchase and
sale _______5. To compare the herd performances in different years to
determine the amount of profit/loss each year and setting future
goals/directions for the farm.


- Reinforcing / Make a sample record in your expenses in your farm.

lesson

day’s lesson
the day’s lesson

lesson
H. Concluding Activity To make agriculture sustainable, the grower has got to be able to
(2 mins.) make a profit.
by: Sam Farr
V. REMARKS
VI. REFLECTIONS

assessment
for
remediation.
C. Did the remedial

learners
the lesson.

continue to require
remediation
Why did these work?

encounter which my
help me solve?
65
share with
other teachers?
Prepared by: rtb

66
Session No. 19
Teacher Quarter

fruit trees.
B. Performance Standards Applies scientific knowledge and skills in identifying fruits and
seedlings ready for sale.
C. Learning K to 12 Code: TLE6AG-0f 7,1.7.1

Competencies/Code
D. Objectives
∙ Knowledge Identify fruits and seedlings ready for sale every months of the year.
∙ Skills Applies scientific knowledge and skills in identifying fruits and seedlings
ready for sale.
∙ Attitude Observe proper timing when planting and harvesting crops/fruits.
∙ Values
II. CONTENT MARKETING FRUITS and SEEDLINGS

(Identifying Fruits or seedlings Ready for sale)
A. References
1. Teacher’s Guide pages Home Economics and Livelihood Ed. 6 pp. 85 – 87 CG,
3. Textbook pages
(LR)
portal
B. Other Learning Resources
C. Supplies, Equipment, Manila paper, Meta cards, and picture.

Tools, etc.
IV. PROCEDURES
A. Introductory 1.1 Introductory Act. (5 mins.)

Activity (5 minutes) Show picture of fruit stand/plant nursery to the pupils.
When do you think there plants be planted and harvested?
Show a table where fruits and the best months for harvesting
and marketing.
Using Meta cards, Let them identify fruits to harvest and marketed in
specific months.
67
B. Activity BEST MONTHS FOR
(10 minutes) HARVESTING AND
LOCAL FRUITS
MARKETING
January to March Caimito
February to July Avocado
March to April Jackfruit
March to July Duhat
April to June Pineapple

April to July Melon, Watermelon
May to June Mango
May to July Atis, Makopa
June to October Kalamansi
Grade VI – EPP
The best month to harvest and market mango

is __________
market during
What local fruits are harvested and sold during

the month of May to July?
Caimito is best to harvest and market during

the months of ________?
Melon, Watermelon are best to harvest and

market during the month of ________ to
________?
C. Analysis Ask: After doing the act. How did you feel? Why do we observe timing in
(5 minutes) planting and harvesting fruits? What are the best months for harvesting
and marketing of this fruit?
D. Abstraction Discuss scientific methods during and harvesting of fruits

(15 minutes)
https://www.youtube.com/watch?v=rcgG2GmK9xY
https://www.youtube.com/watch?v=hhIz6C72dF4
Why is important for fruit growers to have a proper timing when harvesting?
68
E. Application Group Activity
(10 minutes) 1. Dramatization (Planting and Harvesting time)
2. Pantomime (Selling fruits in the market)
3. Jingles on the best months of harvesting
F. Assessment Fill in the needed information.

(5 minutes)
BEST MONTHS FOR HARVESTING AND

LOCAL FRUITS
MARKETING
April to June _________________
_________________ Mango
June to October _________________
_________________ Atis, Makopa


- Reinforcing /
lesson

day’s lesson
- Enhancing / improving Why do fruit growers should know the right time when to harvest their crops?
the day’s lesson

lesson
H. Concluding Activity Proper timing is important.

(2 mins.)
V. REMARKS
VI. REFLECTIONS
A. No. Of learners who

assessment
B. No. Of learners who

for
remediation.
69
C. Did the remedial

lessons work? No. Of
learners
the lesson.
D. No. Of learners who

continue to require
remediation
Why did these work?

encounter which my
help me solve?
share with
other teachers?
Prepared by: rtb

70
Session No. 20
Teacher Quarter
A. Content Standards Demonstrates an understanding of scientific practices in planting trees and fruit trees
Standards
C. Learning TLE6AG-0f-7, 1.7.2

Competencies/Code
D. Objectives
∙ Knowledge Update regular record of trees/ seedlings ready for sale.
∙ Skills Discuss the importance of updating farm records.
∙ Attitude Show important of updating record of trees/seedling ready for sale
II. CONTENT MARKETING FRUITS and SEEDLINGS

(Records of fruits and seedlings for sale)
A. References
1. Teacher’s Guide pages Home Economics and Livelihood Ed. 6 pp. 85 – 87 CG,
3. Textbook pages
(LR)
portal
B. Other Learning Resources Manila paper, sample cash record, farm sales record, production record.
Tools, etc.
IV. PROCEDURES
A. 4.1 Introductory Act. (5 mins.)

