GRADES 1 TO 12 SCHOOL Irenea Integrated School GRADE LEVEL Grade 7

DAILY LESSON TEACHER Aprilyn G. Salvador LEARNING AREA TLE

LOG TEACHING DATES AND Wednesday-Friday QUARTER 2
TIME 1:00-2:00 pm

January 3, 2024 January 4, 2024 Freetime

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures
must be followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content
knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of farm plans and layout
B. Performance Standards The learner is able to design farm plans and layout according to crop grown; planting systems and practices are strictly
followed according to approved cultural practices.
C. Learning At the end of the lesson the students are able to:
Competencies/Objectives  Layout garden plots
Write LC code for each
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can
be tackled in a week or two.
Interpret farm plans and layouts
III. LEARNING
RESOURCES
A. References CG, LM
1. Teacher’s Guide pages p. 16
2. Learner’s Materials pages Agri-Crops Learning Module Agri-Crops Learning Module pp. 87-91
pp. 86-87,
3. Textbook pages
4. Additional Materials from Horticulture Learning Module Horticulture Learning Module pp. 97-100
Learning Resources (LR) pp. 93-95
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples /
Instances of the new lesson
https://www.youtube.com/
watch?v=D3ukCuTuL3U
Recall the metric conversion and procedure in What are the things to consider in making a farm
calculating the surface area plan?
Video presentation How are plants arranged in row planting? Why is it
Base on the video, what are the things to consider in important to have knowledge in crop arrangement?
starting a farm? What are the different planting system?
Why is it important?
Why do you think making a farm plans is
important? What will happen if you’ll start planting
without any farm plan?
1. The ‘Farming for the Future’ (FFTF) program can PLANTING SYSTEMS
help you to plan the best farm layout Square System Quincunx or
2. Site Assessment is necessary so that a map can be Diagonal System
drawn of the property’s topography, boundaries, soils, Hexagonal System Contour system
water resources and so on, and a farm business plan can
be formulated. 3. Government plans
Acquaint yourself with relevant Regional
Environmental Plans (REPs), Local Environmental
Plans (LEPs), and Development Control Plans (DCPs)
and their short and long-term effects on your proposed
or existing farm enterprise. This will help reduce
unforeseen risks and enhance your farm business.
Council’s building approval or development consent

D. Discussing new concepts
and practicing new skill #1
E. Discussing new concepts
and practicing new skill #2
(DAs) may be needed for siting greenhouses, siting
and constructing dams or erecting hail and windbreak
netting. Council approval to clear land or a ‘no burning
of crop debris or waste materials on farm’ may apply.
Consent will be required if odor or noise is a nuisance
likely to be generated from the development.
Desirable Layout of Vegetable Farm
• Site selection ,Buffer zones , Riparian areas
• Wetlands , Drainage lines, Soil types
• Groundwater contamination, Windbreaks
• Soil management, Water management
TDAR Activity: Think-Discuss-Act-Reflect Activity Jigsaw Method
Problem: You have assessed a certain land for you to The teacher will group the students into 4, each group
make a farm plan, based on your assessment it is the will explain the assigned planting system to them.
best land, what will you do if the government didn’t Group 1 – SQUARE SYSTEM
approve your business proposal due to neighborhood Group 2 – DIAGONAL SYSTEM
problem? Group 3- HEXAGONAL SYSTEM
Group 4- CONTOUR SYSTEM
ACTIVITY –BASED
The students will divide into 6 groups, they will
be given the following task.
The 3A’s Activity:
A- The students will choose a planting system
which they think is the best in school yard.
Explain why.
A-The students will identify and explain the
advantages of the chosen system from another.
A- The students will layout a garden plot
I. Evaluating learning Interpret the drawing The teacher will facilitate the students doing
the following:
INSTRUCTIONS:
1. Put 1 inch border lines on your bond
paper
2. Use the following data in making
your layout
Imagine that 1 cm on your drawing
is equivalent to 1m A. Width= 16 m
B. Length=19 m
C. Planting distance
Between row=1m
Answer the following Between hill=.5 m
1. What is your area? 3. Sketch inside the border lines your plot
2. How many rows are there in the area? layout
3. How many plants are there in a row? Use any planting system you desired.
4. How many plants are there in the area?
5. What is the distance between plants per row?
6. What is the distance of plants between hills?
7. How many plants are there in row A?
8. What is the length of the area?
9. What is the width of the area?
10. How many plants are needed in rows A,B and C?

J. Additional Activities for The students will have a role play showing the things Make an essay about “My best farm plan”
application or remediation that must done in preparing a farm plan.
V. REMARKS T.L.E. 7 subject is taken only for four (4) times a week. Friday is a non-meeting day with the class.

