GRADES 1 TO 12 SCHOOL MCAPNHS GRADE LEVEL Grade 7

DAILY LESSON TEACHER ROSALIE C. REOPTA LEARNING AREA TLE

LOG TEACHING DATES AND QUARTER 2nd QUARTER
TIME

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
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
The learner demonstrates understanding of farm plans and layout
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.
At the end of the lesson the students are able to:
 Layout garden plots
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
CG, LM
p. 16
Agri-Crops Learning Module pp. 86-87, Agri-Crops Learning Module pp. 87-91
Horticulture Learning Module pp. 93-95 Horticulture Learning Module pp. 97-100
https://www.youtube.com/watch?v=D3ukCuTuL3U

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IV. PROCEDURES
A. Reviewing previous Recall the metric conversion and procedure in calculating What are the things to consider in making a farm
lesson or presenting the the surface area plan?
new lesson
B. Establishing a purpose Video presentation How are plants arranged in row planting? Why is
for the lesson Base on the video, what are the things to consider in it important to have knowledge in crop
starting a farm? arrangement? What are the different planting
Why is it important? system?
Why do you think making a farm plans is important? What
will happen if you’ll start planting without any
farm plan?

C. Presenting examples / 1. The ‘Farming for the Future’ (FFTF) program can PLANTING SYSTEMS
Instances of the new help you to plan the best farm layout
lesson 2. Site Assessment is necessary so that a map can be drawn Square System Quincunx or
of the property’s topography, boundaries, soils, water Diagonal System
resources and so on, and a farm business plan can be
formulated. Hexagonal System Contour system
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 (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

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D. Discussing new concepts
and practicing new skill #1
E. Discussing new concepts
and practicing new skill #2
 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
make a farm plan, based on your assessment it is the best group will explain the assigned planting system to
land, what will you do if the government didn’t approve them.
your business proposal due to neighborhood problem? Group 1 – SQUARE SYSTEM Group
2 – DIAGONAL SYSTEM
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
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F. Developing mastery
Leads to Formative
Assessment (s)
G. Finding Practical
applications of skills in daily
living
H. Making generalizations
and abstractions about the
lesson
How can we achieve perfect farm layout?
Each students will ask to conduct site assessment around
the school yard. They will identify the best site to be used
in making farm layout.
What is site assessment? How about government plan?
How can this affect your farm plan?
Interpret the drawing
using the planting system they have chosen
What are the basis in choosing a planting
system?
The students will measure the land, decide the
types of plants to be planted and its distance to
each other, then prepare a plan
on the paper and making all details
Complete the diagram.
Square

I. Evaluating learning Answer the following

The teacher will facilitate the students doing
1. What is your area?
the following:
2. How many rows are there in the area?
INSTRUCTIONS:
3. How many plants are there in a row?
1. Put 1 inch border lines on your bond paper
4. How many plants are there in the area?
2. Use the following data in making your
5. What is the distance between plants per row? layout
6. What is the distance of plants between hills? Imagine that 1 cm on your drawing is equivalent
7. How many plants are there in row A? to 1m
8. What is the length of the area? A. Width= 16 m
9. What is the width of the area? B. Length=19 m
How many plants are needed in rows A,B and C?
C. Planting
distance Between
row=1m Between
hill=.5 m
3. Sketch inside the border lines your plot layout
Use any planting system you desired.

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J. Additional Activities for The students will have a role play showing the things that Make an essay about “My best farm plan”
application or remediation 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?

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 SCHOOL MCAPNHS GRADE LEVEL Grade 7
GRADES 1 TO TEACHER ROSALIE C. REOPTA LEARNING AREA TLE
12 DAILY TEACHING DATES QUARTER 2nd QUARTER
LESSON AND TIME
LO
G

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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
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?

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B. Establishing a purpose for
the lesson
C. Presenting examples /
Instances of the new lesson
What is the function of an irrigation system? Have you seen an actual irrigation system?
Why is it important to have an irrigation plan? What is the procedure in making an irrigation
Cite reasons. miniature?
ESSENTIAL FEATURES OF A PLAN SKETCH IRRIGATION
• Topographic Data - the field shape must PLAN MATERIALS
be accurately drawn showing pertinent NEEDED:
obstructions, features and elevation details. QUANTITY DESCRIPTION
• Water Source Capacity - the water 2 sheets bond paper
supply must be clearly indicated showing 1 pc pencil
location and available capacity. 1 pc ruler
• Depending on the water source, a well log INSTRUCTIONS:
or water license must accompany the 1. After knowing different irrigation
irrigation plan. Irrigation reservoirs also designs, select 1 design applicable in your
require Water Management Branch licensing. area.
• Soil and Crop Characteristics - soil and 2. Using the materials above sketch the
crop limitations must be accounted for to irrigation design applicable in your locality.
reduce runoff and deep percolation by 3. Explain, why did you considered this
mismanagement of the irrigation system. design on another sheet of bond paper
• Design Parameters - soil water holding 4. Submit your output to your teacher after 1
capacity, maximum application rate and day
climatic data must be used to select the 5. Your teacher will ask you to present
correct irrigation system design. your work in front of your classmates
• Design Data - the nozzle selected,
6. Save your work for the next activity
operating pressure, discharge rate and
CREATE MINIATURE IRRIGATION
sprinkler spacing must all be shown on the
CANAL MATERIALS NEEDED:
plan. The irrigation interval, set time,
QUANTITY DESCRIPTION
application rate and net amount applied
10 bar Activity clay
must also be calculated. Different
1 pc Illustration board
Designs of Irrigation Systems INSTRUCTIONS:
1. SURFACE IRRIGATION 1. Your teacher will divide the class into
2. SPRINKLER IRRIGATION groups (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
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D. Discussing new concepts and
practicing new skill #1
Activity Based - THINK-GROUP-SHARE Each
student will choose 1 from the irrigation systems
they are familiar with. They will share
to the class the things they know about that system.
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.
Activity
The student will ask to sketch irrigation plan See
instruction above ( SKETCH IRRIGATION PLAN)

E. Discussing new concepts and

practicing new skill #2
F. Developing mastery
Leads to Formative Assessment
(s)
G. Finding Practical applications
of skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Have you experience watering the crops using an How do we make an irrigation miniature? What is
irrigation? Why is it important to have an the essence of making one?
irrigation?
The students will observe the school garden, Group Activity
they will identify which irrigation system is From the irrigation plan that each of the students
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)
To make an irrigation system, irrigation plan Based on activity done, what are the techniques
must be followed and analyzed. used to accomplish or make an irrigation
miniature.
Enumerate the following: Miniature of Irrigation canal
(2) FUNCTIONS OF FARM IRRIGATION Criteria SCOR
SYSTEMS E
1. 2 1 10 5
2. 0 5
(3) ESSENTIAL FEATURES OF A PLAN Creativity (50%)
1. Design (20%)
Presentation (20%)
Neatness (10%)

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 2.
3.
J. Additional Activities for Complete the table below. Draw an irrigation system, choose from the
application or remediation Irrigation Function irrigation system presented in the lesson.
System
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?

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G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

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