Introductory Show sample of different important farm records.
Activity https://www.google.com/search?
(5 minutes) q=pictures+on+farm+records&tbm=isch&source=univ&sa=X &ved=2ahUKEwi
rL388dHhAhWIKY8KHWopDOYQsAR6BAgJEAE&biw=1034&bih=620#imgdii=Tq8JyZpvB
Oz Y5M:&imgrc=_U5hvyKJRYr68M:
B. Activity 2. Activity/Strategy (10

(10 minutes) mins.)Make a sample
Group Activity: Group 1 – Revenue, Cost and Income of
cash record.
the FarmGroup 2 – Farmer’s Market Estimated
Cost per Day
Each group will have a representative to

After After
report..Ask: knowing
doingthethe
various types/ways
activity, how of preparing
did youorganic fertilizer, What way do you like/
feel? Date
want to Amount Remarks
prepare? Cash Record
OR#
71
C. Analysis Ask: After doing the act. How did you feel? If you have fruit bearing trees or seedlings for
(5 minutes) sale, do you make or have records of it? Why?
D. Abstraction Why is important to have a farm records in our farm? Why we must record the fruits
(15 minutes) or seedlings for sale?
Record keeping is very important in any business. Records of the farm activities provide
substantial reference in making a marketing plan, creating a budget, and in decision
making. The following are importance farm records.
❖ Cash Record. It is a record of cash value received both from cash cash sales and
cash payments for a certain period. Cash records reflects the cash accounts in the
farm. Cash received from sale and cash received payments of customers are
recorded in the cash sales journal.
❖ Farm Sales Record. It is a record of all sales of farm produce. The most commonly
used type of farm record is the general farm record that has only one account
column representing the total value or amount of the same.. The record also shows
the following information about the sale such as date of sale, description of item
sold, quantity sold, unit, and unit value.
❖ Production Record. It is a record that shows the list of the different crops grown in
the farm during the period or year. The record also shows the following information,
The cost of production of each crop, the total sales per crop, the remaining stock,
and the net income. This recors determines the annual profitability of the farm as it
summarizes the performance of the farm on how much was spent and earned for
each crop.
E. Application Group activity using Differentiated Instruction.

(5 minutes) Group 1---- Make your own records of trees and seedlings for sale.
Group 2---- Report on trees and seedlings sold.
Group 3---- Dramatize the importance of updating records of sale.
F. Complete the table below: Farm Sales Record of RTB Farm.

Assessment
(5 minutes)
DATE DESCRIPTION QUANTITY UNIT UNIT
TOTAL AMOUNT
VALUE
07/03/18 Guava 10 Kg. P 55.00 ___________ 8/20/18 Pineapple _________ Kg. P
23.00 P 1, 150.00
TOTAL 60 Kg. ________

___P 1, 700.00
- Observation (Formal and informal observations of learners’ performance or behaviors are recorded,
based on assessment criteria)
Learners/Conf their understanding and to progress and clarify their thinking)
erencing
72
- Analysis of (Teachers judge the quality of products produced by learners according to agreed criteria)
Learners’
Products
- Tests (Teachers set tests or quizzes to determine learners’ ability to demonstrate mastery of a
skill or knowledge of content)
G.
Assignments
( 3 mins.)
- Reinforcing / Conduct an interview of farmers who are selling fruits in the market.
strengthening
the day’s
lesson
- Enriching /
inspiring the
day’s lesson
- Enhancing /
improving the
day’s lesson
- Preparing for
the new
lesson
H. Concluding “ Selling makes money”

Activity
( 2mins.)
V. REMARKS
VI. REFLECTIONS

assessment

for
remediation.
work? No. of learners
who
lesson.

continue to require
remediation
Why did these work?

encounter which my
help me
solve?
use/discover
which I wish to share with
other teachers?
Prepared by: rtb
73
Session No. 21
Teacher Quarter

Area

and fruit trees
C. Learning TLE6AG-0f 7, 1.7.3, 1.7.4, 1.7.5

Competencies/Code
D. Objectives
∙ Knowledge Distinguish the plans marketing strategy to be used in selling
∙ Skills Differentiate the plans marketing strategy to be used in selling
∙ Attitude Practice different marketing strategies to be used in selling.
II. CONTENT Marketing Strategy
A. References

pp. 89-91, CG,
pages
3. Textbook pages
from Learning

Equipment, Tools,
etc.
IV. PROCEDURES
A. Introductory A video presentation on marketing Strategy

Activity (5 minutes) https://www.youtube.com/watch?v=5N4oIMxzXxk
B. Activity Group activity.

