Lesson Plan in TLE 6 2nd

Lesson Plan in T.L.E.
VI
Week 1- Day 1
June 06, 2017
I. Objective:
I.1 Identifies family resources and needs (human, material, and nonmaterial)
TLE6HE-Oa-1
II. Subject Matter:

Management of family resources
III. Learning Resources:

A. References
https://www.google.com.ph/#q=resources+meaning
https://en.wikipedia.org/wiki/Resource_management
Bantigue, R.M. and Pangilinan, J.P. (2014)

Growing up with Home Economics and Livelihood Education.
FNB Educational, Inc. QC.
IV. Procedures:
A. Preparation(Opening Up/setting the stage)
1.Reviewing previous lesson or presenting the new lesson
Generate ideas from learners about their definition of resources.
Resources are a stock or supply of money, materials, staff, and other assets that
can be drawn on by a person or organization in order to function effectively.
Elicit from the class – what, then, is the meaning of family resources? The
learners are asked to give examples of family resources and needs.
The learners are asked to categorize the resources into the following :
a. Human
b. Material
c. Nonmaterial
Mention that the resources generated in the discussion need to be managed.
Ask the learners their idea of management.
1. Establishing a purpose for the lesson

Emphasize the importance of management of resources in the context of family
which will be discussed in the lesson.
2. Presenting examples/instances of the new lesson

Refer to the response of the learners on the examples of resources. Depending on the
response, zero in on an example provided by the learners e.g. time. Time is in the category
of nonmaterial.
Time is gold. It is a God-given gift that must be valued and used wisely. Time is short and
once lost, cannot be regained. Proper time management can bring good results.
3. Discussing new concepts and practicing new skills #1

The learners are asked to give the advantages of proper time management.
Examples are also provided.
1.Happiness and security for having accomplished something very important for the
day;
2.More time to spend for family members after accomplishing the planned activity;
and
3. More time to attend to other constructive activities and worthwhile projects.
4. Discussing new concepts and practicing new skills #2

Time can be managed properly by scheduling activities wisely. Make plan for every
activity. Routinize some activities based on available time and how often these
tasks have to be done.
The preparation of a realistic daily time schedule is a helpful management tool to

help the students identify and prioritize activities.
5. Developing Mastery
Ask the learners to prepare a one-day time and work schedule.
The identified learners will be asked to present their schedule.
6. Finding practical applications of concepts and skills in daily living

Explain why they have included the activities in their schedule. Clarify why they
have allotted the number of minutes in the activities.
7. Making generalizations and abstractions about the lesson

Mention that the class was able to:
 Define family resources
 Define management in the context of the family
 Determine the importance of management of resources.
 Provide examples of resources e.g. time
The discussion will be synthesized by the teachers and relate one discussion point to
another.
V. Evaluation:
Referring to the resources identified by the learners, ask them to choose one and
explain why this is important.
VI. Additional activities for application or remediation

Bring photos or drawings on:
a. how to simplify work with the use of energy; and how to conserve energy.
Lesson Plan in T.L.E. VI
Week 1- Day 2
June 07, 2017
I. Objective:
I.1.1 list of family resources
1.1.2 list of basic and social needs
TLE6HE-Oa-1
II. Subject Matter:

III. Learning Resources:

A. References

IV. Procedures:
Recap of what was discussed the day before and segue to the next lesson.
Yesterday, we familiarized ourselves with management of family resources. We

identified examples of resources and categorized them into human, material and
nonmaterial. We focused on time as a nonmaterial resource and its importance.
The class was asked to prepare a daily time and work schedule and it was
explained why they had included specific activities in the schedule, as well as the choice
of time allotment.
From the list of resources, choose another example. Energy might be one and
falls under human resources.
B. Establishing a purpose for the lesson

Emphasize the importance of management of resources in the context of family,
which will be discussed in the lesson.
C. Presenting examples/instances of the new lesson

Ask the learners why energy is important. Why should this be managed? How
should this be managed?
Every activity utilizes energy, thus reducing strength and causing tiredness and
fatigue. Our energy has its limits, so we have to avoid unnecessary use. The proper
management of strength can speed up work and reduce stress.
D. Discussing new concepts and practicing new skills #1

The teacher will divide the class into four (4). Using photos and drawings
brought by the learners, identify helpful measures that need to be done to
simplify work at home and conserve human energy.
E. Discussing new concepts and practicing new skills #2
Each group will report in class. Examples on application should also be given in
the report.
F. Finding practical applications of concepts and skills in daily living
After the completion of the group work, the teacher will reinforce the discussion
by synthesizing the results of the discussion.
Analyze the activity.

 Use gadgets to facilitate completion of work.
 Arrange the materials and things needed at work in one place.
 Know the appropriate time in carrying out the activity in order to accomplish
the taskproperly.
 Maintain a good posture while working.
 Use both hands to facilitate working.
 Finish the work you have started.
 Alternate the heavy
G. Making generalization and abstraction about the lesson

Mention that the class focused on energy which is a human resource.
Ask the class what needs to be done to simplify work at home and conserve human
energy.
We learned the importance of energy management.
Emphasize the importance of rest after a hard day’s work.
V. Evaluation:
Ask the learners to share on their insights on the lessons for the day.
VI. Additional activities for application or remediation

Bring photos or drawings of possible sources of money
Week 1- Day 3
June 08, 2017
I. Objective:
1.1.2 list of family resources

1.1.2 list of basic and social needs
TLE6HE-Oa-1
II. Subject Matter:

Learning Resources:
A. References

III. Procedures:
Recap of the lesson the previous day.
Yesterday, we familiarized ourselves with management of family resources. We

identified examples of resources and categorized them into human, material and
nonmaterial. We focused on time as a nonmaterial resource and its importance.
The class was asked to prepare a daily time and work schedule and it was
explained why they had included specific activities in the schedule, as well as the choice
of time allotment.
From the list of resources, choose another example. Energy might be one and
falls under human resources.

Again, use the list of resources identified by the learners as point of reference –
choose another resource e.g.money. Money falls under material resource.
The prudent management of money is very important.
C. Presenting examples/instances of the new lesson

Elicit comments and opinions from the learners on this sentence – “The prudent
management of money is very important.”
Articulation of opinions, views and comments through provision of examples.
The teacher will bring out meta cards containing quotes on money.
The class will explain the meaning of the “quotes” then provide examples.
Money is very important. It is a part of life just like time and energy.
How do we differentiate money from income?
Money is a current medium of exchange in the form of coins and banknotes.
Income is money received, especially on a regular basis, for work or through
investments.
Ask what the possible sources of money are?
ACROSTICS
Using the acronym MONEY, provide a corresponding word or phrase opposite
each letter, indicating its possible sources. The group assignment the previous day
will be followed.
F. Developing Mastery
Ask the class to bring out the photos or drawings on the possible sources of
money.
As a group prepare a collage of the photos and present it in class.
The teacher will facilitate discussion on other sources of family income that may
not be covered by the group.
G. Finding Practical Application for concepts

The teacher will explain to class that the money being used by the family comes
from the salary or other forms of income of family members. It can also come
from bonuses, commissions or honorarium received by an employee belonging to
the family.
Other source of family income will be profits from business from those who are
self-employed.
H. Making generalization and abstraction about the lesson

Mention the importance of money in the family, but ensure that money should
come from sources that are in accordance with the law of the people and of God.
IV. Evaluation:
Ask the learners to share on their insights on the lessons for the day.
IV. Additional activities for application or remediation

Divide the class into four (4).
Ask each group to come up with a presentation in whatever form on the three
examples of resources. This may be in the form of a skit, news format etc.; Be
resourceful, creative and artistic. For presentation on Friday.
Week 1- Day 4
June 09, 2017
I. Objective:
1.2 enumerates source of family income
TLE6HE-Oa-1
II. Subject Matter:

Learning Resources:
A. References
The Basics of Better Family Living p.90
III. Procedures:
Yesterday, we talked about money and the need for its prudent management, We
also identified sources of money.

Ask the class,
“Do you think the family income is sufficient for the family?
“Do you think the family income is more than sufficient for the family?
“Do you think the family income is not sufficient for the family?
C. Presenting examples/ instances of the new lesson
Why do you think the family income is...?

More than sufficient for the family
Sufficient for the family
Not sufficient for the family
Give examples.

Based on our discussion, we have realized that family income most of the time was not
sufficient?
What do we do to ensure that we spend the family income wisely?

Group yourselves into four (4). Identify helpful tips in the wise spending of the family
money.
Provide examples.
Synthesis of reports:
The following are some helpful tips in the wise spending of your money.
Make a list of all the needed things to avoid buying things which are not much
needed. Include the kind, size, color and prices to be bought.
Know and compare the prices of commodities to be bought, Do not buy products with
unreasonably high price.
G. Finding practical applications of concepts and skills in daily living
Buy fruits and vegetables in season to be sure of their freshness, cheap price, and
their good quality.
Buy in bulk foods which are needed every day.
Know the less costly ingredients that can be used as substitute for expensive
items,
Shop at the market nearest your place. You should be familiar with the stores offering
the lowest prices for each commodity. Have a permanent store or grocery where you
purchase the needed items to ensure the good quality and standard price.
Limit your expenses within the amount of money that you have but be sure to buy what
you have listed.
IV. Evaluation:
As a Grade VI learner, how can you ensure that you are spending your money wisely?
V. Enrichment
Remind the class about the presentation the next day on the three examples of
resources. It will be an application of what was learned this week.
June 13, 2017
I. Objective:
1.2 enumerates source of family income
TLE6HE-Oa-1
II. Subject Matter:

Learning Resources:
A. References
III. Procedures:

Recap of the lesson the previous day.
Mention that this week we have talked about time, energy and money as examples of
non-material, human and material Establishing a purpose for the lesson
Ask the class,
“Do you think the family income is sufficient for the family?
“Do you think the family income is more than sufficient for the family?
“Do you think the family income is not sufficient for the family?
B. Establishing a Purpose for the lesson
This activity is intended for the learners to be able to deepen appreciation of the
resources that were discussed this week.
C. Presenting Examples/Instances of the New Lesson
Presentation of group work.

Each group will be given 8 minutes to present their work.
D. Making Generalization
Based on the presentation, provide generalizations and abstractions.
IV. Evaluation:
Get the insights of the learners on the activities

June 14, 2017
I. Objective:
TLE6HE-Ob-3
1.3 Allocates budget for basic and social needs such as:
1.3.1 food and clothing
1.3.2shelter and education
1.3.3 social needs: social, and moral obligations (birthdays, baptisms, etc.), family
activities, school affairs
1.3.4 savings/emergency budget (health, house, repair)
II. Subject Matter:

Learning Resources:
A. References
Bantigue, R.M. and Pangilinan, J.P. (2014) Growing up with Home Economics and
Livelihood Education. FNB Educational, Inc. QC.
 https://www.dss.gov.au/our-responsibilities/families-and.../income-
management
 http://budgeting.thenest.com/guidelines-budget-family-income-
percentages-3183.html
III. Procedures:
Last week, there was a discussion on management of the family income. Management
of family income means allocating it to provide for the basic needs of members and for
comfortable living.

Ask the class about the relationship between management and budgeting of
family income.

By means of budgeting, the family can properly allot the income. A
family should have a knowledge of family budgeting to know how much is spent
for family needs and where the income goes. Through family budgeting, the
members will learn to spend wisely, save regularly, participate in family matters
more actively with the maximum benefit from the wise use of resources, like
time, energy, and abilities.

Ask: What are the factors that need to be considered when budgeting?
 Size of the family
 Family income
 Kind of work each family member does
 Talents and abilities of each member
 Locality where the family lives
E. Developing Mastery
Let the learners cite examples of the factors that need to be considered when
budgeting.
F. Finding practical applications of concepts and skills in daily living

Aside from what was mentioned, can you think of other factors that need to be
considered when budgeting? Explain.
G. Making Generalizations about the lesson
Today we determine the relationships between management and

budgeting of family income. We also looked into the factors that need to be
considered when bu
dgeting.
Income Management is a tool that helps people budget their welfare
payments and ensures they are getting the basic essentials of life, such as food,
housing, electricity and education.
Developing percentage guidelines for your family income is
vital to a family budget. This allows you to spend what is needed
without going over the allotted amount that you have set for
each category of expenses. After you have listed your income
and variable and fixed expenses, make sure that the expenses
do not exceed the percentage you have set for that category.
Some professionals suggest limiting the necessities to 60 percent
of your income.
IV. Evaluation
Ask the learners to share their insights on the lesson for the day
V. Enrichment
Bring photos or drawing where family budget is spent
June 15, 2017
I. Objective:
TLE6HE-Ob-3
II. Subject Matter:

Learning Resources:
A. References
management
III. Procedures:
Recap of the lesson the previous day

As a segue, mention that the day before, the class learned the factors that should
be considered in budgeting.

For the day’s lesson, the class will identify where the income goes or what the family
includes in the budget.
Aside from the knowledge of what comprises a family budget, the class needs to be
aware of certain principles to be applied effectively in order to make family budgeting a
successful and fulfilling task.
According to Bantigue and Pangilinan (2014), the summary of the principles that
should be applied to make family budgeting a successful and fulfilling task are as follows:
 Know the family’s income.
 List your expenses. Know which components are fixed and which are flexible.
 Set priorities.
 Keep records of expenses.
 Allocate an amount for savings.

Ask the class to bring out the photos they were asked to bring. Group the class
into 4 (four). Let the class identify where or what the family includes in the budget.
Prioritize the items. The class will be given ten minutes to complete the activity.
Reporting follows

SHORT SKIT
Using the previous group assignment, discuss among the group the principles in making
family budgetin
g a successful and fullfilling task. The twist is this will be presented in a short skit.
The group will be given five (5) minutes to present the short skit.

 Presentations
 Group 1
 Group 2
 Group 3
 Group 4
Comments on group presentations:
 Group 4 will comment on Group 1
Limit the comments on the contents of the presentation. Does the presentation manifests
the principles in making family budgeting a successful and fulfilling task?

Aside from what was mentioned, can you think of other factors that need to be
considered when budgeting? Explain.
H. Making Generalizations about the lesson
Synthesize the discussion on what and where the family budget is allotted, as well as
the principles to take into consideration to make family budgeting successful and fulfilling.
IV.Evaluation
Ask the learners to share their insights on the lesson for the day
June 15, 2017
I. Objective:
TLE6HE-Ob-3
II. Subject Matter:

Learning Resources:
A. References
management
III. Procedures:
Yesterday, we discussed the principles that need to be applied to make family

budgeting a successful and fulfilling task.
Ask the class to identify some of the priniciples.
We also identified items that were included in the family budget.
Ask what items are included in the budget.
Then, present the following list culled from the book:

 Food and clothing
 Shelter and education
 Social needs
 social and moral obligations
 family activities
 school affairs
 Savings/emergency budget
 Health
 house repair

Tell the learners that items 1 and 2 are basic needs and are familiar to them. Mention
something about food and clothing, shelter and education.
Ask them to give examples of the items under social needs, and savings/emergency budget.
These are the following:

a. Social and moral obligations – birthdays, baptisms, etc.;
b. family activities;
c. school affairs.

Mention that a family budget also provides for the following needs:
Refer to the examples given by the learners. If it was already mentioned, do not include
in the list.
Food, shelter, clothing, education, household operations, maintenance/repair,
utilities (water, electricity, telephone, transportation, medical and dental care, rest and
recreation, stipend, savings.

