Daily Lesson Log

Agricultural Crop Production 9

Grade Level: 9 Week: 2

Quarter: 1 Date: September 4 - 8, 2023

September 4, 2023 September 5, 2023 September 6, 2023 September 7, 2023

Farm Materials, Tools, and Farm Materials, Tools, and Farm Materials, Tools, and Farm Materials, Tools, and
Equipment Equipment Equipment Equipment
TOPIC:
LEARNING COMPETENCY: Identify the required Enumerate the required Classify the required Explain the required
materials, tools, and materials, tools, and materials, tools, and materials, tools, and
equipment according to lists equipment according to lists equipment according to lists equipment according to lists
provided and/or provided and/or provided and/or provided and/or
teacher’s/supervisor’s teacher’s/supervisor’s teacher’s/supervisor’s teacher’s/supervisor’s
instructions. instructions. instructions. instructions.

Recall knowledge about the
functions and usage of
different tools and
equipment.
LEARNING RESOURCES: Agricultural Crop Production –
Self-Learning Module for Grade
9 9
Powerpoint Presentation
Web and Internet Resources
LEARNING DELIVERY MODE: Reading Activity
Compile a list of common farm
tools and equipment (e.g., plow,
pitchfork, tractor, harrow,
irrigation system).
Provide short descriptions for
each tool or equipment.
Ask learners to match each
description with the correct tool
or equipment from the list.
I. Activity
Assign each student a specific
tool, material, or piece of
equipment.
Have students imagine they are
responsible for a different task
requiring the resource they've
Apply understanding to
choose tools and equipment
according to task
requirements.
Agricultural Crop Production –
Self-Learning Module for Grade
Powerpoint Presentation
Web and Internet Resources
I. Activity
Choose a piece of farm
equipment with multiple parts
(e.g., hand pump, seed drill).
Disassemble the equipment and
mix up the parts.
Divide the class into teams and
challenge them to work together
to correctly assemble the
equipment within a time limit.
II. Analysis
Provide students with a reading
passage that introduces
common farm tools, materials,
and equipment.
Have students read the passage
individually or in pairs.
Evaluate and select the most
appropriate resources based
on critical analysis.
Agricultural Crop Production –
Self-Learning Module for Grade
9 9
Powerpoint Presentation
Web and Internet Resources
I. Activity
Reading Activity
Present learners with different
farming scenarios (e.g., planting
crops, harvesting, irrigation).
For each scenario, describe the
tools, materials, and equipment
available, along with budget
constraints.
Ask learners to determine the
best combination of resources
for each scenario, considering
quality, efficiency, and cost-
effectiveness.
II. Analysis
Distribute a handout with
images of various farm tools,
Assess the quality and
suitability of selected
resources based on criteria.
Agricultural Crop Production –
Self-Learning Module for Grade
Powerpoint Presentation
Web and Internet Resources
I. Activity
Describe a challenging farming
scenario that requires specific
resources (e.g., drought-
resistant crops, precision
planting).
Ask students to read the
scenario and consider which
materials, tools, and equipment
would be most appropriate and
effective to address the
challenge.
Have students explain their
choices and the rationale
behind them.
II. Analysis
Present students with a case
been assigned.
In pairs or small groups,
students discuss why their
assigned resource is necessary
for the task and how they
would use it effectively.
Encourage them to think
creatively about alternative
uses for their resource.
II. Analysis
Begin with a brief discussion
about the importance of tools,
materials, and equipment in
farming.
Ask students to share any prior
knowledge they have about
farm tools and equipment.
Introduce key vocabulary terms
related to farm materials, tools,
and equipment.
Use a word wall or a vocabulary
activity to help students
become familiar with the
terminology.
III. Abstraction
Enumerate at least seven (7)
hand tools, five (5) farm
implements and three (3) farm
equipment.
IV. Application
Create a trivia game with
questions related to farm tools,
materials, and equipment.
Divide the class into teams and
take turns asking questions.
Teams compete to answer
correctly, earning points for
each correct answer.
Incorporate multimedia
elements like images or short
video clips for added
Discuss the passage as a class,
clarifying any questions and
highlighting key points.
III. Abstraction
Reading Activity
Select a specific farm
equipment and provide a Provide
detailed description.
Have learners read the
description and then explain
the purpose, functionality, and
benefits of the equipment to a
partner or the class.
IV. Application
Write down various farm tools,
equipment, and materials on
slips of paper.
Divide the class into two teams.
In each round, one student
from a team picks a slip of
paper and acts out the term
without speaking while their
team guesses.
Set a time limit for each round
and rotate the acting student.
Keep track of the guessed terms
for each team.
materials, and equipment. study scenario related to
Ask students to match each farming (e.g., planting a new
image with its corresponding crop, setting up irrigation).
name and a brief description of Include details about the tools,
its use. materials, and equipment
available for the scenario.
III. Abstraction Have students analyze the
students with scenario and discuss, in pairs
descriptions of different or small groups, which
materials, tools, and equipment resources they would use and
used in farming. why.
Ask them to compare the
advantages and disadvantages III. Abstraction
of each option for specific tasks. Assign each student a farm tool
Have students write a short to research and present to the
essay or create a visual chart class.
illustrating their findings. Ask them to create a short
presentation that includes the
IV. Application tool's name, purpose, functions,
Create a list of farm tools, and proper usage.
equipment, and materials. Encourage students to
Divide the class into teams. demonstrate the tool's usage
In each round, one student (with caution) to enhance
from a team picks a term from understanding.
the list and has to draw it on
the board without using letters IV. Application
or numbers. Reading Activity
The team members guess the Provide a reading passage
term based on the drawing. about farm safety protocols
Set a time limit for each round related to using specific tools
and rotate the drawing student. and equipment.
Have learners identify the safety
measures mentioned in the
passage and discuss how they
contribute to a safe farm
environment.
 engagement.
ASSESSMENT Evaluate students' ability to
match farm tools with their
corresponding functions.
 Prepare a list of farm
tools and a separate list
of their functions.
 Have students match
each tool with its correct
function.
 Provide a key for self-
assessment.
Assess students' problem- Evaluate students' Assess students' ability to apply
solving skills in selecting understanding of tool knowledge from the hands-on
appropriate tools for specific maintenance practices. farm simulation.
tasks.  Provide a checklist of Instructions:
 Present a series of tool maintenance tasks  Have students write a
scenarios related to (cleaning, sharpening, short report detailing
farming tasks. proper storage). their experiences during
 Ask students to identify  Ask students to fill out the farm simulation.
the most suitable tool the checklist for a given  Ask them to describe the
for each scenario and tool, indicating the steps tools they used, the
explain their choice. they would take to tasks they performed,
 Encourage them to maintain it. and any insights gained.
consider the function of  Discuss the importance  Encourage reflection on
each tool and the task's of tool maintenance and the importance of using
requirements. why each step is the right tools and the
necessary. challenges faced.

Remarks: N = ___ X = ___ N = ___ X = ___ % of Mastery: N = ___ X = ___ % of Mastery: N = ___ X = ___ % of Mastery: N = ___ X = ___ % of Mastery:
% of Mastery ___ ___ ___ ___ ___

No. of learners within “Mastery

Level”
No. of learners needing
“Remediation/Reinforcement”
A reflection for the teacher: On the
teaching learning episodes (RRE)

Prepared by:
henryluisbinwagpawid
HENRY LUIS B. PAWID