(10 minutes) Group 1- Dramatize on market selling strategy
Group 2 Dramatize on Online Marketing
Group 3 Dramatize on Flyers Brochure Strategy
(5 minutes) In your own part what marketing strategy do you prefer? Why?
D. Abstraction What are the marketing Strategies used in selling?

(15 minutes) Market Selling--- The process of buying and selling of farm products from the
producers to the consumers .Producers like farmers or fruit growers
commonly go to the marketplace to sell their products. The different
sellingtypes of selling methods are selling through a whlesaler or
dealer,direct selling or through cooperatives.
Online Marketin---Also known as internet marketing, it uses the internet,
web, an e mail to introduced products directly to the costumers or to deliver
promotional marketing messages to customers.
Fyers or Brochures--- Flyers and Brochures are both forms of
advertisement using print on paper intended for distribution to a large
audience.
74
Fyers also called leaflets , used by individuals or organizations like
business industries.
A brochure is a form advertisement or marketing booklet that
contains information about the products or services.
Some consideration to maket your goods:

∙ Healthy and Organic
∙ Good quality, packaging and product delivery
∙ Convenience
∙ Good costumer service
∙ Local economy and security
∙ Farmers and food relations
E. Application What are some considerations or an added value to your product to market it.
(5 minutes)
F. Assessment Distinguish what marketing strategy used that describes in the
(5 minutes) sentence. 1. Mary used her face book account to post her
adenium sale. 2. Politicians uses leaflets to advertise their
candidacy.
3. Shiela display her plant seedling in the web.
4. Producers go to market to sell their products.
5. Pedro check his e mail account to monitor his costumer.


- Reinforcing / Make a flyers or brochure advertising your products.

lesson
the day’s lesson
the day’s lesson

lesson
H. Concluding Activity “The agriculture we seek will act like an ecosystem, feature material
( 2 mins.) recycling and run on the contemporary sunlight of our star”
By: Wes Jackson
V. REMARKS
VI. REFLECTIONS

assessment

require additional
activities for
remediation.
75
C. Did the remedial
learners
the lesson.

continue to require
remediation
strategies worked
well?
Why did these work?

I encounter which
my
can help me solve?
use/discover which I
wish to share with
other
teachers?
Prepared by: rtb

76
Session No. 22
Teacher Quarter
A. Content Standards Demonstrates an understanding of scientific processes in animal/fish raising
B. Performance Applies knowledge and skills, and develops one’s interest in animal/fish raising
Standards
C. Learning TLE6AG- 0h-9, 2.1.2

Competencies/Code
D. Objectives
∙ Knowledge Identify the kind of four-legged animals/fish being raised as means of livelihood
∙ Skills Distinguish the kind of four-legged animals/fish being raised as means of livelihood
∙ Attitude Display entrepreneurial spirit in raising four-legged animal/fish
II. CONTENT Compute Income Earned

( Gross Sale-Expenses= Net Income)
A. References
1. Teacher’s Guide Home Economics and Livelihood Education 6 pp, 95-98, CG

pages
2. Learner’s
Materials pages
3. Textbook pages
4.Additional
Materials from
Learning

Resources

Equipment, Tools,
etc.
IV. PROCEDURES
A. Introductory Show picture.

q=picture+of+a+farm+animals&tbm=isch&source
=iu&ictx=1&fir=rbS9UuJjKBfbkM%253A%252C
6072upucoJZmM%252C_&vet=1&usg=AI4_-
kT2JUwMJONEhvlfpvrLVKijnVUS8g&sa=X&ved=2ahUKEwiOu6aC4NvhAhW
PT X0KHaiPDuUQ9QEwCnoECAcQGA#imgrc=rbS9UuJjKBfbkM:
B. Activity (Cut-outs of a school 0f fish and a farm animals place in an envelop☺

(10 minutes) Form the cut-outs inside the envelop then paste in the manila paper
provided for. The first group to finish will be the winner.
77
C. Analysis Ask: Based on the picture and the activity we had, what do you think is
(5 minutes) our lessson for today?
D. Abstraction Raising Four-legged Animals and Fish as Means of Livelihood

(15_ minutes)
Do you have an idea how to raise four-legged animals/fish?
Here are some examples of this animals.
1. Pig is an animal that is commonly domesticated or commercially

produced. Select pigs with active, long bodies and short legs
because they are of good breed. Pigs can be raised for various
purposes. They can be sold as pork meat in markets or be sold
and traded live for lechon roasting.
2. Cow is a domesticated ungulate, a member of the family Bovidae.