Divide the class into four groups
Provide situations wherein the group will prepare a budget for the entire family for one
week.
Note that there are four types of situation. The group have the option on how they will
present it in a most creative and innovative way.
Reporting of results of group work.

Ask the class on their comments on the output of the groups. Consider the factors
that need to be considered in budgeting and principles to make budgeting a successful
and full filling task.
IV.Evaluation
If you were to make a personal budget, what would you include? Why?
June __, 2017
I. Objective:
TLE6HE-Ob-4
1.4 Prepares feasible nd practical budget
1.4.1 manages family resources efficiently
1.4.2 prioritizes needs over wants
II. Subject Matter:
Learning Resources:
A. References
III. Procedures:
Recap of the lesson of the previous day

Yesterday, we learned budgeting and how it can be applied to the family.
Budgeting is critical because it is oftentimes difficult to ensure that we will be able to
make both ends meet when times are hard.
How can we prudently manage the financial resources of the family?
Group the class into four (4). Each group will answer the question. “How can we make
both ends meet?
Reporting per group follows.
The results of the discussion will be processed by the teachers.

Show photos of different items/situations.
Ask the learners if they are needs or wants.
Ask why they think it is a need or want.

The teacher writes two columns on the board. One column has the heading NEEDS. The
other column has the heading WANTS.
Randomly distribute metacards containing a list of needs and wants.
Ask the learners to post the metacards on the board.
Ask the learner to explain/defend his/her choice.

Based on the activity that was conducted ask the learners to differentiate needs from wants.
A need is a requirement for survival, e.g. breathable air. A want is a desire. It may be the desire
for a need (e.g. a choking person generally wants to be able to breathe) or for something not
needed for survival, such as chocolate or a new car.
Show a short clip on managing money: Needs versus Wants
Analyze the movie and relate it to needs versus wants. Note that some of the contents of the
video may be debatable e.g. chocolates is needed by soldiers for endurance in the middle of a
war while in a normal situation it is a want for another individual.

H. Making Generalization
There is a need to distinguish between need and want . This will enable us to prioritize
needs over wants, hence ensuring that the budget is enough to make both ends meet
moreso when times are hard.
IV.Evaluation
If you were given a personal budget by your parents more than what you really need, how
will you spend it?
June __, 2017
I. Objective:
TLE6HE-Ob-4
1.4 Prepares feasible nd practical budget
1.4.1 manages family resources efficiently
1.4.2 prioritizes needs over wants
II. Subject Matter:
Learning Resources:
B. References
http://www.socialstudiesforkids.com/articles/economics/wantsandneeds1.htm
III. Procedures:
Recap of the lesson of the previous day
Yesterday, we learned budgeting and how it can be applied to the family.
B. Presenting examples/ instances of the new lesson

A need is something you have to have, something you can't do without. A good example
is food. If you don't eat, you won't survive for long. Many people have gone days without
eating, but they eventually ate a lot of food. You might not need a whole lot of food, but
you do need to eat.
A want is something you would like to have. It is not absolutely necessary, but it would
be a good thing to have. A good example is music. Now, some people might argue that
music is a need because they think they can't do without it. But you don't need music to
survive. You do need to eat.
Divide the class into four (4) groups.
Using the concepts learned yesterday, come up with an activity that will demonstrate the
difference between needs and wants. Think of activities outside the box.
C. Discussing new concepts and practicing new skills #1

Presentation per group.
D. Developing Mastery
Giving feedback on presentations.
Examples of guide questiona:
Was the group effective in emphasizing the difference between needs and wants? If yes,
How?
What concepts in the presentation had an impact on you? Why?
Do you think the presentations can further be improved? In what way?
E. Finding practical applications of concepts and skills in daily living

F. Making Generalization
There is a need to distinguish between need and want . This will enable us to prioritize
needs over wants, hence ensuring that the budget is enough to make both ends meet
moreso when times are hard.
IV.Additional activities for application or remediation

If you were given a personal budget by your parents more than what you really need, how
will you spend it?
June __, 2017
I. OBJECTIVE Objectives must be met over the week and connected to the curriculum
S 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 Demonstrates an understanding of and skills in sewing household linens

Standards
B. Performance Sews household linens using appropriate tools and materials and
Standards applying basic principles of sewing
I. Objective:
TLE6HE-0C-5
2.1 classifies tools and materials according to their use (measuring, cutting, sewing)
II. Subject Matter:

Sewing of household linens
Learning Resources:
C. References
The Basics of Better Family Living
Gloria A. Peralta, Ed. D.
Rosella N. Golloso
Leonora D. Basbas, Ph. D.
III. Procedures:
Sewing a linen can be enjoyable and easy to make if it is done with the heart. A happy
experience in sewing may lead to the enhancement of one’s sewing skills.

In this lesson, learners should be able to sew household linens using appropriate
tools and materials and applying the basic principles of sewing. Sewing is a
worthwhile hobby but it can also be a means of livelihood or a way to augment the
family income.

The basic tools in a sewing project include those used for measuring, marking, cutting,
and sewing.

Classify the basic sewing tools into:
a. measuring tools
b. cutting tools
c. marking tools
d. sewing tools
Discuss the uses and functions of the basic sewing tools

Discuss the tips to keep sewing tools and equipment last longer and maintain their
proper functions.
This can be done through a game or graded recitation. This is a group activity. Each
group has time to participate. The members of the group will fall in line in front of the class.
Game: Sewing tools are placed in a box and laid in assortment. Students will place the tools
accordingly in the provided boxes labelled measuring, cutting, marking, and sewing tools. The
fastest group with the most number of correct tools placed in the appropriate boxes wins.
Graded recitation: Sewing tools are placed all together in a box and laid in assortment. Each
student in a participating group will be blindfolded. A student will get a tool and describe the
uses and functions of the tool taken fron the box. Then, the student will place the tool in the
appropriate box.

Sewing is enjoyable and fun, especiallywhen it is done using the appropriate
tools for the job. It can be a productive hobby and also a profitable livelihood.
The discussion of the lesson on the proper use and function of sewing tools will help the
students get acquainted with all the tools that he/she will need to work on a sewing
project.
IV.Evaluation
10-item quiz: Identification:
Identify the name of the sewing tool that is described (10 items):
State two ( 2) measuring tools,
two ( 2) cutting tools,
wo (2) 2 marking tools,
and four (4) sewing tools.
V.Enrichment
Students are asked to return the sewing tools in their proper place in the cabinet .
The sewing tools must be placed correctly in the shelves with corresponding labels.
June __, 2017
I. Objective:
TLE6HE-0C-6
2.2 prepares project plan for household linens
II. Subject Matter:

Learning Resources:
References
Rosella N. Golloso
www.itsjustsewing.com
III. Procedures:
Recap of what was discussed the day before and segue to the next lesson.
Yesterday, we discussed the basic tools necessary in making a sewing project.
Ask: What are the different measuring, cutting, marking, and sewing tools necessary in
making a sewing What are the uses and functions project?

Careful and systematic planning is the first step in making a good sewing project.
Ask:
1.How can you make a nicely done project?
2.What are the things that you have to consider in preparing for a sewing project?
Describe the project plan and discuss the importance of planning before making a project.

Explain the guidelines to consider in preparing for a sewing project.
1. Study the project, make a detailed illustration, and list down the materials to be used.
2. Choose the fabric most suitable for the project.
3. Decide on the design of the project.
4. Plan the steps to be followed in making the project.
5. Prepare the sewing tools and the sewing machine.
6. Prepare the materials needed. Consider the quality of the materials to be used in the
project

State/enumerate/show the parts of a project plan.
Explain carefully each part of the project plan.
Show the video on making a household linen.
One sample is the video of Sewing Two-Toned Standard Pillow Case
Discuss the needed tools, equipment, and materials in making the Two-toned Pillowcase.
From the discussion, let the students design/prepare their own project plan of two-toned
pillowcase

Careful and systematic planning is the first step in making a good project.
A project plan is a formal, approved document used to guide both project
execution and project control.
IV.Evaluation
You are going to come up with your Project Plan.
Evaluate the individual project plan.
V.Enrichment:
Watch again the video of sewing two-toned pillowcase.
Take note of the following:
Needed tools, materials, and equipment
Size of the fabric
June 27, 2017
I. Objective:
TLE6HE-0C-6
II. Subject Matter:

Learning Resources:
References
Rosella N. Golloso
III. Procedures:
Ask:
1.What are the necessary materials, tools and equipment in making/sewing standard pillowcase?
2.How do you prepare the linen/cloth in making/sewing standard pillowcase?
3.How do you sew the fabric to make a standard pillowcase?
4.How do you evaluate the finished project?

Make a project plan for a marketable household linen: Two-Toned Standard Pillowcase

Show the teacher-made procedure in making Two-toned Pillowcase
We discussed yesterday how to make an effective project plan. Today, you will apply your
learning by making the project plan for two-toned standard pillowcase using the given
procedures.
Present the finished project plan of a two-toned standard pillowcase to the class for
critiquing

Designing a project plan for sewing two-toned standard pillowcase will not only develop
the skills of the students in careful planning for a project, but also help them become quality
conscious in any project they intend to engage themselves in.
H. .Making Generalization
The primary use of the project plan is to document planning assumptions and decisions,
project design, marketability and profitability.
IV.Evaluation
Evaluate the finished project plan using a scoring rubric.
V.Assignment:
1. What type of fabric is necessary in making linen?
2. Why do you need to choose the right fabric for a sewing project?
June 27, 2017
I. Objective:
TLE6HE-0C-6
II. Subject Matter:

Learning Resources:
References
Rosella N. Golloso
III. Procedures:
Ask:
1.What are the necessary materials, tools and equipment in making/sewing standard pillowcase?
2.How do you prepare the linen/cloth in making/sewing standard pillowcase?
3.How do you sew the fabric to make a standard pillowcase?
4.How do you evaluate the finished project?

Make a project plan for a marketable household linen: Two-Toned Standard Pillowcase

Show the teacher-made procedure in making Two-toned Pillowcase
We discussed yesterday how to make an effective project plan. Today, you will apply your
learning by making the project plan for two-toned standard pillowcase using the given
procedures.

Present the finished project plan of a two-toned standard pillowcase to the class for
critiquing

Designing a project plan for sewing two-toned standard pillowcase will not only develop
the skills of the students in careful planning for a project, but also help them become quality
conscious in any project they intend to engage themselves in.
H. .Making Generalization
The primary use of the project plan is to document planning assumptions and decisions,
project design, marketability and profitability.
IV.Evaluation
Evaluate the finished project plan using a scoring rubric.
V.Assignment:
3. What type of fabric is necessary in making linen?
4. Why do you need to choose the right fabric for a sewing project?

June 28, 2017
I. Objective:
TLE6HE-0c-7 2.3 identifies supplies/materials and tools needed for the project
II. Subject Matter:
Learning Resources:
References
Rosella N. Golloso
III. Procedures:
Yesterday, you made an effective project plan for a type of household linen.
Making your own household linens can save you money. You can also exercise your own
creativity by producing the design that you really like. These items can also be sold to augment
the family income.
.
Now that you already know how to carefully plan for a project, you will now be
taught how to choose the proper material for a sewing project, particularly the household
linen.When we say material in sewing, we refer to the fabric or cloth necessary in sewing.

Enumerate, define, and describe the different kinds of fabric
Cotton Sinamay
Linen Silk
Ramie Wool
Piña Synthetic
Be sure you are aware of the different types of fabric. The design of the fabric should also
be appropriate to the project. Texture of the material should also be considered.
Fabric Source Quality Trade name Uses
Cotton Cotton plant Strong absorbent Muslin(katsa) Sleepwear
Poplin towel
Terry cloth
Linen
Ramie
Pina
Sinamay
Silk

Post a visual chart with pieces of different kinds of fabric. Let the students see
and touch those pieces of fabric. Then, ask them to place each piece accordingly in a
separate chart with columns that indicate the names of the fabric.
Basket of knowledge:
In a basket containing pieces of rolled paper where the name of different fabrics are listed
individually, pick a piece and then explain the fabric stated in the unrolled paper.
G. Finding practical applications of concepts and skills in daily living.

Choosing the right fabric and knowing its use will contribute to the success of the
sewing project
Example: sleepwear:cotton
linen:pillowcases
sinamay: placemat
IV.Evaluation
Accomplish/complete the template.

Cotton
Linen
Ramie
Pina
Sinamay
Silk
V.Assignment:
Upon choosing the right fabric for a sewing project, how do you prepare the fabric before
sewing?
June 29, 2017
I. Objective:
II. Subject Matter:
Learning Resources:
References
Rosella N. Golloso
III. Procedures:
Yesterday, you made an effective project plan for a type of household linen.
Making your own household linens can save you money. You can also exercise your own
creativity by producing the design that you really like. These items can also be sold to augment
the family income.
.
Now that you already know how to carefully plan for a project, you will now be
taught how to choose the proper material for a sewing project, particularly the household
linen.When we say material in sewing, we refer to the fabric or cloth necessary in sewing.

Enumerate, define, and describe the different kinds of fabric
Cotton Sinamay
Linen Silk
Ramie Wool
Piña Synthetic
Be sure you are aware of the different types of fabric. The design of the fabric should also
be appropriate to the project. Texture of the material should also be considered.
Cotton Cotton plant Strong absorbent Muslin(katsa) Sleepwear
Poplin towel
Terry cloth
Linen
Ramie
Pina
Sinamay
Silk

Post a visual chart with pieces of different kinds of fabric. Let the students see
and touch those pieces of fabric. Then, ask them to place each piece accordingly in a
separate chart with columns that indicate the names of the fabric.
Basket of knowledge:
In a basket containing pieces of rolled paper where the name of different fabrics are listed
individually, pick a piece and then explain the fabric stated in the unrolled paper.
G. Finding practical applications of concepts and skills in daily living.

Choosing the right fabric and knowing its use will contribute to the success of the
sewing project
Example: sleepwear:cotton
linen:pillowcases
sinamay: placemat
IV.Evaluation
Accomplish/complete the template.

Cotton
Linen
Ramie
Pina
Sinamay
Silk
V.Assignment:
Upon choosing the right fabric for a sewing project, how do you prepare the fabric before
sewing?
June 30, 2017
I. Objective:
II. Subject Matter:
Learning Resources:
References
Rosella N. Golloso
III. Procedures:
From the previous lesson that we discussed, recite the importance of proper selection of
fabric for a sewing project.

The lesson for today will enable the students to learn the proper way of preparing
the fabric before sewing
Today’s lesson is “Preparing the Fabric”
Guide questions:
1.How do you prepare the fabric before sewing?
2.Why is it necessary to soak the fabric in water overnight?
3. Why is it important to condition the fabric for sewing?

Preparing the Fabric:
1.Soak cotton fabric overnight in water.
2.Hang to dry. Do not wring.
3.Iron wrinkles in the fabric when dry.
4.Check the fibers-lengthwise fibers (warp) should be straight.
5.Raw edge or selvage should be trimmed.
6.Iron the fabric, if needed.
E.Discussing new concepts and practicing new skills #2

Fabric should be in proper condition before using for a sewing project.
Show different fabrics with different conditions to the class:
1.new fabric
2.soaked overnight fabric
3.wrap side of the fabric
4.fabric with selvage
5.wrinkled fabric
Call students who will prepare the fabric before sewing in front of the class.
All students must participate.
F.Developing Mastery
Let us go back to the guide questions given earlier and let us answer them.
1.How do you prepare the fabric before sewing?
2.Why is it necessary to soak the fabric in water overnight?
3. Why is it important to condition the fabric for sewing?
G.Finding practical applications of concepts and skills in daily living.

