School: Grade Level: VI

GRADES 1 to 12 Teacher: Learning Area: TLE-HE

DAILY LESSON LOG Teaching Dates and
Time: JANUARY 15 – 19, 2024 (WEEK 9) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of and skills in the basics of food preservation
B. Performance Standards Preserves food/s using appropriate tools and materials and applying the basics of food preservation
C. Learning Competencies / TLE6HE-Oi-13 TLE6HE-0i-14
Objectives 3.4 Conduct simple 3.5. Assesses preserved/processed food as to the
Write the LC code for each research to determine quality using the rubrics.
market trends and
demands in preserved
/ processed foods
I. CONTENT FOOD PRESERVATION
II. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning Resources
III. PROCEDURES
A. Reviewing previous Recap of previous lesson Recap of previous Recap of the previous lesson Recap of the previous lesson Recap of the previous lesson
lesson or presenting the new lesson
lesson Last week, the class The class continue with the The class presented the The class assessed the food
learned about safety and The class talked development of their survey results of the survey and that was brought to class –
sanitation in food about the three instruments yesterday and after processing of the banana chips and potato
processing/food factors that needs to with the videos presented, results of the survey, they chips.
preservation. be considered in the the class was able to gain were able to determine what
selection of food new insights and perspectives is the market demand for
The class also talked items that will be in its development and processed/preserved food.
about three factors that processed/preserved administration.
need to be considered in . These are raw
the selection of food materials, market The survey was administered
items to be demands and trends by the class yesterday. .
processed/preserved. in the community.

• Raw materials .
• Market Demands
• Trends in the
Community.

B. Establishing a This week the class will The class will focus The class will now worked on Yesterday, the class was
purpose for the lesson look into: on determining the the results of the survey. asked to bring an example of
Market demands and market demands and Work as a group and report processed/preserved food
trends in trends. through the on the results. for assessment.
preserved/processed conduct of a survey
foods. How do we which is one of the
determine the market major research
demands and trends? strategy and is a
popular form of data
collection.

C. Presenting examples/ Ask the learners. Before Show a video on how a The class presents the The lesson for today is how Divide the class into four (4)
instances of the new the conduct of election, survey is being conducted. results of the survey by to assess/evaluate groups. Assess the food
lesson what is being done by group. processed/preserved food. items by group. Refer to the
some groups to know rubrics prepared by the
the choice of the people Ask the class what part in Ask the learners what their teacher.
at a specific period? the video will help them in idea of assessment is?
conducting the survey. Example:
Answer: Survey Assessment is the evaluation The group who brought
Show another video on of the quality of something.. pineapple juice will compare
 Ask the learners why the how a simple survey the two different brands –
survey is being results will be processed. The teacher will bring out Dole and Del Monte.
conducted? banana chips. It will be
Ask the class what part in distributed to the class.
A survey is being done to the video will help them in
know who or what the conducting the survey.
choice of the people is.

It is the same way for

determining market
trends or demands. A
survey is conducted to
know what the people
feel, what they want etc.

Based on the results of

the survey, the learner
will know the preference
of their market. The
product that they will
produce is based on the
choice of that market..

Survey is a data collection

tool for research.
D. Discussing new Survey is Ask the class:
concepts and practicing new -a major research Build on the insights Continuation of presentation
skills #1 strategy and observations How will we assess the
-a way of collecting data presented by the quality of the banana chips?
through asking people learners.
Generate answers from the
The learners will
 interviews learners.
continue working on
 questionnaires
their survey
 focus group Categorize them. Proposed
preparation based
discussions categories are as follows:
on the information
 forums
that they have
learned.  Packaging
Tell the class that they  Crispiness
will be conducting a  Taste
survey on the current  Value for money
 market demands and  Other comments
trends.

E.Discussing new concepts
and practicing new skills#2
Research will entail an
extensive discussion. It is
a very broad topic. The
class will focus only on
conducting a survey
which as mentioned is a
major research strategy
and a popular way to
collect information or
data.
The class refiines The class were able to Based on the categories, Provide suggestions on how
their survey determine the specific assess the banana chips. to further improve the
instruments and market demands for Generate comments on : product/s
plans in conducting preserved/processed food.
the activity,  Packaging
 Crispiness
 Taste
 Value for money
 Other comments

Before starting, tell the

learners to ask
themselves:
 Why am I conducting
the survey?
 What do I want to
know?
 What question needs
to be answered?