Cows are raised as livestock for meat (beef and veal) dairy
products ( milk) and as draught animal ( pulling catrs, plowing
among others).
3. Goat ia an animal that is easy to raise, resistant to disease and

eats plants such as dry grasses. Growing goats does not require
wide spaces and the abundant supply grasses in the farm makes
it an ideal place for the production of these animals.
4. Milkfish a bright and silver colored fish species that can be raised
in brackish or saltwater ponds and also in marine water fish
pens.
78
5. Tilapia is a species of fish that can be raised in farm cultured

ponds. This type of fish is usually grown in freshwater and
its
culture started in the 1970’s in Laguna de Bay.
6. Catfish a type of fish that has a large head and long thin parts that
look like a cat’s whiskers around its mouth. This type of fish has the
ability to live for a long time out of water like during draughts.
7. Carp is one of the most farmed fish out of the many ornamental
fish species.
E. Application Match each picture with each word.
(5 minutes)
cow
catfish
pig
carp
cow
catfish
pig
carp
79
F. Assessment Complete the statement by filling in the blank.
(5 minutes) 1. ______________ one of the most farm animals.
2. ______________ animal easy to raised and resistant to
diseases 3. ______________ a member of Bovidae
4. ______________ bright and silver colored fish species.
5. ______________ animal that commonly domesticated or
commercially produced.


- Reinforcing /
lesson
the day’s lesson
- Enhancing /
lesson
- Preparing for the new Draw your domesticated animals.

lesson
H. Concluding Activity This is usually a brief but affective closing activity such as a strong quotation,
(2 mins.) a short song, an anecdote, parable or a letter that inspires the learners to do
V. REMARKS
VI. REFLECTIONS

earned 80% on
the
B. No. of learners
who require
additional
activities for remediation.
C. Did the remedial

learners who have
caught up with the
lesson.
D. No. of learners
who continue to
require
remediation
strategies worked
well?
Why did these work?
80

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Session No.

Teacher JULIET L. LAJATO Quarter 1

Learning EPP/ Agriculture Teaching Dates & Duration 50 mins.

A. Content Standards Demonstrates an understanding of scientific practices in planting trees

C. Learning TLE6AG-0a-1 , 1.1.1

∙ Attitude Appreciate the attitude of being hardworking

III. LEARNING RESOURCES

2. Learner’s Materials pages

B. Other Learning Resources Meta cards, pictures

A. Introductory Activity Showing of pictures(Fruit bearing trees)

D. Abstraction Importance and benefits of fruit-bearing trees.

E. Assessment Write C if the statement is true, X if it is not.

- Observation (Formal and informal observations of learners’ performance or behaviors

- Tests (Teachers set tests or quizzes to determine learners’ ability to

- Enriching / inspiring the

- Preparing for the new

A. No. of learners who

B. No. of learners who

C. Did the remedial lessons

D. No. of learners who

F. What difficulties did I

Prepared by: rtb

Learning EPP/ Agriculture Teaching Dates & Duration 50 mins.

A. Content Standards Demonstrates an understanding of scientific practices in planting trees

C. Learning TLE6AG-0a-1, 1.1.2

∙ Knowledge Identify the successful orchard growers in the community or

∙ Skills Distinguish a successful orchard growers in the community or

∙ Attitude Appreciate the attitude of being hardworking.

II. CONTENT Successful orchard growers in the community

III. LEARNING RESOURCES

2. Learner’s Materials pages

4.Additional Materials from

B. Other Learning Resources Meta cards, pictures

A. Introductory Pupils will report on personalities, experts and practitioners who

B. Activity Group Activity:

Types of Orchards Name of Successful

2. Editha Dacuycuy of REFMAD Farms

3. Desiree Duran of Duran Farm and Agribusiness

4. Jose Mercado of Merlo Agricultural Corporation

As a young boy, he was already exposed to coffee farming in Batangas.

_________ 1. A dragon fruit farm is a result of her research for a cure of

_________2. Has a coffee farming in Batangas.

_________3. Involve herself in community production and has a

_________4. He produces 5 to 6 million boxes of Cavendish banana from

5. She has a Durian farm in Mindanao.

- Observation (Formal and informal observations of learners’ performance or behaviors

- Tests (Teachers set tests or quizzes to determine learners’ ability to

- Reinforcing / o Search 5 personalities who are successful orchard

- Enriching / inspiring the

- Preparing for the new

A. No. of learners who earned 80% on the

B. No. of learners who require

C. Did the remedial lessons work? No. of

D. No. of learners who continue to

E. Which of my teaching strategies

F. What difficulties did I encounter which my

G. What innovation or localized materials

Prepared by: rtb

Learning Area EPP/Agriculture Teaching Dates & Duration 50 mins.

A. Content Standards Demonstrates an understanding of scientific practices in planting trees

C. Learning TLE6AG-0b-2, 1.2.1

∙ Skills Describe the elements to be observed in planting trees and fruit –

∙ Attitude Appreciate the beauty in planting trees and fruit-bearing trees.