The right choice of material for the proper way of conditioning the fabric before using,
will help produce well-sewn and well-fitted sewing project.
H.Making Generalization
A well-prepared fabric produces well-made project
IV.Evaluation
Ask students to discuss how to prepare the fabric before using for sewing
V.Assignment:
Make a video presentation of preparing the fabric before sewing.
July 03, 2017
I. Objective:
TLE6HE-0d-8, TLE6HE-0d-9
2.4 drafts pattern for household linens
2.4.1 steps in drafting pattern
2.4.2 safety precautions
II. Subject Matter:
Sewing of Household linens
Learning Resources:
References
Rosella N. Golloso
III. Procedures:
Identifying supplies/materials and tools needed for the project Establishing a purpose for
the lesson
The lesson for today will enable the students to learn the proper way of preparing
the fabric before sewing
B. Establishing a Purpose of the lesson

Using a power point presentation, show the learners the different shapes, colors and
designs of pillow
cases.
Ask the learners what kind of pillowcases they have at home.

Today, we will learn on how to make pillowcases.
Present a video that shows how to make pillowcases.
Show the class the pattern on how to make pillowcases.

Ask the pupils if they know someone or have seen somebody who is selling
pillowcases. Make the learners realize that making pillowcases can be a source of
income.

Enumerate the different concerns in making pillowcases and in selling them such as:
1. Materials needed
2. Cost of Capital
3. Designs
4.
5.
6. Marketing Strategy
7. Target Consumer
Let the learners make pillowcases’ pattern.

Remind the pupils of the safety precautions in handling materials and in sewing.Actual
sewing of pillow cases
What skills do you need in making pillowcases and in gaining extra income out of it?
IV.Evaluation
Rate pupils’ output using rubrics.
V.Assignment:
Bring your sewing tools tomorrow for will start to sew your pillowcase.
 Fabric
 Scissors
 Needle
 Thread
 Pins
 Pincushion
 Thimble
 Tape measure
 Rular
 Chalk & etc.
July 04, 2017
I. Objective:
II. Subject Matter:
Learning Resources:
References
Rosella N. Golloso
III. Procedures:
Review: How to sew and sell pillowcases

Play a video presentation of different household linens such as:
1. Table Napkin
2. Table Cloth
3. Table Runner
4. Bed Sheet
5. Towel
Let the learners negotiate what particular household linen from the list they want to sew.
Guide and encourage the negotiations to a Table Runner..

Show a video that shows how to sew a table runner.
You can also provide pictures or slide show of different creative designs of table runners.
Present the pattern in sewing table runners.

Let the learners apply or make the pattern of a table runner.

Inform the learners that in making and selling table runners there are things to be considered
such as:
1. Materials needed
2. Cost of Capital
3. Designs
5. Target Consumer
Elaborate each.
Allow the learners to apply the pattern of sewing table runners by letting them do the
actual sewing.Remind them of the safety precautions in handling materials and while sewing.

Actual sewing activity with the teacher’s supervision
What skills do you need in making table runners and in gaining extra income out of it?
IV.Evaluation
V.Assignment:
On your assignment notebook, answer the question, Why is sewing important?
How does it help you earn extra income?
July 05, 2017
I. Objective:
II. Subject Matter:
Learning Resources:
References
Rosella N. Golloso
III. Procedures:
G. Preparation(Opening Up/setting the stage)
H. Establishing a Purpose of the lesson

6. Table Napkin
7. Table Cloth
8. Table Runner
9. Bed Sheet
10. Towel
I. Presenting examples/ instances of the new lesson

J. Discussing new concepts and practicing new skills #1

K. Discussing new concepts and practicing new skills #2

such as:
6. Materials needed
7. Cost of Capital
8. Designs
10. Target Consumer
Elaborate each.
L. Developing Mastery

IV.Evaluation
V.Assignment:
On your assignment notebook, answer the question, Why is sewing important?
How does it help you earn extra income?
July 06, 2017
I. Objective:
2.5 sews creative and marketable household linens as means to augment family income
2.5.1 assesses the finished products as to the quality (using rubrics)
II. Subject Matter:
Learning Resources:
References
Rosella N. Golloso
III. Procedures:

1. Table Napkin
2. Table Cloth
3. Table Runner
4. Bed Sheet
5. Towel



such as:
11. Materials needed

12. Cost of Capital
13. Designs
15. Target Consumer
Elaborate each.

IV.Evaluation
V.Assignment:
On a clean bond paper, paste pictures of other designs of table runner you want to make.
July 07, 2017
I. Objective:
2.6 markets finished household linens in varied/creative ways
2.6.1 packages product for sale creativity/artistically: prepares creative package and
uses materials using local resources, packages products artistically, and labels
packaged product
II. Subject Matter:
Learning Resources:
References
Rosella N. Golloso
III. Procedures:
Review: Labeling and designing of a product

Play Play a video of different TV commercials.
Let each group present the product label formulated yesterday.

Explain to the learners that to maximize marketing, advertisement is needed.

Discuss the different forms of advertisement and the medium to advertise their products.
1. Magazine
2. Newspaper
3. TV Commercial
4. Facebook
Let the learners plan on how to promote their product through social media/using the internet

Let each of the groups present the advertisement.
Encourage each group to advertise the products in social sites.
How do advertisements help reach the target consumer of your product?
IV.Evaluation
Rate pupils’ presentation using rubrics.
V.Assignment
List down 10 social media accounts that helps promotes products using the internet
1 - 10
July 13, 2017
I. Objective:
TLE6HE-0f-10
3.1 Explains different ways of food preservation
(drying, salting, freezing and processing)
II. Subject Matter:
Food Preservation
Learning Resources:
References
The Basics of Better Family Living p.154-166
Rosella N. Golloso
III. Procedures:
If there is abundance for a certain period or even the whole year round what needs to be
done in order to ensure that there is no wastage ?
One of the answers may be food preservation
2.Motivation
Ask the learners why food preservation is important – the benefits derived from food
preservation/processing.
3.Statement of the Goal
So we learned that food preservation is important as one of the ways to ensure that there
is no food wastage. We increase the life of certain fooditems because of preservation.
B. Presentation
I have here pictures on the board. What can you see?
C. Teaching/Modelling
Define food preservation.
Food preservation is the process of preparing food for future consumption by
preventing its spoilage.
Food preservation could be for family’s consumption especially in times of need or when
they’re off season. It could also be a source of additional income. If the family can make
it a regular livelihood activity, then it can even become the family’s main source of
income.
What are the methods of preserving foods?
D. Discussion of Concepts
Ask the learners further why we preserve food:
 To prevent spoilage
 To prevent wastage
 To retain the nutritive value, natural color and texture of the food
 To maintain the sanitary quality of food
 To contribute to better nutrition for the family
 To help increase family income with the excess products that can be preserved
and sold
 To help in the economic development of the country because the farmers are
encouraged to produce more for others
 To make food available throughout the year which may be used for events, like
town fiestas and other occasions.
E. Generalization
Why is it important to learn the ways of food preservation?
IV.Evaluation
On a clean bond paper, draw at least 5 food products that undergo food preservation.
V.Assignment
Bring photos of the preserved foods. Provide a caption for each of the photo.
July 17, 2017
I. Objective:
TLE6HE-0f-10
3.1.1 conducts an inventory of foods that can be preserved/processed using any of the
processes on food preservation
3.1.2 discusses the processes in each of the food preservation /processing methods
II. Subject Matter:

Food Preservation: Drying & Salting
Learning Resources:
References
Rosella N. Golloso
III. Procedures:
Recap of the previous lesson.
Yesterday, food preservation was defined and we learned its importance.
For today’s lesson, we will be identifying the four (4) ways of preserving food:
2.Motivation
What are some of the foods that you that we usually preserve at home?
So today we are going to learn more about the types of food preservation because you
are going to discuss it with your groupmates the food products that undergoes food
preservation.
Ask the learner to bring out the photos or drawings of preserved food.
Group the class by row. The class will share how the food they brought was preserved.
There will be reporting of the group discussion .
B. Presentation
Ask the learners of what they think are the different types of food preservation based on what
was discussed.There are other types of food preservation but for this lesson, the focus is on
the following:
 Drying
 Salting,
 Freezing
 Processing
Discuss Drying. Provide examples.
Drying – is one of the man’s oldest methods of preserviing food. Drying preserves food by
lowering the moisture content below at which microorganisms can grow and reproduce.
Drying can be accomplished through:

Sun - drying – utilizes the solar energy that circulates around food materials laid out on trays
and racks.There is also drying during smoking. Smoking with warm fumes at 69 °C from
burning wood results in drying besides imparting the desired color and flavor effect on cured
meat and fish.
Discuss Salting. Provide examples.
Salting is the preservation of food with dry edible salt. It is related to pickliing in
general and more specifically in brining (preparing food with brine, that is salty water)
and is one form of curing.
Pickling is the preservation of food in brine or vinegar with or without bacterial
fermentation.
The three important constituents are: salt, vinegar and lactic acid.
Is it possible to use two ways of preservation in certain food items?
E. Generalization
How does drying and salting helps in preserving food?
IV.Evaluation
On a clean bond paper, draw at least 5 food products that undergo drying and salting.
V.Assignment
Read on the process of Drying and Salting.
July 18, 2017
I. Objective:
TLE6HE-0f-10
3.1.1 conducts an inventory of foods that can be preserved/processed using any of the
processes on food preservation
3.1.2 discusses the processes in each of the food preservation /processing methods
II. Subject Matter:

Food Preservation: Freezing & Processing
Learning Resources:
References
Rosella N. Golloso
III. Procedures:
Yesterday, the discussion was on drying and salting as a means of preserving food.
Today we will learn about freezing and processing.
2.Motivation
Ask the class if there are cases when their mother, aunt or grandmother comes from the
market , “What is the usual scenario?”
After learning that drying and salting can be a means of natural way of preserving food,
today we still have to learn another way to preserve food.
B. Presentation
Present to the class some of the food products and let them guess as to what type of
food preservation that the foods undergoes.
The purpose of freezing storage is to retain to as great as degree as possible the properties
of the fresh fruit, vegetable or other food products.
However, during freezing and thawing certain irreversible changes occur that render the
frozen and thawed product quite different from the freshness in texture and general
appearance.
Tips for freezing:

Meat, poultry and fish should be placed in moisture-vapor proof packages so that
moisture is maintained and discoloration is prevented because of oxygen in the air.
Most fruits have to be packed with syrup or sugar.Vegetables need blanching (brief
heating in boiling water or in a steam) to kill the bacteria and stop enzyme action which
can cause spoilage.
Discuss processing. Provide examples.

Processing – transformation of raw ingredients, by physical or chemical means into
food, or of food into other forms.
Food processing combines raw food ingredients to produce marketable food products that
can be easily prepared and served by the consumer.
Food processing is any method used to turn fresh foods into food producs. This can
involve one or a combination of the following: washing, chopping, pasteurising,
freezing, fermenting, packaging and many more.
Can you give some examples of processed foods?
E. Generalization
Mention that what they have discussed are the four ways of food preservation.
4 Ways of Food Preservation
 Drying
 Salting
 Freezing
 Processing
IV.Evaluation
On your notebook, write down some of the food products that can be freeze and
undergoes some processes.
V.Assignment
Bring at least ten (10) photos of foods which can be preserved. Also, bring cartolina,
scissors and paste.
July 19, 2017
I. Objective:
TLE6HE-0f-10
3.1.3 explains the benefits derived from food preservation/processing
II. Subject Matter:

Food Preservation: Freezing & Processing
Learning Resources:
References
Rosella N. Golloso
III. Procedures:
Food preservation was discussed and we learned about the definition of
 Drying
 Salting
 Freezing
Processing
2.Motivation
Do you want o watch a video?
Today, we will learn the process for each type.
The teacher will play a video clip of the four types of food preservation.
B. Presentation
Present to the class some of the food products and let them guess as to what type of
food preservation that the foods undergoes.
Ask the learners to identify the steps or the process followed for each way of food
preservation, based on the video.
Process the results of the discussion by going through the process for each type of food
preservation.
Bring out the photos of food items which you were asked to bring.
Group the class per row.

Each row will form a collage of the photos based on the type of food preservation.
There will be a reporter for each row.
From the presentation, the teacher will ask the learners if they agree or if they want to
remove or add a food item to the presentation of their group members.
Ask them to comment on the appropriateness of the method to the food.
E. Generalization
What were the procedures for each food preservation? Were you able to follow?
IV. Evaluation
Teacher will evaluates each group’s presentation.
V.Assignment
Bring actual samples of preserved food. Prepare to share to the class how it was
preserved, and why that method was used.
July 20, 2017
I. Objective:
TLE6HE-Og-11
3.2 Uses the tools/utensils and equipment and their substitutes in food preservation /
processing.
II. Subject Matter:

Food Preservation: Uses of Kitchen Tools and Equipment
Learning Resources:
References
Rosella N. Golloso
III. Procedures:
Yesterday, the discussion was on food preservation, the benefits derived from it as well
as its different types. We also conducted an inventory of food that can be preserved
and processed.
2. Motivation
Ask the learners on the importance of familiarizing the learners with the tools/utensils
and equipment in food preservation.
This week’s lesson is on the tools/instruments/utensils and equipment that we use for
food preservation.
B. Presentation
Ask the difference between tools/instruments and equipment.
Before the difference is determined, ask the learners to give examples of tools /
instruments and equipment.
Ask the learners examples of these tools/instruments:
Response may include knives, fork, spoon, whisk, spatulas, graters, wooden mallets,
containers, plastic bins with airtight lids, ceramic dishes with plastic lids and foil
containers, jars, bag, food brushes, measuring cups, colander, strainer, timer, weighing
scale, measuring spoons, handheld can opener, cooking thermometer, etc.
Ask the learners examples of equipment used in food preservation: juicer, mixer,
electric can opener, blender, refrigerator, stove, oven.
What then is the difference between tools and equipment?
One major difference is the use of electricity.
The teacher will show photos or drawings of examples of tools/instruments and
equipment.
The teacher will ask the learners the use of each tool/instrument and equipment.
The teacher will then present a photo where the specific tool or equipment is used or
being used.
E. Generalization
Remember the difference between tools/instruments and equipment.
Familiarize yourselves with the tools/instruments used in the preservation of food.
F. Guided Practice
The class will prepare Pickled Papaya. What tools/utensils/instruments will be used?
 Grater
 Bowl
 Jar
 Teaspoon
 Cup
 Muslin bag
 Squeezer
 Collander
 Tray or bilao
 Sauce pan
 Knife
 Slicer
IV. Evaluation
Describe how the above tools//instruments will be used?
Ask the class what equipment will be used in the preparation of Pickled Papaya?
Answer: Gas stove or gas range
Ask the class when it will be used.
V.Assignment
Bring recipes on preserved foods. Identify the equipment and tools/instruments that
will be used to complete the process.