VI. REFLECTION
A. No. of learners who earned
80%in the evaluation.
B. No. of learners who
required additional activities
for remediation who score
below 80%
C. Did the remedial lesson
work? No. learners who have
caught up with the lesson
D. No. of learner 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: Checked by:

APRILYN G. SALVADOR MARY ANN D. BARLIS

Teacher I School Head
 GRADES 1 TO 12 SCHOOL Irenea Integrated School GRADE LEVEL Grade 8
DAILY LESSON TEACHER Aprilyn G. Salvador LEARNING AREA TLE
LOG TEACHING DATES AND Wednesday-Friday QUARTER 2
TIME 11:001-2:00 nn.

January 3, 2024 January 4, 2024 Freetime

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures
must be followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content
knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of farm plans and layout
B. Performance Standards The learner is able to design farm plans and layout according to crop grown; planting systems and practices are strictly
followed according to approved cultural practices.
C. Learning At the end of the lesson the students are able to:
Competencies/Objectives  Layout garden plots
Write LC code for each
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can
be tackled in a week or two.
Interpret farm plans and layouts
III. LEARNING
RESOURCES
A. References CG, LM
1. Teacher’s Guide pages p. 16
2. Learner’s Materials pages Agri-Crops Learning Module Agri-Crops Learning Module pp. 87-91
pp. 86-87,
3. Textbook pages
4. Additional Materials from Horticulture Learning Module Horticulture Learning Module pp. 97-100
Learning Resources (LR) pp. 93-95
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples /
Instances of the new lesson
https://www.youtube.com/
watch?v=D3ukCuTuL3U
Recall the metric conversion and procedure in What are the things to consider in making a farm
calculating the surface area plan?
Video presentation How are plants arranged in row planting? Why is it
Base on the video, what are the things to consider in important to have knowledge in crop arrangement?
starting a farm? What are the different planting system?
Why is it important?
Why do you think making a farm plans is
important? What will happen if you’ll start planting
without any farm plan?
3. The ‘Farming for the Future’ (FFTF) program can PLANTING SYSTEMS
help you to plan the best farm layout Square System Quincunx or
4. Site Assessment is necessary so that a map can be Diagonal System
drawn of the property’s topography, boundaries, soils, Hexagonal System Contour system
water resources and so on, and a farm business plan can
be formulated. 3. Government plans
Acquaint yourself with relevant Regional
Environmental Plans (REPs), Local Environmental
Plans (LEPs), and Development Control Plans (DCPs)
and their short and long-term effects on your proposed
or existing farm enterprise. This will help reduce
unforeseen risks and enhance your farm business.
Council’s building approval or development consent

D. Discussing new concepts
and practicing new skill #1
E. Discussing new concepts
and practicing new skill #2
(DAs) may be needed for siting greenhouses, siting
and constructing dams or erecting hail and windbreak
netting. Council approval to clear land or a ‘no burning
of crop debris or waste materials on farm’ may apply.
Consent will be required if odor or noise is a nuisance
likely to be generated from the development.
Desirable Layout of Vegetable Farm
• Site selection ,Buffer zones , Riparian areas
• Wetlands , Drainage lines, Soil types
• Groundwater contamination, Windbreaks
• Soil management, Water management
TDAR Activity: Think-Discuss-Act-Reflect Activity Jigsaw Method
Problem: You have assessed a certain land for you to The teacher will group the students into 4, each group
make a farm plan, based on your assessment it is the will explain the assigned planting system to them.
best land, what will you do if the government didn’t Group 1 – SQUARE SYSTEM
approve your business proposal due to neighborhood Group 2 – DIAGONAL SYSTEM
problem? Group 3- HEXAGONAL SYSTEM
Group 4- CONTOUR SYSTEM
ACTIVITY –BASED
The students will divide into 6 groups, they will
be given the following task.
The 3A’s Activity:
A- The students will choose a planting system
which they think is the best in school yard.
Explain why.
A-The students will identify and explain the
advantages of the chosen system from another.
A- The students will layout a garden plot
I. Evaluating learning Interpret the drawing The teacher will facilitate the students doing
the following:
INSTRUCTIONS:
3. Put 1 inch border lines on your bond
paper
4. Use the following data in making
your layout
Imagine that 1 cm on your drawing
is equivalent to 1m A. Width= 16 m
D. Length=19 m
E. Planting distance
Between row=1m
Answer the following Between hill=.5 m
11. What is your area? 3. Sketch inside the border lines your plot
12. How many rows are there in the area? layout
13. How many plants are there in a row? Use any planting system you desired.
14. How many plants are there in the area?
15. What is the distance between plants per row?
16. What is the distance of plants between hills?
17. How many plants are there in row A?
18. What is the length of the area?
19. What is the width of the area?
20. How many plants are needed in rows A,B and C?

J. Additional Activities for The students will have a role play showing the things Make an essay about “My best farm plan”
application or remediation that must done in preparing a farm plan.
V. REMARKS T.L.E. 8 subject is taken only for four (4) times a week. Friday is a non-meeting day with the class.