In this case, the question

that needs to be
answered is “What are
the market
demands/trends in food
preservation/food
processing?”
Emphasize that the
research question is very
important in the conduct
of a research.

The following need to be

identified when
conducting a survey:
 Participants/
respondents
  Number
 Characteristics

The survey will be on

market trends and
demands.

The survey contains

questions that a learner
wants to know from the
respondent/participant.

For example:
Survey on Market
Demands and Trends:

1. If you were to
choose a fruit to be
preserved, what will it
be?
a. Mango
b. Banana
c. Pineapple
d. Others
Please specify
______

F. Developing mastery Divide the class into four The teacher asked Ask the class: Based on the Bring out another Show a video of processed
(Leads to Formative (4) groups. Each group the learners to results of the survey, how example of processed foods/preserved foods. The
Assessment 3) will conduct a survey. simulate the activity. will you address the market food – potato chips video will describe the
 Identify the number of Two groups will be demands? quality of each item.
respondents; assigned to do the Assess the quality of the
characteristic of each simulation. potato chips. The learners willl be asked if
respondent (age, there are other categories
gender) Generate comments which they can use to assess
 List the questions that from the learners. processed food quality.
will be included in the
survey (refer to Can we use the same
example) category in assessing the
 Date of the survey – quality of the banana chips?
 Tuesday afternoon
 Indicate at the start of Are there other categories
the survey the purpose which can be included?
why it is being
conducted.
 Tabulate the results of
the survey

It is suggested that the

survey be administered in
the school or at the home
of the learner. What is
important is the learners
will be able to apply what
they have learned in
conducting a survey.
G. Finding practical The group will discuss Based on the Ask the class based on their Based on the generated Ask the learners about their
applications of concepts how the activity will be simulation, ask the experience on working on the comments, the teacher will favorite food that can be
and skills in daily living conducted. learners what their activity, what are their prepare a rubrics for preserved/processed.
The questions for the observations are. insights and perspectives on: assessment. If there is an
survey are developed.  preparing the survey available rubrics, use the Ask the different brands.
Building on the instruments said rubrics. Compare them based on the
learnings shared by  conducting the survey categories. Ask if there is
the class, provide  processing of the results of something in the
reminders on how the survey processed/preserved food
the survey will be that can be further
conducted. improved or enhanced.

H. Making Survey is one of the major Remember that in There is a need for It is important to assess the
generalizations and research strategies and a developing the standards in order to quality of
abstractions about the popular way of data survey instruments, evaluate a specific product preserved/processed foods
lesson collection. the class should in this case the banana chips among others. That is why
ensure that the and the potato chips. the learners need to know
information that is what a “quality” product is.
needed will be
generated through
the questions
included in the
survey.
I. Evaluating learning Provide examples of The class was able to The completion of the Ask the learners what the
questions which may be finalize their survey activity and applyiing the categories for food

J. Additional activities for
application or remediation
IV. REMARKS
V. REFLECTION
A.No.oflearnerswho
earned80%onthe formative
assessment
B. No.oflearnerswho
requireadditionalactivities
forremediation.
C. Didtheremediallessons
work? No.oflearnerswho
havecaughtupwiththe
lesson.
included in the survey. instruments with the results of the activity in assessment are.
guidance of the determining the direction for
teacher. processed/preserved food.
The plans on the
conduct of the
survey was polished
by the class.
The group will continue The survey is Divide the class into four (4)
working on their activity. administered by the groups. Bring examples of
learners. preserved/processed food
for assessment.
For a specific food item,
bring different food brands
for comparison.
Example:
Group x
Pineapple juice – Dole, Del
Monte
Group xx
Raisins – Ram, Del Monte
Group xxx
Candied Sampaloc –
sampaloc with at least two
brands
D.No.oflearnerswho
continuetorequire
remediation
E. Whichofmyteaching
strategiesworkedwell?
Why didthesework?
F. WhatdifficultiesdidI
encounterwhichmy
principalorsupervisorcan
helpmesolve?
G.What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

JULIET F. TERRADO TERESITA D. SABALBORO

Teacher III Principal I