July 21, 2017
I. Objective:
TLE6HE-Og-11
3.2 Uses the tools/utensils and equipment and their substitutes in food preservation /
processing.
II. Subject Matter:

Learning Resources:
References
Rosella N. Golloso
III. Procedures:
Yesterday, the discussion was on food preservation, the benefits derived from it as well
as its different types. We also conducted an inventory of food that can be preserved
and processed.
2. Motivation
This week’s lesson is on the tools/instruments/utensils and equipment that we use for
food preservation.
B. Presentation
Ask the difference between tools/instruments and equipment.
Before the difference is determined, ask the learners to give examples of tools /
instruments and equipment.
Ask the learners examples of these tools/instruments:
Response may include knives, fork, spoon, whisk, spatulas, graters, wooden mallets,
containers, plastic bins with airtight lids, ceramic dishes with plastic lids and foil
containers, jars, bag, food brushes, measuring cups, colander, strainer, timer, weighing
scale, measuring spoons, handheld can opener, cooking thermometer, etc.
Ask the learners examples of equipment used in food preservation: juicer, mixer,
electric can opener, blender, refrigerator, stove, oven.
What then is the difference between tools and equipment?
One major difference is the use of electricity.
The teacher will show photos or drawings of examples of tools/instruments and
equipment.
The teacher will ask the learners the use of each tool/instrument and equipment.
The teacher will then present a photo where the specific tool or equipment is used or
being used.
E. Generalization
Remember the difference between tools/instruments and equipment.
Familiarize yourselves with the tools/instruments used in the preservation of food.
F. Guided Practice
The class will prepare Pickled Papaya. What tools/utensils/instruments will be used?
 Grater
 Bowl
 Jar
 Teaspoon
 Cup
 Muslin bag
 Squeezer
 Collander
 Tray or bilao
 Sauce pan
 Knife
 Slicer
IV. Evaluation
Describe how the above tools//instruments will be used?
Ask the class what equipment will be used in the preparation of Pickled Papaya?
Answer: Gas stove or gas range
Ask the class when it will be used.
V.Assignment
Bring recipes on preserved foods. Identify the equipment and tools/instruments that
will be used to complete the process.

July 25, 2017
I. Objective:
TLE6HE-Og-11
3.2.1 Identifies the tools/utensils and equipment
3.2.1 Prepares plan on preserving/processing food
II. Subject Matter:
Learning Resources:
References
Rosella N. Golloso
III. Procedures:
1.Recap of previous lesson
Yesterday, the class was able to identify different tools/instruments and equipment used
in food preservation.
The class was able to distinguish the difference between tool/instruments and equipment.
2. Motivation

Our lesson for today is a continuation of the discussion yesterday because the
class will be asked to present the recipes of preserved foods/processed foods and identify
the tools/instruments and equipment used to complete the process.
B. Presentation
Individual class presentation.
The other members of the class will provide feedback on the presentation.
Play a video clip on food preservation / food processing. The video contains the specific
steps undertaken for the completion of the process. The use of the tools / utensils/
instruments and equipment are very evident in the video.
Presentation of another video clip on processing/preservation of food.

Midway in the presentation, the teacher will pause the video then ask the class what the
next steps will be.
The video presentation will be played again.
D. Generalization
The teacher will ask the learners what process in the video is very important in food
preservation / food processing. Ask them why.
E. Guided Practice
The contents of the video will be processed by the class.
By group the class will present an actual demo of food preservation while teacher will
facilitate.
IV. Evaluation
Present a situation wherein the tools/instruments needed for a specific recipe are not
available.
Ask the learners to think of a substitute.
V.Assignment
Submit photos of possible substitutes for kitchen tools/instruments.
July 31, 2017
I. Objective:
TLE6HE-Oh-12
3.3 preserves food applying principles and skills in food preservation/processing
II. Subject Matter:
Food Preservation: Applying Principles and skills in food preservation/processing.
Learning Resources:
References
Rosella N. Golloso
III. Procedures:
Recap of previous lesson.
Last week, the class prepared for the presentation of processed/preserved products.
Today, the class will present by group.
As mentioned, the presentation will contain the following:
 Recipe of the preserved/processed food
 Tools / instruments used in the activity.
 Equipment used in the activity
 Steps in preserving/processing of food
 Name and role of each member of the group

Tell the class that on one hand through the activity, each learner will gain insights from
each group. On the other hand, the members of the group continue to learn from each
other through collaborating and working with one another.
B. Presentation
The teacher requests the class to give each of their group a name.
The 6 groups will present thier performance in preparing atsara as one of the preserve
food.
Order of presentation will be agreed by the class.
C. Teaching/Modeling
The teacher presents the mechanics of the presentation:
Each group will present for a maximum of 8 minutes.
After every presentation, clarifications may be raised by the rest of the group (3
minutes)
D. Actual group presentation

Each group will be given the time to present their work to the class.
E. Generalization
Completion of presentation.
The teacher thanks the members of the class for the effort they have exerted.
The teacher mentions that he/she was impressed with all of the presentation. (if
applicable)
Remember that if a group was not able to deliver well, it may reflect on the guidance
provided by the teacher during the preparation.
IV. Evaluation
Actual group presentation.
V.Assignment
Search for principles in food preservation.
August 01, 2017
I. Objective:
TLE6HE-Oh-12
3.3.1. selects food to be preserved/processed based on availability of raw materials, market
demands, and trends in the community
II. Subject Matter:

Learning Resources:
References
Rosella N. Golloso
III. Procedures:
Recap of what happened the previous day.
Mention the names of the group who completed their presentation.
The presentation of the rest of the groups willl continue (Groups 5-8).
Tell the class that on one hand through the activity, each learner will gain insights from
each group. On the other hand, the members of the group continue to learn from each
other through collaborating and working with one another.
B. Presentation
The teacher requests the class to give each of their group a name.
The 6 groups will present thier performance in preparing atsara as one of the preserve
food.
Order of presentation will be agreed by the class.
The teacher presents the mechanics of the presentation:
Each group will present for a maximum of 8 minutes.
After every presentation, clarifications may be raised by the rest of the group (3
minutes)
D. Actual group presentation

E. Generalization
Completion of presentation.
The teacher thanks the members of the class for the effort they have exerted.
The teacher mentions that he/she was impressed with all of the presentation. (if
applicable)
Remember that if a group was not able to deliver well, it may reflect on the guidance
provided by the teacher during the preparation.
IV. Evaluation
Actual group presentation.
V.Assignment
Search for principles in food preservation.
August 08, 2017
I. Objective:
TLE6HE-0i-14
3.5. Assesses preserved/processed food as to the quality using the rubrics.
II. Subject Matter:

Learning Resources:
References
Rosella N. Golloso
III. Procedures:
The class talked about the three factors that needs to be considered in the selection of
food items that will be processed/preserved. These are raw materials, market demands
and trends in the community

The class will focus on determining the market demands and trends. through the conduct
of a survey which is one of the major research strategy and is a popular form of data
collection.
B. Presentation
Show a video on how a survey is being conducted.
Ask the class what part in the video will help them in conducting the survey.
Show another video on how a simple survey results will be processed.
Ask the class what part in the video will help them in conducting the survey.
Build on the insights and observations presented by the learners.
The learners will continue working on their survey preparation based on the information
that they have learned
D. Guided practice
The class refiines their survey instruments and plans in conducting the activity
Based on the simulation, ask the learners what their observations are.
Building on the learnings shared by the class, provide reminders on how the survey will be
conducted.
E. Generalization
Survey is one of the major research strategies and a popular way of data collection.
Remember that in developing the survey instruments, the class should ensure that the
information that is needed will be generated through the questions included in the survey.
IV. Evaluation
The class was able to finalize their survey instruments with the guidance of the teacher.
The plans on the conduct of the survey was polished by the class.
V.Assignment
The survey is administered by the learners.
August 04, 2017
I. Objective:
TLE6HE-Oh-12
3.3.2 observes safety rules in food preservation/processing
II. Subject Matter:

Learning Resources:
References
Rosella N. Golloso
III. Procedures:
The teacher mentions that yesterday, they discussed the several factors that need to be
considered in the selection of food items to be processed:
 Raw materials
 Market Demands
 Trends in the Community.
The class also has learned that if the three factors were considered this would be a good source
of income for the learners.

Today’s lesson will be on observing safety rules in food preservation / processing.
The teacher asks the class: “What did they do to observe safety rules in food processing
while working on their project?”
F. Presentation
Based on the response of the learners, provide a segue to the following:
 Did you use caps or head bands?

 Did you wash your hands properly before and after working?
 Did you refrain from talking while working?
 Did you wash the tools and equipment properly?
 Did you properly wash the ingredients before they were used?
G. Teaching/Modeling
The teacher will call learners to answer the question.
If the answer of the learner is yes, ask him/her to explain why?
Food for human consumption should be produced under conditions of cleanliness and hygienic
decency. No consumer would knowingly wish to consume food prepared in unhygienic
environment.
Cleanliness and sanitation not only includes maintenance of clean and well-sanitized surfaces of
all equipment, but also proper disposal of wastes.
H. Actual group presentation

I. Generalization
Think of other ways to ensure that processed foods are prepared observing the principles
of sanitation and safety.
IV. Evaluation
Ask each group to choose one safety rule of sanitation and safety and present it to the class in a
form of role play.
V.Assignment
Bring photos or drawing of measures to ensure safety and sanitation in food
processing/preservation.
August 07, 2017
I. Objective:
TLE6HE-Oh-12
3.3.2 observes safety rules in food preservation/processing
II. Subject Matter:

Learning Resources:
References
Rosella N. Golloso
III. Procedures:
B. Preparation(Opening Up/setting the stage)
The teacher mentions that yesterday, they discussed the several factors that need to be
considered in the selection of food items to be processed:
 Raw materials
 Market Demands
 Trends in the Community.
The class also has learned that if the three factors were considered this would be a good source
of income for the learners.

Today’s lesson will be on observing safety rules in food preservation / processing.
The teacher asks the class: “What did they do to observe safety rules in food processing
while working on their project?”
J. Presentation
Based on the response of the learners, provide a segue to the following:
 Did you use caps or head bands?

 Did you wash your hands properly before and after working?
 Did you refrain from talking while working?
 Did you wash the tools and equipment properly?
 Did you properly wash the ingredients before they were used?
K. Teaching/Modeling
The teacher will call learners to answer the question.
If the answer of the learner is yes, ask him/her to explain why?
Food for human consumption should be produced under conditions of cleanliness and hygienic
decency. No consumer would knowingly wish to consume food prepared in unhygienic
environment.
Cleanliness and sanitation not only includes maintenance of clean and well-sanitized surfaces of
all equipment, but also proper disposal of wastes.
L. Actual group presentation

M. Generalization
Think of other ways to ensure that processed foods are prepared observing the principles
of sanitation and safety.
IV. Evaluation
Ask each group to choose one safety rule of sanitation and safety and present it to the class in a
form of role play.
V.Assignment
Bring photos or drawing of measures to ensure safety and sanitation in food
processing/preservation.
August 09, 2017
I. Objective:
TLE6HE-0i-14
3.5. Assesses preserved/processed food as to the quality using the rubrics.
II. Subject Matter:

Learning Resources:
References
Rosella N. Golloso
III. Procedures:
The class continue with the development of their survey instruments yesterday and with
the videos presented, the class was able to gain new insights and perspectives in its
development and administration.
The survey was administered by the class yesterday.
The class will now worked on the results of the survey. Work as a group and report on
the results.
B. Presentation
The class presents the results of the survey by group.
Build on the insights and observations presented by the learners.
The learners will continue working on their survey preparation based on the information
that they have learned
D. Guided practice
The class refiines their survey instruments and plans in conducting the activity
Based on the simulation, ask the learners what their observations are.
Building on the learnings shared by the class, provide reminders on how the survey will be
conducted.
The class were able to determine the specific market demands for preserved processed food.
E. Generalization
Ask the class: Based on the results of the survey, how will you address the market demands?
Ask the class based on their experience on working on the activity, what are their insights and
perspectives on:
 preparing the survey instruments
 conducting the survey
processing of the results of the survey
IV. Evaluation
The completion of the activity and applyiing the results of the activity in determining the
direction for processed/preserved food.
V.Assignment
Bring sample of preseved food products to be assessed by each group tomorrow.
Lesson Plan in TLE 6
August 10, 2017
I. OBJECTIVE/S:
-To read and understand the directions given for every part of the test.
-To answer the test silently with at least 85% level of accuracy.
-To follow the set of standards in taking the test.
II. SUBJECT MATTER:

First Quarter Exam
III. INSTRUCTIONAL
A. Setting up the stage
Are you all ready to take the test? Let me check the attendance first.
B. Establishing a Purpose
Today we are going to have our first quarter exam. Did you study your lesson?
I want to see your tables clean. And all you need to have is your ballpen.
C. Setting of Standards
What are the important things you need to remember when taking a test?
D. . Presentation
Your first test will be Science. As I give you the test paper, get one and pass. But do
not start yet until I told you to do so. Is that clear?
E. Distribution of papers
Now, look at your test papers. Check if the test paper has complete number of pages
and number of items. If you have any questions or other concerns, please raise your
hand to let me know.
Nobody will talk to his/her seatmate. Okay?
IV. Evaluation
F. Test Proper::
Now, the test is good for 1 hour. Since its already 8:00, the expected time to finish is
9:00.
You may now start, and GOOD LUCK!
The teacher will walk around to check and monitor that there will be no chances of
cheating to happen.
The teacher will make sure that politeness and honesty is strictly observed.
G. Collecting of test papers

Okay, its already time. Please pass you paper forward silently. At the counts of 5, all
papers should be in front.
Lesson Plan in TLE 6

August 11, 2017
I. OBJECTIVE/S:
-To read and understand the directions given for every part of the test.
-To answer the test silently with at least 85% level of accuracy.
-To follow the set of standards in taking the test.
II. SUBJECT MATTER:

First Quarter Exam
III. INSTRUCTIONAL
A. Setting up the stage
Are you all ready to take the test? Let me check the attendance first.
Today we are going to have our first quarter exam. Did you study your lesson?
I want to see your tables clean. And all you need to have is your ballpen.
C. Setting of Standards
What are the important things you need to remember when taking a test?
D. . Presentation
Your first test will be Science. As I give you the test paper, get one and pass. But do
not start yet until I told you to do so. Is that clear?
E. Distribution of papers
Now, look at your test papers. Check if the test paper has complete number of pages
and number of items. If you have any questions or other concerns, please raise your
hand to let me know.
Nobody will talk to his/her seatmate. Okay?
IV. Evaluation
F. Test Proper::
Now, the test is good for 1 hour. Since its already 8:00, the expected time to finish is
9:00.
You may now start, and GOOD LUCK!
The teacher will walk around to check and monitor that there will be no chances of
cheating to happen.
The teacher will make sure that politeness and honesty is strictly observed.
G. Collecting of test papers

Okay, its already time. Please pass you paper forward silently. At the counts of 5, all
papers should be in front.