VI. REFLECTION
A. No. of learners who earned
80%in the evaluation.
B. No. of learners who
required additional activities
for remediation who score
below 80%
C. Did the remedial lesson
work? No. learners who have
caught up with the lesson
D. No. of learner 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: Checked by:

APRILYN G. SALVADOR MARY ANN D. BARLIS

Teacher I School Head

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary
procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done for
developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning
the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of irrigation plan and design
Irrigation system plan is interpreted according to established procedures.
Different designs of irrigation systems are enumerated standard procedures.
At the end of the lesson the students are able to:
 Interpret irrigation plan and design.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the
content can be tackled in a week or two.
Interpret irrigation plan and design
CG and LM
pp. 16-17
Agri-Crops Learning Module pp. 97-98 Agri-Crops Learning Module p. 106
What are the different planting system? What are the essential features of irrigation plan?
What is the function of an irrigation system? Have you seen an actual irrigation system? What
Why is it important to have an irrigation plan? is the procedure in making an irrigation
Cite reasons. miniature?
C. Presenting examples /
Instances of the new lesson
ESSENTIAL FEATURES OF A PLAN SKETCH IRRIGATION PLAN
• Topographic Data - the field shape MATERIALS NEEDED:
must be accurately drawn showing pertinent QUANTITY DESCRIPTION
obstructions, features and elevation details. 2 sheets bond paper
• Water Source Capacity - the water 1 pc pencil
supply must be clearly indicated showing 1 pc ruler
location and available capacity. INSTRUCTIONS:
• Depending on the water source, a well 1. After knowing different irrigation
log or water license must accompany the designs, select 1 design applicable in your area.
irrigation plan. Irrigation reservoirs also require 2. Using the materials above sketch the
Water Management Branch licensing. irrigation design applicable in your locality.
• Soil and Crop Characteristics - soil
3. Explain, why did you considered this
and crop limitations must be accounted for to
design on another sheet of bond paper
reduce runoff and deep percolation by
4. Submit your output to your teacher after
mismanagement of the irrigation system.
1 day
• Design Parameters - soil water holding
5. Your teacher will ask you to present your
capacity, maximum application rate and climatic
work in front of your classmates
data must be used to select the correct irrigation
system design. 6. Save your work for the next activity
• Design Data - the nozzle selected, CREATE MINIATURE IRRIGATION CANAL
operating pressure, discharge rate and sprinkler MATERIALS NEEDED:
spacing must all be shown on the plan. The QUANTITY DESCRIPTION
irrigation interval, set time, application rate and 10 bar Activity clay
net amount applied must also be calculated. 1 pc Illustration board
Different Designs of Irrigation Systems INSTRUCTIONS:
1. SURFACE IRRIGATION 1. Your teacher will divide the class into groups
2. SPRINKLER IRRIGATION (5 members in a group)
3. DRIP OR TRICKLE IRRIGATION 2. Select the best work among your group
members from the previous activity
3. Decide which work will serve as your
model
 in creating your miniature irrigation canal.
4. You will be given one hour to finish your
group activity.
5. Submit your output when it is already
completed.
D. Discussing new concepts and Activity Based - THINK-GROUP-SHARE Activity
practicing new skill #1 Each student will choose 1 from the irrigation The student will ask to sketch irrigation plan
systems they are familiar with. They will share See instruction above ( SKETCH IRRIGATION
to the class the things they know about that PLAN)
system.
E. Discussing new concepts and
practicing new skill #2
F. Developing mastery Have you experience watering the crops using How do we make an irrigation miniature? What is
Leads to Formative Assessment an irrigation? Why is it important to have an the essence of making one?
(s) irrigation?
G. Finding Practical applications The students will observe the school garden,
Group Activity
of skills in daily living From the irrigation plan that each of the students
they will identify which irrigation system is
available in the garden. made, select the best work.
Decide which work will serve as model in
creating miniature irrigation canal. See
detailed instruction above (CREATE
MINIATURE IRRIGATION CANAL)
H. Making generalizations and To make an irrigation system, irrigation plan Based on activity done, what are the techniques
abstractions about the lesson must be followed and analyzed. used to accomplish or make an irrigation
miniature.
I. Evaluating learning Enumerate the following: Miniature of Irrigation canal
(2) FUNCTIONS OF FARM IRRIGATION Criteria SCORE
SYSTEMS 20 15 10 5
1. ____________________________________ Creativity (50%)
2. ____________________________________ Design (20%)
(3) ESSENTIAL FEATURES OF A PLAN Presentation (20%)
1. ____________________________________ Neatness (10%)
 2. ____________________________________
3. ____________________________________
J. Additional Activities for Complete the table below. Draw an irrigation system, choose from the
application or remediation Irrigation System Function irrigation system presented in the lesson.
Design
Surface irrigation
Sprinkler irrigation
Drip irrigation
V. REMARKS T.L.E. 7 subject is taken only for four (4) times a week and 2 hours a day. Friday is a non-meeting day with the class.
VI. REFLECTION
A. No. of learners who earned
80%in the evaluation.
B. No. of learners who required
additional activities for
remediation who score below
80%
C. Did the remedial lesson work?
No. learners who have caught up
with the lesson
D. No. of learner 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?
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