August 14, 2017
I. Objective:
TLE6AG0a-1 1. Discusses the importance of planting and propagating trees and fruit-bearing
trees and marketing seedlings.
II. Subject Matter:

PlantingTrees and Fruit Trees
1. Propagating trees and fruit trees
1a. Importance of trees and fruit bearing trees
Learning Resources:
References
Resource (LR) portal
Agricultural Crops Production, Teachers Guide
Charts, Pictures, Video, Actual object
III. Procedures:
presenting the new lesson
 Ask any one from the members of the class to tell something about the word
“Agriculture”.
 Identify some trees and fruit trees available in the community.
Discuss the importance of planting and propagating trees and fruit trees.
B. Presentation
Introduction to data gathering of some elements to be observed in planting trees and fruit
trees.
Trees are vitally important to people. They provide many products, including food
for humans and animals, timber, fuel and medicines. In the tropical zone trees are much
more important as food crops and cash crops than in temperate zones, where palms and
large herbaceous perennials such as banana are absent because of the cold winters.
Trees not only provide products, they also protect the environment and improve
the living conditions around a farm. For example, they provide shade and shelter and play
a vital role in preventing soil erosion and in sustaining soil fertility. All over the world
forests as well as scattered trees are being cut down by people in their search for timber,
fuelwood or land for other uses. Uncontrolled fires also destroy many trees.
Proper management of trees and forests is necessary to make resources
sustainable. Trees or rather: woody plants in general play an important part in traditional
farming systems in the tropics, not just as food and cash crops but also as suppliers of
fuelwood and fodder. Farmers are also aware of the environmental benefits and use trees
as fallow vegetation, hedges, windbreaks, erosion barriers, etc. Where these traditional
roles of trees are diminishing due to increasing population pressure and/or changing land
use, it is necessary to encourage and support local initiatives to plant trees.Guided
practice
Teacher also prepared a powerpoint/ slide presentation about propagation.
D. Generalization
 The Importance of propagating trees and fruit trees.
 Trees are vitally important to people. They provide many products, including food for
humans and animals, timber, fuel and medicines. In the tropical zone trees are much
IV. Evaluation
Encircle the letter of the correct answer.
1.The most common method of propagating trees as it is the easiest?
a.suckers b. seeds c.runners
2.This refers to the process of creating new plants from a variety of sources such as seed,
cutting, bulbs and other plant parts.
a.propagation b. planting c.agriculture
3.Its refers to a part of the plant that is cut and propagated?
a. suckers b.seeds c. cutting
4.A process wherein an uncut branch or the shoot touches the ground or soil and develops roots
and becomes an independent plant.
a.layering b. cutting c.marcotting
5.A form of grafting that uses a single bud as the scion.
a. cutting b. layering c. budding
V.Assignment
Bring photos of fruit bearing trees.
August 16, 2017
I. Objective:
1.1 Explains benefits derived from planting trees and fruit-bearing trees to families and
communities
II. Subject Matter:

PlantingTrees and Fruit Trees
2. Propagating trees and fruit trees
1.1.1. Characteristics of trees and fruit bearing trees.
1.1.2. Benefits derived from trees and fruit trees.
1.1.3 Products obtained from trees and fruit trees.
Learning Resources:
References
Resource (LR) portal
Agricultural Crops Production, Teachers Guide
Charts, Pictures, Video,
III. Procedures:
Read the different benefits from planting trees and fruit trees to family and community.
Ask students to identify some products we can get from trees and fruit trees.
Show pictures of some by-products derived from trees and fruit trees.
B. Presentation
Introduction to data gathering of some elements to be observed in planting trees and fruit
trees.
Presentation of some products derived from trees and fruit trees.
How does planting trees help the environment? Why planting trees is important to
reduce global warming? This is what we are precisely going to talk about. Read on and
find the answers about the many benefits of planting trees.
According to the environmental protection agencies, planting trees is a must if we
want to save our planet. Trees not only remove harmful chemicals from the soil, but also
help reduce the greenhouses leading to global warming. Go on and see how planting trees
helps the environment.
Advantages of planting trees in reducing global warming

1. An average size tree creates sufficient oxygen in one year to provide oxygen for a family of
four.
2. Planting trees in the right place around buildings and homes can cut air-conditioning costs up
to 50 percent.
3. Planting trees for the environment is good as they are renewable, biodegradable and
recyclable.
4. If we plant 20 million trees, the earth will get with 260 million more tons of oxygen.
5. Once acre of trees can remove up to 2.6 tons of Carbon Dioxide each year.
6. During photosynthesis, trees and other plants absorb carbon dioxide and give off oxygen.
7. Trees keep in cheek the air and water pollution.
8. Why planting trees is important is evident as they are the natural habitat of the animals and
birds, as well as many endangered species.
9. Planting trees means more wood and paper products which can be easily recycled.
10. A newly planted whole forest, can change tones of atmospheric carbon into wood and other
fibrous tissue, thus reducing global warming.
D. Generalization
 The Importance of propagating trees and fruit trees.
 Trees are vitally important to people. They provide many products, including food for
humans and animals, timber, fuel and medicines. In the tropical zone trees are much
IV. Evaluation
Oral recitation-after the small group discussion
Teacher throws questions and call somebody to answer.
V.Assignment
Preparation of Picture Album about the benefits derived from trees and fruit trees.
August 18, 2017
I. Objective:
1.2a. Identifies successful orchard growers in the community or adjacent communities. 1.2b.
famous orchards farms in the Philippines
II. Subject Matter:

1.2.1 Identifying successful orchard growers in the community.
1.2.2 Sources of Trees and Fruit bearing Trees:
 Commercial Nursery
 Agricultural Institutions
 Department of Agriculture
 Bureau of Plant Industry
Learning Resources:
Curriculum guide for grade 6-Agriculture p.32
Agricultural Production
Mat. Charts, Pictures, Video, Actual Object
III. Procedures:
Ask pupils to share personalities who are successful orchard growers. Identify some well
known orchards/agri-farm in the provinces.
Learners will identify the different sources of trees and fruit trees.
B. Presentation
Identify some government and non-government entities, private agencies that distribute
trees and fruit trees.
(Teacher will then show some icons or logo for each Department that distributes trees and
fruit trees.)
Identify some government and non-government entities, private agencies that distribute trees
and fruit trees.
Teacher will play a short documentary videos about some of the orchard growers
personalities in different provinces
D. Generalization
Name some known personalities who have excelled in maintaining orchards and farmlands
where trees and fruit trees are grown.
IV. Evaluation
Answer the question briefly.
What do you think are the characteristics of the following successful personalities in the
field of agricukture?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
V.Assignment:
Invite at least one practitioner who can share his/her expertise in growing trees, fruit trees
and managing an orchard.
August 22, 2017
I. Objective:
TLE6AG0a-1
1.3 Prepare and undertake nursery work.
II. Subject Matter:
1.3.1 Common nursery work.
1.3.2 Proper use of nursery tools and equipment.
1.3.3 Nursery hygiene and safe work practices.
Learning Resources:
Curriculum guide for grade 6-Agriculture p.32
Agricultural Production
Mat. Charts, Pictures, Video, Actual Object
III. Procedures:
What particular eductaional and informational TV show do you that talks about
agriculture and farming?

In that TV Shows, usually they interview successfull individual to share their experience,
knowledge and skills right? And oftentimes they usually asked about How did they start
successful stories.
B. Presentation
Do you know that those persons who are successful in their business, is because they
started from a small beginnings. Like plants and trees, they also started from nursery.
Plant propagation techniques and practices is the core of horticulture nurseries.
The planting materials for horticultural plantations are raised from seeds and vegetative
parts. Role of Mother Plants is very primary and important. ... A good nursery
entrepreneur does not depend on others for procurement of mother plants.
A nursery is a place where plants are propagated and grown to usable size. They
include retail nurseries which sell to the general public, wholesale nurseries which sell only
to businesses such as other nurseries and to commercial gardeners, and private nurseries
which supply the needs of institutions or private estates. Some retail and wholesale nurseries
sell by mail.
Nurseries may supply plants for gardens, for agriculture, for forestry and for conservation
biology.
Some nurseries specialize in one phase of the process: propagation, growing out, or retail
sale; or in one type of plant: e.g., groundcovers, shade plants, or rock garden plants. Some
produce bulk stock, whether seedlings or grafted, of particular varieties for purposes such as
fruit trees for orchards, or timber trees for forestry. Some produce stock seasonally, ready in
springtime for export to colder regions where propagation could not have been started so
early, or to regions where seasonal pests prevent profitable growing early in the season.
The nursery can be big, regular or a small one depending on the available area and the bulk
of plants one plans to propagate.
There are a number of benefits that a well-managed nursery offers.
1. This can be the start of a profitable livelihood project. The seeds and the seedling can be
sold to generate income.
2. Plants/trees of good quality can be grown and propagated in the nursery. Buyers who
come to buy can further propagate these quality seedlings.
3. Seeds and seedlings bought in a nursery are ready for planting or transplanting.
4. Bearing trees, ornamental plants, vegetables and medicinal plants and other herbs are now
propagated making them accessible to buyers or collectors.
5. An on-the-spot seminar can be availed of through the owner/manager who has to convince
and help prospective buyers.
6. Fruit bearing trees and plants can be experimented on and their species be improved.
There are important things to consider when planning to put up a nursery.

1. Choose a place that is accessible, far from big trees and not totally exposed to direct
sunlight:
2. Make sure that the soil is fertile of the loam type, easy to cultivate and appropriate for the
plants to be raised. Pots and plastic bags are usually used as seedbeds
3. Water supply should be available.
4. Refer to the Calendar for planting to check on the right time and the appropriate plants
for each season
5. Study/observe practice the artistic way of arranging plants.
Teacher will also present her lesson through powerpoint..

Teacher will also demonstrate oh how to handle some of the garden tools properly.
D. Generalization
A nursery is a place where plants are propagated and grown to usable size. They
include retail nurseries which sell to the general public, wholesale nurseries which sell
only to businesses such as other nurseries and to commercial gardeners, and private
nurseries which supply the needs of institutions or private estates. Some retail and
wholesale nurseries sell by mail.
E. Guided Practice:
We are going outside to check for the area that can be your temporary nursery.
Remember the important things to consider in planning for a nursery.
Are you ready?
IV. Evaluation
Answer the question briefly.
What should be considered when planning to put up a nursery?
Why is there a need for intelligent planning in starting a nursery?
V.Assignment:
Develop a flip chart of different systematic and scientific ways of maintaining a nursery.

August 24, 2017
I. Objective:
Code TLE6AG – 0a-1 (Week 1 )
1.1 Discusses the importance of planting and propagating trees and fruit bearing trees and
marketing seedlings.
1.1.1 explains benefits derived from planting trees and fruit bearing trees to families and
communities
1.1.2 identifies successful orchard growers in the community or adjacent communities
II. Subject Matter
LESSON 1 IMPORTANCE OF PLANTING AND PROPAGATING TREES AND

FRUIT-BEARING TREES
Reference: Learning and Living in the 21st Century for Grade 6, pp 309-315
Gloria A. Peralta, et al. The Basics of Better Family Living pp. 53-59
III. Procedure
A. Preparation
LET’S BE INFORMED
Planting and propagating trees and fruit –bearing trees is a source of livelihood for many
Filipino families. Nowadays, many people engage in this as a source of additional income for
their daily needs. Fruit –bearing trees can be planted in your backyard depend on several factors:
the space in your backyard , the kind of soil, and, and the type of climate in your own
community. The pupils should be able to demonstrate understanding of scientific practices in
planting and propagating trees and fruit bearing trees.
It is important, however, to first learn the benefits derived from planting and propagating
trees and fruit-bearing trees to families and communities. This lesson will discuss these benefits.
It will also identify successful orchard growers in the country. At the same time, the lesson will
present sources of fruit-bearing seedlings for sale. In addition, this lesson will also present the
latest data on the volume of production of the most in demand fruit crops in the country.
B. Setting up the stage.

Why is there a need for plant propagation?
Plant propagation is the process of reproducing or creating a new plant or seedling. It is
an important part of gardening, whether outdoors or indoors. Plants are living things that grow
either through their roots, stems and leaves of their flowers, fruits, and seeds. It is a method of
growing new plants from seed or from parts of existing plants.
C. Presentation
Benefits derived from planting trees and fruit-bearing trees to families and communities
Trees are valuable to the family and the community for the products and amenities they
give such as:
1. food like fruits, vegetables, nuts, and sugar

2. wood used as fuel for cooking and heating
3. construction materials which include lumber, plywood, and board
4. fiber for the production of pulp and paper; and
5. chemical products such as resin, rubber, and turpentine.
Other Benefits Derived from Trees
There are benefits derived from trees to maintain a healthy environment. Some of these
benefits include:
1. They provide shade and fresh air around the house and, along the streets and
surroundings.
Trees are very much needed by people in these times of climate change when the
temperature is high and the heat of the sun becomes intense. Without trees, there are no
shades to keep us cool.
2. They protect the soil from erosion. Have you seen big roots that extend several meters
from the trunk or go deeper into the soil? These roots hold the soil, preventing it from
eroding when rain or floods come.
3. They help maintain high quality water supply. The roots of plants and trees help strain the
dirt and cleanse the water as it passes through the roots.
4. The root system promotes soil stability. This means that the soil held by the roots remain
there and does not erode.
5. They serve as valuable wildlife habitats. Wild animals live in places with many trees like
that of a forest.
6. They serve as windbrakers during typhoons and storms, thus, reducing the destruction of
home and agricultural crops. A typhoon that is strong usually moves at a very fast speed.
It continues to be that strong if there are no barriers on the path where it moves. But when
it passes barriers like mountains and trees, it slows down and its speed is reduced. Small
crops and plants as well as houses are safe when typhoon is weak.
7. They help reduce pollutions in congested urban areas. Remember that trees take in carbon
dioxide emitted from vehicles that belches smoke. The more trees present, the less
amount of carbon dioxide is in the air.
8. They contribute to the beautiful landscapes in the city and the countryside. Imagine a
land with plenty of trees and grass and a scattering of flowers of beautiful colors, sizes,
and shapes.
9. They improve the atmosphere of a place by giving a feeling of freshness and coolness as
they reduce temperature.
10. They prevent river and lake sedimentation. Have you observed a river bank that is lined
endlessly with full-grown trees? These trees help hold the water in the lake and river and
keep it there. This prevents the lake and river from drying up.
11. They prevent floods. Floods occur when water from rain rushes in causing soil erosion.
However, if there are trees to serve as barriers and the roots to hold the water, flood will
not occur.
Trees and Fruit-bearing trees that one can plant
Some of the common trees planted in both rural and urban areas are the following:
1. Narra 9. Alibangbang
2. Yakal 10. Banaba
3. Apitong 11. Pine Tree
4. Acacia 12. Indian Tree
5. Ipil-Ipil 13. Fire Tree
6. Palm Tree 14. Molave
7. Rubber Tree 15. Mahogany
8. Bamboo Tree
Some of the common fruit-bearing trees are the following:

1. Duhat 14. Rambutan
2. Mango 15. Lychee
3. Santol 16. Guava
4. Coconut 17. Aratiles
5. Orange/Dalandan 18. Camachile
6. Pomelo 19. Mangosteen
7. Atis 20. Durian
8. Langka 21. Pili
9. Chico 22. Cashew
10. Banana 23. Star Apple
11. Avocado 24. Guyabano
12. Longan 25. Balimbing
13. Cacao
Successful orchard growers in the Philippines
If you get to know the success stories of our country’s top orchard growers, you would
never imagine how they got to where they are now. Their hard work, determination, and will to
succeed is truly worth emulating. Below are three of our successful orchard growers:
Editha Aguinaldo Dacuycuy- Manang Editha ventured into the dragon fruit business when she
was told how the fruit can help relieve constipation problems – a condition common to cerebral
palsy patients. Her daughter, Kate, was suffering from this ailment. Selling at Php 450.00 per
kilo, dragon fruit was too expensive for Editha, so she decided to raise her own fruits in their
backyard. From a small plot, they now own a 10-hectare property. Dubbed as “Dragon Lady”,
Manang Editha, together with her husband and daughter, Mimie Mildred), also expanded their
business into dragon fruit ice cream, vegan dragon fruit lumpia, wine, vinegar, and even
empanadita, dumplings, and burger patties. Located in Barangay Paayas, Burgos, Ilocos Norte,
REFMAD Farms ( Rare Eagle Forest Marine and agricultural Development) is now an
agritourism showcase offering research and livelihood training to fellow Ilocanos and interested
farmers. No less than President NOYNOY Aquino awarded Manag Editha for her hardwork, as
well as other well- known awarding bodies. Her farm has a steady market in neighboring
provinces in Ilocos Norte and Metro Manila. Dole Philippines orders in bulk, while hotels in
Ilocos Norte are their regular clients.
Alfredo M. Yao – The “Juice King of the Philippines, also owns a farm in Negros Occidental
aside from Zest – O Corporation. At 12 years old, he lost his father and grew up doing odd jobs
to help his mother feed her family of six children. One of his jobs was working in a warehouse of
a packaging company. Encouraged by the promising profitability of a packaging format in
Europe (Doypack), he bought one and tried to market the machine to local juice manufacturers.
When no factory took notice, he made his own fruit juice and launched what was to become one
of the biggest local juice brands.
Patricio Base – With his 3 hectare plantation of watermelons, honeydew melons, and papaya, he
produces crops year-round in Alicia, Isabela. He was able to send his four children to college
with his earnings. He used to grow rice before venturing into watermelons. He said there was no
money in planting rice, but now with melons, one can even hit the jackpot. In July 2013, he
planted Diana watermelons in 3,500 square meters and got 12 tons worth Php 480.00.
Successful orchard growers in the community or adjacent communities:
1. Sinura Pampanga Farm (San Fernando, Pampanga)

It has 1000 guapple trees, few mango trees and calamansi.
2. Anon, Florida Blanca Farm
Has fruit bearing trees, 600 calamansi, 35 mango and other assorted fruits.
3. Sta. Ana Mango Farm
Has 50 income generating mango trees and fish pond.
4. Mango Farm, Magalang ,Pampanga
Has mango and other fruit bearing trees.
5. Fruit Farm – Mitula Homes, San Fernando, Pampanga
This is a dragon fruit farm.
D. Guided Practice
LET’S EXPLAIN
1. What are the benefits we derived from trees and fruit – bearing trees?
2. How do trees contribute to a healthy and safe environment?
3. What are the benefits of having a skill in planting trees?
LET’S REMEMBER
1. Trees are important to the family and community as they are sources of food, lumber for
construction of houses, fiber for paper, fuel for cooking, and chemicals like resin and
turpentine.
2. Trees provide benefits to the environment. Some of these are: 1) they protect the soil
from erosion; 2) they help maintain high quality water supplies; 3) their root system
promotes soil stability; 4) they serve as valuable wildlife habitat; 5) they are attractive
and effective windbreakers: 6) they prevent floods; and 7) they prevent lake and river
sedimentation, etc.
E.Independent Practice
CHECK YOUR PRACTICES
Put a check (/) in the column that fits you.

Practices Always Sometime Never
s
1. I enjoy going to places and playground with plenty of
trees.
2. I help plant trees at home and at school.
3. I feel that planting seedlings of trees, even in the pots and
cans, is a worthwhile activity.
4. I join in beautifying our neighbourhood by planting
trees/plants.
5. I help cut down a tree at home because it was growing
out of place.
6. I join a planting-tree activity in school because it is one of
our projects in TLE.
7. I help conserve trees by encouraging others to plant.
8. I help preserve our surrounding by telling others not to
cut trees.
9. I think trees help us so we should conserve them by
taking care of them.
10. I take care of my small garden at home because this is
one way of caring for the trees.
IV.Evaluation
LET’S DO TOGETHER
A. Match column A with column B. Write the letters of the correct answer on the blank.
A B
_____ 1. Windbreakers a. extracted from wood pulp of sugar plant
_____ 2. Wood b. product made from fiber harvested from
wood pulp of trees
_____ 3. Lumber c. derived from sap of some trees
_____ 4. Paper d. the product produced from juice of some
trees
_____ 5. Rubber e. slows down speed of typhoons/storms
_____ 6. Turpentine f. this is what man gives off
_____ 7. Erosion g. major source of fiber for the production of

pulp and paper
_____ 8. Sugar h. this is what trees give off
_____ 9. Carbon dioxide i. processed wood used to construct houses for
man and animals
_____ 10.Oxygen J. the root system holds water in the soil in
order to prevent this
B. True or False: Write T if the statement is true and F if it is false.

_______ 1. Trees are man’s source of food.
_______ 2. Trees give of carbon dioxide.
_______ 3. Man needs carbon dioxide to live.
_______ 4. Resin is a chemical derived from trees.
_______ 5. Too many trees cause pollution.
_______ 6. A healthy environment is an environment full or trees.
_______ 7. It is all right to cut trees for as long as they are replenished.
_______ 8. Reforestation is the process of planting new trees in place of old ones that
have
been cut down.
_______ 9. When trees slow down the speed of a typhoon, they act as windbreakers.
_______ 10. Roots of trees hold the soil and water, thus, preventing soil erosion and
flood.
V.REINFORCEMENT
Conduct a Survey
Go around your school, home or community. Write down the names of trees that you see. What
uses do they give? Write your answers in your notebook.
Note: August 25. 2017—GSP Overnight Camp

August 29, 2017
I. Objective:
Code TLE6AG-0b-2 (Week 2)
1.2 Uses technology in the conduct of survey to find out the following:
1.2.1 Elements to be observed in planting trees and fruit bearing trees
1. Observe the proper care of plants and soil
2. Differentiate the methods of planting trees
3. Explain how to prepare seeds for planting
4. Discuss the process of seed germination
5. Discuss the preparation of seedlings before transplanting
6. Conduct survey on the elements to be observed in planting trees and fruit bearing
trees.
II. Subject Matter:

LESSON 2 ELEMENTS TO BE OBSERVED IN PLANTING TREES AND FRUIT-
BEARING TREES
Reference: Learning and Living in the 21st Century 6
Materials:pictures, ppt presentation
III.Procedure:
A.Setting up the Stage
LET’S BE INFORMED
Planting, just like cooking, requires systematic way of doing things. It requires a step-by-
step procedure on how to select and prepare the soil, the seedlings, the tools, and the location for
planting.
With these requirements, all that is needed is a thorough knowledge and skill on how to
do the planting process and the manner on how plants are to be taken care of.
B.Presentation
Teacher will show a picture of a healthy fruit bearing trees.
C.Teaching/Modelling
Elements to be observed in planting trees and fruit bearing trees
A. Proper Care of Plants and Soil

Proper care of plants and soil is necessary for a healthy and bountiful harvest. Do the
following:
1. Choose the best place for planting.
Trees and fruit trees require more space for growth than ornamental plants or crops. This is
because trees and fruit trees grow tall and wide . There are trees that roots that expand sideward
and those that move downward. Choose a place where trees will grow freely without obstruction
like street fences or walls. Have enough space allowance between trees, or between the streets,
fences, or walls. Consider the type of soil and the amount of sunlight.
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. The soil must be suited to
the type of seeds to be planted. Consult an expert on what type of soil, or where do trees like
acacia, narra, mango, rambutan, or coconut grow best.
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. Organic fertilizers are safe and
economical to use, while inorganic or commercial fertilizers have to be regulated because
overuse can poison the soil. A rich soil is 40 percent clay loam, 30 percent compost, 20 percent
dried carabao manure or chicken dung, and 10 percent sand. Remember, plants need nitrogen,
phosphorus, and potassium to grow and to make them resistant to pests and diseases.
4. Take care of the soil and the plants regularly.
Caring for the young trees means removing the grass and weeds around them so they do not
compete in getting the nutrients from the soil. Keep the soil always moist and this is no problem
during the rainy season. However, during the dry months, there is a need to water them regularly.
Watering is done during sunrise or after sunset to keep the evaporation of water from the soil
slow. Make a ring of cultivation around the young tree with the size matching the circumference
of the crown of the tree.
The soil in this ring is loose and slightly hilling up. In case of pests or insects infestation, do this
by building a fire and allowing the smoke to penetrate the foliage. Use the appropriate pesticide
or fungicide to control plant disease. Consult an expert on this. Likewise, prune the young tree
by cutting off infected or unproductive branches. Do not leave excess branches on the trunk to
avoid infection which occurs when the cut has not healed.
B. Methods of Planting
Different trees are cultivated in different ways. There are two ways of planting: direct and
indirect. Direct planting is a method of planting where the seeds or parts of a plant are directly
planted in the soil where it will germinate and grow into full-grown trees.
The use of high quality seeds results in high productivity. High quality seeds have a high
percentage of germination and correct moisture content and are free from seed pests, diseases,
and other physical impurities. They should come from a tree with a uniform height and heading,
a characteristic known as varietal purity. To maintain high quality seeds, the following steps are
recommended:
1. Remove off-type, diseased, and damaged seeds.
2. Label seeds properly.
3. Select and preserve only mature seeds and dry them under the sun until proper
moisture is attained.
C. Preparing Seeds for Planting
There are different ways of preparing seeds. One way is by placing the seeds under the
sun before planting. One example of this is the ipil-ipil tree. Some seeds like the mango have to
be removed from their hard shells before planting. Seeds like santol need to be dried before
planted in the soil. There are also seeds that need to be soaked in water before planting, like the
seeds of ipil-ipil. Seeds of avocado are planted as is with the bigger end of the seed below the
soil surface.
D. Seed Germination
Seeds need moisture, warmth, oxygen, and, in some instances, sunlight in order to
germinate. Small seeds are sown in a seed box before setting them out in the field. Seeds can also
be germinated in small plastic trays, pots, and other relatively small containers filled with soil
medium recommended for seed propagation. The bottom of the seed boxes should have tiny
holes to allow drainage.
Before the seed is sown, the soil should be moistened with a fine spray of water until the
soil has absorbed enough moisture. Make rows with pointed sticks. These rows should be twice
as deep as the size of the seeds. Sow the seeds evenly in rows and cover them with loose soil
then press the soil gently. If you will plant trees, the space should be 10 meters in distance
depending on the size of the tree.
The seed box should be kept in a shady place until the seeds have sprouted. It should be
protected from pests, animals, and adverse weather. Cover the seed box with a sheet of paper to
keep it from drying out too fast during the dry season. When the seeds have sprouted, make sure
they get enough sunlight for proper growth.
E. Preparation of Seedlings Before Transplanting
Mortality is high during transplanting if the seedlings are not given proper care. To ensure a
higher rate of survival, the following processes are needed:
1. Thinning – There are times when more seeds are sown than necessary. To produce strong
plants, pull out some crowded seedlings so that the remaining plants will have more room.
Thinning accelerates the circulation of air and provides a greater feeding area for seedlings
to make them sturdier and healthier.
2. Pricking – This is done by transferring seedlings from one seed box to another to provide
more space for proper development. Water the seedlings before pricking.
3. Hardening – This process is done 7 to 15 days before transplanting. The purpose is to
make the tissue of the plants harder in order to survive the rigors of transplanting. The
water intake of the plant is gradually decreased and the seedling is exposed to sunlight for
a longer period of time.
F. Indirect Planting
In indirect planting, the plant needs to be transferred to its permanent place. This is
commonly done with trees. Nowadays, you can avail seedlings planted in small plastic bags,
ready for transfer.
Follow the general steps in the proper transferring of plants:

1. Place the seedlings away from direct sunlight. Make sure the seedlings are healthy and
fresh before planting.
2. Dig the area where you want to plant them. The length and depth of the hole should be
according to how big the tree will become. Leave two inches allowance in the length and
depth of the hole to allow the new roots to breath. For big trees like santol, mango, or
acasia, the hole is one meter wide, one meter deep, and one meter long. For small trees
like atis, chico, avocado, and kasoy, the hole should measure 20 inches deep, 20 inches
wide, and 20 inches long.
3. Remove the plant from the plastic bag. Do not remove the soil which holds the roots.
4. Slowly and carefully place the seedlings in the hole. Make sure the main roots are not
bent.
5. Cover it with soil. Lightly press the soil.
6. Water the new plant early the next morning. Use a water sprinkler. It is important to
water the soil that surrounds the plant.
7. Remember: Plant your seedlings in the afternoon when sunlight is no longer hot to avoid
withering.
D.Guided Practice
LET’S EXPLAIN
1. What must we do to have a healthy and bountiful harvest?

2. How can we maintain high quality seeds?
3. How do seeds germinate?
4. What are the processes needed in order to have high survival of seedlings?
5. What are the steps in transferring plants? Explain each.
E. Generalization
LET’S REMEMBER
It is necessary to observe the elements in planting trees and fruit bearing trees in order to have
bountiful harvest.
F.Independent Practice
CHECK YOUR PRACTICES
Draw a happy face on practices that are good and sad face on practices that are not good.
1. I join community projects like planting. _________

2. I wear the appropriate working clothes when planting. _________
3. Choose good quality seeds coming from a good quality mother._________
4. Plant all types with equal distances from one another. _________
5. I prefer to use organic fertilizer as it is safe and economical._________

6. Keep the soil moist around young trees by watering them early
morning or late afternoon. _________
7. Spray insecticide often to avoid insect infestation. _________
8. Indirect planting is a better method than direct planting because germination

is easier in boxes or plastic bags. _________
9. Study the type of tree and the kind of soil it needs before planting. _________
10. Be scientific in planting by knowing the needs of plants and how to take care of
them._________
IV.Evaluation
LET’S DO TOGETHER
A. Fill in the blanks with the correct answer.

1. _______ is the amount of space between two trees when planted.
2. _______ is the number of days before watering the plants that have been newly
planted.
3. _______ is the time of the day when planting is ideal.
4. _______ is the way wherein the seeds of the plant or part of the plant are planted
directly
Into the soil.
5. _______ is the amount of space allotted between two tree seedlings when planted.
V.REINFORCEMENT
Conduct a Survey
Visit a garden in your school, at home, or in the community. Observe the different plants
and trees, where they are planted and how they are planted. Interview a gardener on how plants
are cared for. Write your answers in your notebook.
Reference: Learning and Living in the 21st Century 6

September 12, 2017
I. Objective:
Code TLE6AG – 0d-5
Propagates trees and fruit bearing trees using scientific processes
1.5.2-demonstrates scientific ways of propagating fruit bearing trees.

1.5.3-observes healthy and safety measures in propagating fruit bearing trees.
II. Subject Matter
III.Procedure
A. Preparation
1.Review
What was our lesson last Friday?
(About the different garden and farming tools and equipment)
2.Motivation
What do you see in my hand? (fruit like mango and santol)
Who among you here likes mango?
Now, if I am going to eat this mango and sow the seed today, how many years am I going to
wait to harvest its fruits?(7 to 10 years) It’s too long isn’t it? What should a farmer do to
lessen the number of years for a plant to bear fruit?(he should propagate the plant by asexual
propagation)
C. Presentation
What is asexual plant propagation? Anyone?

It is a kind of asexual plant propagation in which the parts of a plant are used rather
than the seed.
Plants can be grown by using its parts like stems, branches and leaves. This method of
propagation is called asexual plant propagation.
D. Teaching/Modelling
Today, we are going to discuss one kind of asexual plant propagation, we call it
GRAFTING. Who among you can define grafting? They help maintain high quality water
supply. The roots of plants and trees help strain the dirt and cleanse the water as it passes through
the roots. (It is a kind of asexual propagation of a plant in which a section of plant stem with
leaf bud (scion) is inserted into the rootstock.)
There are two parts of grafting
1. Scion – is a section of plant stem or branch with 3 or 4 leaf buds joined to a stock in
grafting. The upper part of grafting.
2. Rootstock – is a part of a tree which becomes the root system of the grafted tree.
The lower part of grafting.
There are four types of grafting

1. WHIP GRAFTING (also called splice or tongue grafting) - is one of the oldest
methods of asexual plant propagation known. The end of the scion is cut so as to leave a
tongue - shaped piece of wood and another cut is made in it. The scion is fitted into the
stock which has been prepared and covers the joint with ice bag and ties it with scotch
tape.
2. Side Grafting – insert the scion without cutting off the top of the stock. A slit is made in
the bark of the stock where the scion is inserted.
3. Saddle Grafting – a V – shaped which is made in the scion and the end of the stock is
whittled to a point so that the scion will fit over it like a saddle.
4. Cleft Grafting - One of the simplest and most popular forms of grafting. The stock is
split to form a cleft and wedge – shaped scion is inserted to the cleft.
Among the four types of grafting, the most common and effective way of grafting mango
plant is the cleft grafting.
E.Teacher Demonstration
Today we are going to perform cleft grafting, one of the best and effective method in
propagating mango.
Materials needed are: a sharp knife, ice bag, scotch tape
Methods of Cleft Grafting
 The first thing to do is to choose the root stock and the scion. They must be capable of
uniting. Usually, but not always, closely related plants, such as two mango cultivars, can
be grafted together.
- This mango seedling will be our rootstock, take note of the size (pencil size) we are going
to look a scion from a mother plant.
- It must be of the same size as the stock.
- This is a very good scion from a mother plant that is already bearing fruit.
 Second thing to do is to remove the leaves of the scion and the rootstocks.
 Third, cut off the top of the rootstock and slit it to form a cleft.
 Fourth, made a wedge – shaped cut to the scion.
 Fifth, insert the scion into the cleft of the rootstock. Make sure that the cambium layers
are compatible or fitted.
 Lastly, cover the scion and some part of the rootstock with ice bag and tie the joint tightly
with scotch tape. After a week the scion begins to grow if it is successful but if it is not
no bud will come out.
F.Generalization
Mango growers are able to produce mango to meet the demands of every Filipino.
They make the Philippines as one of the exporter of mango by the aid of using grafting.
G.Guided Practice
At this point, together with your group, I want you to do the whole process following the
steps carefully.( each group will be asked to provide their own young plant ahead of the
day.)
H.Independent Practice
After our group performance, I will call one from each group to tell me how you started the
grafting.
IV.Evaluation
Let each pupil perform the grafting.Teacher evaluates pupils performance one by one.
V.Assignment
Watch a video on the other scientific ways of propagating like cutting or budding.
I. Objective:
1.5.1-identifies the appropriate tools and equipment in plant propagation and their uses
II. Subject Matter

-Appropriate tools and equipment in plant propagation and their uses
III.Procedure
A. Preparation
1.Review
What was our lesson last Friday?
(About the steps in Caring for seedlings)
2.Motivation
What can you see on the board?( Garage, or store room)
Teacher show different tools to the class and let each pupil name some of the tools that
they already know.
C. Presentation
Teacher presents the lesson through powerpoint.
D. Guided Practice
Teacher provides group activity using tagboard.
E. Independent Practice
Teacher calls one pupil in eacg group to identify the tool shown to them one by one.
F. Generalization
What are the garden/farm tools that you learned today? How do these tools help
our farmers?
IV.Evaluation
Modified true or false
Direction: Read each statements carefully. Write TRUE if the statement is correct and if it is
FALSE change the underlined word to make the statement correct. Write your answer on the
space provided for.
____________1. Spading spoon is used for loosening the soil, digging out root crops and turning
over the materials in a compost heap.
____________2.Knife is used for cutting planting materials and for performing other operations
in agriculture
_____________3.The light hoe is for cutting branches of unnecessary branches of plants.

_____________4. Sprayer is used for hauling water.
_____________5. Hand tools are usually light and are used without the help of animals and
machines.
V.Assignment
Cut out pictures of garden tools and paste it on a clean bond paper.
September 14, 2017
I. Objective:
1.5.3-identify and observes healthy and safety measures in propagating fruit bearing trees.
II. Subject Matter

-Observes healthy and safety measures in propagating fruit bearing trees
III.Procedure
A. Preparation
1.Review
What was our lesson yesterday?
(About grafting.)
What is grafting class?
2.Motivation
What can you see on this table?( plant)
Do you want this plant to grow faster and healthier? Therefore what are we going to do?
C. Presentation
Teacher presents the lesson through powerpoint.
Safety Precautions When Planting
Planting a garden is a relatively low-risk activity, but certain safety

precautions keep you safe while planting. Garden preparation often
includes use of potentially dangerous tools. The physical exertion
required to plant seeds or seedlings is another potential concern,
especially for those with health issues or limited mobility. Minimize
your risk of injury through safe gardening practices.
Wear Proper Gear
Appropriate gardening clothes protect you when you spend hours

outdoors. Long sleeves, pants, a hat and sunscreen cover your skin to
reduce exposure to the sun's rays. You also keep dirt, fertilizer, grass
and other potential irritants away from your body. Shoes with closed
toes prevent injury to your feet from shovels or other implements used
while planting. Gardening gloves keep dirt and contaminants away
from your skin and out of cuts you may have. Another way to exercise
caution is to handle planting during the cooler parts of the day, such as
early morning or evening.
Operate Tools Safely
The tools used in planting vary depending on the preparation needed

for the area. If you're digging up a patch of turf to create a planting
area, you're likely to use machines such as a mower or tiller. Wear ear
protection around loud machinery and goggles if necessary to reduce
eye injury by objects thrown by the machines. When using a tiller or
mower, remove rocks first so they aren't launched into the air. Shovels
and garden spades are also common tools used when planting. Keep
your hands and feet back when digging to avoid injury from these
tools.
Apply Chemicals and Additives With Caution
Preparing the garden for planting sometimes involves applying

chemicals or soil additives. If you use a weed killer to prepare the bed,
follow the label and wait the recommended time before planting. Wear
gloves and goggles when applying any chemicals to the garden to
avoid burns or injury. When using soil additives in powder form, such
as blood meal or wood ash, avoid breathing in the powder. Apply any
chemicals or soil additives on a day with little wind, as this reduces
blowing of the materials.
Monitor Physical Exertion
Planting a garden can take several hours, particularly in a large space.

The chore often involves bending, stooping and kneeling, which can
strain the back, neck and legs. If you have an existing injury, the
physical actions may aggravate the injury. Lift and carry compost or
other heavy materials with caution. Regular rest breaks reduce the
strain on your body as you plant your garden. Notice how your body
feels to determine if you need a longer break.
D. Guided Practice
Let us group ourselves into four groups. Each group will be given the topic to
present in the manner that is tasked for your group.
Group I- Song Number
Group II- Reporting
Group III- Talkshow
Group IV- TV News Report
I have here a ball wrap with papers with questions. As I played the song, pass on the
ball to the next pupil, but when the song stop, whoever is holding the ball will take
one paper, read and answer the question. Is it clear?
F. Generalization
What are the common healthy and safety measures in propagating fruit bearing
trees?
1.Wear proper gear
2.Operate tools safely
3.Apply chemicals and additives with cautions
4.Monitor physical exortion
IV.Evaluation
Modified true or false
Direction: Read each statements carefully. Write TRUE if the statement is correct and if it is
FALSE change the underlined word to make the statement correct. Write your answer on the
space provided for.
____________1. Preparing the garden for planting sometimes involves
applying chemicals
or soil additives.
____________2. The tools used in planting do not vary depending on the
preparation
needed for the area.
____________3. Long sleeves, pants, a hat and sunscreen cover your skin
to reduce
exposure to the sun's rays.
____________4. If you use a weed killer to prepare the bed, follow the
label and wait the
recommended time before planting.
____________5. Keep your hands and feet back when digging to avoid
injury from these
tools.
V.Assignment
Cut out pictures that shows healthy and safety measures in propagating fruit bearing trees.

September 15, 2017
I. Objective:
5.4 Clean and Healthy Working Environment

5.5 Proper waste disposal
II. Subject Matter
5.4.1 A visit to a nearby orchard to analyze propagated plants.

5.4.2 5.4.2 Analyzing propagated plants.
Reference: Curriculum Guide for Grade VI-Agriculture p.32
III.Procedure
A. Preparation
1.Review
Processes involved in orchard production. What are the ways, techniques of plant propagation
did you learned yesterday?
Provide documentation to monitor the day-to-day status of a propagated plant.
C. Presentation
Present charts/video showing proper waste disposal after plant propagation.
Damaged Shade, Ornamental, and Fruit Trees
The type of care you give damaged trees should depend on their age, the extent and type
of damage, and the time required for surrounding soil to reach normal moisture levels.
A tree's age will largely determine its ability to recover. A young, vigorous tree will be
more likely to survive than an older one, though sometimes an older tree's deep roots will
help it withstand the force of a flood. In general, a damaged older tree will be weakened
more than a young tree receiving the same damage.
Damage to trees may include fallen trees, broken and torn limbs, wounds, split branches,
uprooting, weakening and exposed roots.
Fallen Trees Plan ahead before deciding what to do with fallen trees. In general, it is best
to reset only small trees since large trees will be weakened and may fall again, perhaps
damaging property.
Decide what to do with tree stumps. If you are going to leave them, cut them off flush
with the ground. If you plan to remove them, leave 4 feet of stump standing. Removal
will be cheaper and easier if the stump can be pulled, rather than dug out.
Broken and Torn Limbs This damage will affect the shape as well as the general health
of the tree. Prune the tree properly to avoid additional damage.
1 Cut off broken or torn limbs to avoid unnecessary bark stripping. Leave a smooth
finish flush with the trunk or branch from which you prune.
2 Paint outer edges of the cut with shellac or wound dressing. Cover the entire exposed
wood surface with a prepared tree paint or emulsifiable asphalt.
3. Do not use ordinary household paint as it may injure tender tissue and retard healing.
4. On magnolia, ornamental cherry, peach and plum trees, use spar varnish.
5. To remove large, heavy limbs, use three cuts to avoid ripping bark and wood.
6. Make a cut on the underside of the limb, about 1 foot from the trunk or branch from
which you are pruning. Cut only about one-third through the limb.
7. Make a second cut on the upper side of the limb, about 2 to 6 inches farther out on the
limb than the first cut. Continue sawing until the branch splits off.
8. Remove the remaining stub by making a single cut flush with the trunk or branch from
which you are pruning. Paint as described in step 2 above.
Wounds The amount of damage to the bark of larger shrubs and trees will affect the
plant's ability to recover, especially when there is more than one type of injury.
9. Remove all jagged and protruding wood. Make smooth, clean cuts with a saw or chisel.If
the wounds are bark wounds, remove loose bark. To remove bark, make smooth, clean
cuts to form a boat-shaped area pointed at both ends.
10. Paint the edges with shellac and the exposed wood surfaces with a prepared tree paint or
creosote and asphalt.
Split Branches If branches are split at the crotches, pull them back into place and secure
them with lag-threaded screw rods:
11. Bore through the trunk or branch above the split where the screw rod is to be inserted.
Make the hole
16 inch smaller in 1 diameter than the diameter of the screw rod.
12. Insert the screw rod until the point is nearly to the opposite side.
13. Cut off the protruding end and paint over it.
14. If the split is long, insert as many screw rods as necessary, 12 to 18 inches apart. Or use
regular bolts with washers on each end. Countersink the bolt so the washers will rest on
the hard wood.
Uprooted Trees When straightened, these trees will require bracing for a long time.
Larger trees and shrubs will almost always be weakened.
Before you reset a tree, cut, smooth and paint all jagged and irregular root breaks. After
resetting, water the tree well and keep it watered during dry periods. Do not remove guy
wires or braces for at least 2 years.
Prune a damaged tree just enough to balance root losses. Cut out broken, diseased and
malformed branches to give the tree a desirable shape. Fertilization may help induce good
growth.
Weakened Trees If the crown of the tree needs strengthening, use cables between the
weakened branches:
1. Insert tag bolts from one-half to one-third of the way between the base and the tip of
the branches you want to brace.
2. Attach the cable ends to the bolts and tighten the nuts to draw the cable taut. A block
and tackle will make the job easier.
3. Avoid using short lengths of cable low in the tree.
Exposed Roots Exposed roots should be covered. Use nearby sand and silt deposits if
there are any. It is not essential to use regular soil to cover roots. Build the root cover to
its approximate level before the flood. Do not build it higher.
Continued Care After repairing trees, continue to care for them:

1 Remove silt and sand deposits. Prevent further damage to root systems by removing
all deposits to soil level before the flood.
2 Check soil moisture. The variety and species of trees and the soil's natural ability to
retain or expel excess moisture will determine what actions are necessary to avoid
losses due to excess moisture.
3 Mulching is safer than fertilizing for damaged trees.
D. Guided Practice
Given the different pictures of damaged plants, ask the group to tell the things they
need to do in order to keep the plant healthy.
Picture puzzle- ask them to properly label the things needed to be labeled.
IV. Evaluation
What are the thing you need to consider if you have damage plants?
V.Assignment
Video shoot of the different ways of caring for trees and fruit trees.

September 26, 2017
I. Objective:
TLE6AG0e-
6.1 Perform systematic and scientific ways of caring seedlings, trees and fruit trees
 Cultivating  Transplanting  Watering  Applying organic fertilizer
II. Subject Matter

6.1.1-aPerforms systematic and scientific ways of caring seedlings, propagated trees and fruit
trees  Cultivating  Transplanting  Watering  Applying organic fertilizer
6.1.2 -Maintenance plan and schedule in caring seedlings and propagated plants
Reference: Curriculum Guide for Grade VI-Agriculture p.32
III.Procedure
A. Preparation
1.Review
What are the proper ways of caring for propagated trees and fruit trees in the orchard
Do you want top perform the systematic and scientific ways of caring for seedlings and
propagated plants? Today we are going to perform the different scientific ways for caring the
seedlings and propagated plants.
C. Presentation
But before you perform it yourself, ley’s watch this short video presentation in
Systematic and scientific ways of caring for seedlings propagated trees and fruit trees .
D. Teaching Modelling
Wow, did you enjor the video. Does it help you to know better how to cultivate the soil..
As you watch, the video also shows how to use the tools and equipment properly. Safety
measures and practices were also showed in the video right?
E. Guided Practice
Activity will be prepared by the pre-service teacher.
F. Independent Practice
Activity will be prepared by the pre-service teacher.
IV.Evaluation
Oral recitation and Demonstrations
V.Assignment
Bring samples/cuttings of trees and fruit trees and seedlings ready for transplanting

October 03, 2017
I. Objective:
TLE6AG0e-6
6.3 Identify and explain the importance and benefit of using organic fertilizer and
pest/insect control towards sustainable development
II. Subject Matter

6.3.1-Advantages of Organic Fertilizer and pest/insect control
Curriculum Guide For Grade 6-Agriculture p31
Ref./Mat. Charts, pictures, video
III.Procedure
A. Preparation
1.Review
` Idenifty the different ways on how to care and maintain the orchards farm
What do you think is the reason why farmers use fertilizers in their garden.
C. Presentation
Benefits derived from organic fertilizer and organic pest/insect control
Organic Fertilizer
The words “organic” or “natural” in this case simply means that the product is only
minimally processed, and the nutrients remain bound up in their natural forms, rather than being
extracted and refined. In the case of fertilizer, “organic” does NOT refer to the standards of
processing associated with food.
Organic fertilizer is usually made from plant or animal waste or powdered minerals.
Examples include manure and compost, as well as bone and cottonseed meal. They are usually
sold as “soil conditioners” rather than as fertilizer, because the nutrient ratios are difficult to
guarantee. Organic fertilizers may be processed in a factory, or, in the case of manure and
compost, at a farm.
There is also a growing selection of more highly processed products now available, with
labeled analysis of nutrients and contents. For example, Scotts Miracle-Gro Organic Choice
Plant Food is a manufactured product composed entirely of chicken litter and ground up
feathers, with an N-P-K ratio of 7-1-2. Garden Safe Organic Plant Food is made of poultry
manure with a label very similar to chemical fertilizers.
D. TeachingModelling
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.
 Since they are the ultimate slow-release fertilizers, it’s very difficult to over fertilize (and
harm) your plants.
 There’s little to no risk of toxic buildups of chemicals and salts that can be deadly to
plants.
 Organic fertilizers are renewable, biodegradable, sustainable, and environmentally
friendly.
 Although rather expensive in packages, you can make your own organic fertilizer by
composting or find inexpensive sources—such as local dairy farms—that may sell
composted manure.
Disadvantages of Organic Fertilizer:
 Microorganisms are required to break down and release nutrients into the soil. Since they
need warmth and moisture to do their job, the effectiveness of organic fertilizer is limited
seasonally. The good news is that these microorganisms obtain energy from decaying
plant and animal matter, so an application of organic fertilizer provides a complete
package of nutrients for your soil.
 Organic fertilizers break down according to nature’s rules, so they may not release
nutrients as soon as you need them. You have to be patient – you won’t see improvement
overnight. In fact, you may actually see a deficiency in your plants during the first couple
of months until the first application breaks down. Hang in there! You’ll most definitely
be rewarded.
 Nutrient ratios are often unknown, and the overall percentage is lower than chemical
fertilizers. However, some organic products are actually higher in certain nutrients.
Pesticides can enter the body four ways:
1. Skin
2. Eyes
3. Mouth
4. Lungs.

Personal Protective Equipment (PPE).
Applicators and other handlers must wear long sleeved shirts and long pants, chemical-resistant
category A gloves, shoes and socks and protective eyewear (googles, face shield or safety
glasses). Note: This is an example of PPE. Requirements will vary for each pesticide you use.
Skin contact is the most common cause of pesticide poisoning for applicators and some
pesticides enter the body through the skin quite readily. At the time of mixing, pesticides are
more concentrated and the likelihood of injury is increased during this time.Some parts of the
body absorb pesticides extremely fast (within a few minutes) and need extra protection. Two
such areas are the head and body area between the navel and about mid-thigh. If any pesticide is
spilled in this area, wash it off immediately and change clothing. It is best to avoid direct contact
with pesticides by wearing the proper Personal Protective Equipment (PPE) as specified on the
label of the pesticide you intend to use. It will look something like the example below and will
more than likely be located on the front page of the label
Label Signal Words

One of four words are required on a pesticide label to indicate the relative toxicity of the
pesticide:
Danger-Poison or Danger - Toxicity category I - Highly toxic (fatal if ingested)
Danger- Toxicity category I - Highly corrosive to eyes and skin
Warning- Toxicity category II - Moderately toxic
Caution- Toxicity category III and IV - Least toxic
These are known as signal words and are assigned on the basis of the highest measured toxicity,
be it oral, dermal, or inhalation; effects on the eyes and external injury to the skin. Since the
toxicity category and signal words are based on the total formulation, certain products may have
the same active ingredient (a.i.), but may bear different signal words in different formulations.
Signal words indicate the relative toxicity of a pesticide formulation. You should always read the
pesticide label to determine what Personal Protective Equipment (PPE) you are required to wear
for that product.
Gloves
Always wear unlined, elbow-length chemical-resistant gloves when handling all pesticides. The
elbow-length protect your wrists and prevent pesticides from running down your sleeves into
your gloves.
Glove materials include:
 Natural rubber (latex) - only effective for dry formulations. Relatively Permeable.
 Nitrile - good protection for both dry and liquid pesticides. Moderately permeable.
 Butyl - good protection for both dry and liquid pesticides.
 Neoprene - good protection for both dry and liquid pesticides, not recommended for
fumigants.
 Polyethylene
 Polyvinylchloride (PVC)
 Barrier laminates like 4H® and Silver Shield®. Relatively impermeable.
Check the quality of construction and material before buying any glove because efficacy varies
with the manufacturer. Protection increases with the thickness of the materials, but extra thick
gloves may interfere with dexterity. Never use fingerless gloves.
Never use leather or cotton gloves. These types of gloves can be more hazardous than no
protection at all because they absorb and hold the pesticide close to your skin for long periods of
time.
Remember proper glove use is as important as selection. Check closely for holes by filling the
gloves with air or clean water and gently squeezing. Destroy the gloves if any holes appear.
Wrap in a plastic bag and put with an empty pesticide container for proper disposal. In the case
of where your hands are reaching up (such as changing nozzles), turn glove cuffs up to form a
cup to trap any liquid that runs down the arm. When you are finished spraying, wash your gloves
with detergent and water before you remove them. This way, you will not contaminate your
hands or the inside of the gloves when you remove them. Then wash your hands with lots of
soap and water after you remove the gloves.
Not all glove materials will give you the same level of protection. Some materials will last longer
against certain types of pesticides and chemicals. They will be highly, moderately or slightly
chemical resistant. The chart below gives you a range of PPE materials from which to choose
for each glove category that may be listed on a pesticide label. Use only unlined gloves.
The chart will also indicate how long you can expect the material to be resistant to the pesticide
you are using. For example, the label might say: "If you want more options, follow the
instructions for category F on an EPA chemical resistance selection chart." This means you
should select PPE made from barrier laminate, butyl rubber, nitrile or Viton because they are
highly chemical resistant to that pesticide.
Body Covering
Regular work attire of long pants and a long-sleeved shirt, shoes, and socks are acceptable for
slightly toxic (category III- Caution) and relatively non-toxic (category IV - Caution) pesticides.
Many applicators prefer work uniforms and cotton coveralls that fit the regular-work-attire
description and provide equal protection. Applicators should reserve one set of clothing for
pesticide use only. Launder and store separately from all other clothing.
Apron
Wear a chemical-resistant apron when repairing or cleaning spray equipment and when mixing

or loading. This is a good practice for all pesticides and is essential for pesticides of category I
and II toxicity. Aprons offer excellent protection against spills and splashes of liquid
formulations, but they are also useful when handling dry formulations such as wettable powders.
Aprons can be easily worn over other protective clothing and are comfortable enough for use in
warm climates. Choose an apron that extends from the neck to at least the knees. Some aprons
have attached sleeves. Nitrile, butyl, and neoprene offer the best protection. PVC and natural
rubber are also available.
Boots
Wear unlined chemical-resistant boots which cover your ankles when handling or applying
moderately or highly toxic pesticides. Purchase boots with thick soles. Nitrile and butyl boots
appear to give the best protection.
Do not use leather boots.
If chemical-resistant boots are too hot to wear in warm climates or too difficult to put on, try
wearing chemical-resistant overboots with washable shoes (such as canvas sneakers or layered
socks.) Remember to put your pant legs outside the boots, otherwise the pesticide can drain into
the boot.
Wash boots after each use and dry thoroughly inside and out to remove all pesticide residue. Use
them only for pesticide applications. It is wise to keep two pair of boots on hand in case of
accidental contamination. Wash socks and canvas sneakers worn under chemical-resistant boots
just like you would pesticide contaminated clothing.
Goggles or Face Shield
Wear shielded safety glasses; a full-face respirator; snug-fitting, non-fogging goggles; or a full-
face shield whenever the chemical could possibly contact your eyes. Safety glasses with brow
and side shields are acceptable for low exposure situations. Always wear goggles or full-face
respirator when you are pouring or mixing concentrates or working in a highly toxic spray or
dust. In high exposure situations when both face and eye protection are needed, a face shield can
be worn over goggles. Clean them after each use. Be careful of the headband; it is often made of
a material which readily absorbs and holds chemicals. Have several spares and change them
often or use a chemical-resistant strap. If possible, wear the strap under your head covering.
Head and Neck Coverings
The hair and skin on your neck and head must be protected too. This is most important in
situations where exposure from overhead dusts or sprays is possible, such as hand-spraying
uphill or when flagging for aerial applications. Chemical-resistant rain hats, wide brimmed hats,
and washable hard hats (with no absorbing liner) are good. In cool weather, chemical-resistant
parkas with attached hoods are a good choice. If the attached hood is not being used, tuck it
inside the neckline so that it will not collect pesticides. Do not use cotton or felt hats; they absorb
pesticides.
Disposable gloves or shoe covers should be used only once for a very short-term task, and then
discarded. First wash the PPE, and then remove them by turning them inside out. Then dispose
of them properly.
Respirators
Respirators protect you from inhaling toxic chemicals. The label will tell you if a respirator is
required. Consider wearing one during any lengthy exposure with a high risk of pesticide
inhalation. Always wear a respirator while mixing or filling highly toxic pesticides. Applicators
who will be constantly exposed to small amounts of moderately toxic pesticides for a day or
several days, should also wear a respirator.
E. Guided Practice
I have here strips on the advantage and disadvantage of using organic fertilizers. Each group will
be given the task to work with under time pressure. Are you ready? Start when I give you the
signal to start.
F. Independent Practice
Proper ways in handling organic concoction
Lets play a game “Name It” I have here numbered envelops with the correct answers in it.
As we draw a ball, what is the number in the ball, that is also the same number that you are going
to open and name what’s inside it.
Are you ready?
IV.Evaluation
V.Assignment
Bring samples/cuttings fertilizers, specifically an organic fertilizers.

October 06, 2017
I. Objective:
TLE6AG0e-6
6.4 Identify and explain the importance and benefit of using organic fertilizer and
pest/insect control towards sustainable development
II. Subject Matter

6.3.1-Advantages of Organic Fertilizer and pest/insect control
Curriculum Guide For Grade 6-Agriculture p31
Ref./Mat. Charts, pictures, video
III.Procedure
A. Preparation
1.Review
` What is an organic fertilizers?
What are the advantages of using organic fertilizer?
C. Presentation
These are the protective wear one should use when handling pesticide.
D. TeachingModelling
Personal Protective Equipment (PPE).
Applicators and other handlers must wear long sleeved shirts and long pants, chemical-resistant
category A gloves, shoes and socks and protective eyewear (googles, face shield or safety
glasses). Note: This is an example of PPE. Requirements will vary for each pesticide you use.
Skin contact is the most common cause of pesticide poisoning for applicators and some
pesticides enter the body through the skin quite readily. At the time of mixing, pesticides are
more concentrated and the likelihood of injury is increased during this time.Some parts of the
body absorb pesticides extremely fast (within a few minutes) and need extra protection. Two
such areas are the head and body area between the navel and about mid-thigh. If any pesticide is
spilled in this area, wash it off immediately and change clothing. It is best to avoid direct contact
with pesticides by wearing the proper Personal Protective Equipment (PPE) as specified on the
label of the pesticide you intend to use. It will look something like the example below and will
more than likely be located on the front page of the label
Label Signal Words

One of four words are required on a pesticide label to indicate the relative toxicity of the
pesticide:
Danger-Poison or Danger - Toxicity category I - Highly toxic (fatal if ingested)
Danger- Toxicity category I - Highly corrosive to eyes and skin
Warning- Toxicity category II - Moderately toxic
Caution- Toxicity category III and IV - Least toxic
These are known as signal words and are assigned on the basis of the highest measured toxicity,
be it oral, dermal, or inhalation; effects on the eyes and external injury to the skin. Since the
toxicity category and signal words are based on the total formulation, certain products may have
the same active ingredient (a.i.), but may bear different signal words in different formulations.
Signal words indicate the relative toxicity of a pesticide formulation. You should always read the
pesticide label to determine what Personal Protective Equipment (PPE) you are required to wear
for that product.
Gloves
Always wear unlined, elbow-length chemical-resistant gloves when handling all pesticides. The
elbow-length protect your wrists and prevent pesticides from running down your sleeves into
your gloves.
Glove materials include:
 Natural rubber (latex) - only effective for dry formulations. Relatively Permeable.
 Nitrile - good protection for both dry and liquid pesticides. Moderately permeable.
 Butyl - good protection for both dry and liquid pesticides.
 Neoprene - good protection for both dry and liquid pesticides, not recommended for
fumigants.
 Polyethylene
 Polyvinylchloride (PVC)
 Barrier laminates like 4H® and Silver Shield®. Relatively impermeable.
Check the quality of construction and material before buying any glove because efficacy varies
with the manufacturer. Protection increases with the thickness of the materials, but extra thick
gloves may interfere with dexterity. Never use fingerless gloves.
Never use leather or cotton gloves. These types of gloves can be more hazardous than no
protection at all because they absorb and hold the pesticide close to your skin for long periods of
time.
Remember proper glove use is as important as selection. Check closely for holes by filling the
gloves with air or clean water and gently squeezing. Destroy the gloves if any holes appear.
Wrap in a plastic bag and put with an empty pesticide container for proper disposal. In the case
of where your hands are reaching up (such as changing nozzles), turn glove cuffs up to form a
cup to trap any liquid that runs down the arm. When you are finished spraying, wash your gloves
with detergent and water before you remove them. This way, you will not contaminate your
hands or the inside of the gloves when you remove them. Then wash your hands with lots of
soap and water after you remove the gloves.
Not all glove materials will give you the same level of protection. Some materials will last longer
against certain types of pesticides and chemicals. They will be highly, moderately or slightly
chemical resistant. The chart below gives you a range of PPE materials from which to choose
for each glove category that may be listed on a pesticide label. Use only unlined gloves.
The chart will also indicate how long you can expect the material to be resistant to the pesticide
you are using. For example, the label might say: "If you want more options, follow the
instructions for category F on an EPA chemical resistance selection chart." This means you
should select PPE made from barrier laminate, butyl rubber, nitrile or Viton because they are
highly chemical resistant to that pesticide.
Body Covering
Regular work attire of long pants and a long-sleeved shirt, shoes, and socks are acceptable for
slightly toxic (category III- Caution) and relatively non-toxic (category IV - Caution) pesticides.
Many applicators prefer work uniforms and cotton coveralls that fit the regular-work-attire
description and provide equal protection. Applicators should reserve one set of clothing for
pesticide use only. Launder and store separately from all other clothing.
Apron
Wear a chemical-resistant apron when repairing or cleaning spray equipment and when mixing

or loading. This is a good practice for all pesticides and is essential for pesticides of category I
and II toxicity. Aprons offer excellent protection against spills and splashes of liquid
formulations, but they are also useful when handling dry formulations such as wettable powders.
Aprons can be easily worn over other protective clothing and are comfortable enough for use in
warm climates. Choose an apron that extends from the neck to at least the knees. Some aprons
have attached sleeves. Nitrile, butyl, and neoprene offer the best protection. PVC and natural
rubber are also available.
Boots
Wear unlined chemical-resistant boots which cover your ankles when handling or applying
moderately or highly toxic pesticides. Purchase boots with thick soles. Nitrile and butyl boots
appear to give the best protection.
Do not use leather boots.
If chemical-resistant boots are too hot to wear in warm climates or too difficult to put on, try
wearing chemical-resistant overboots with washable shoes (such as canvas sneakers or layered
socks.) Remember to put your pant legs outside the boots, otherwise the pesticide can drain into
the boot.
Wash boots after each use and dry thoroughly inside and out to remove all pesticide residue. Use
them only for pesticide applications. It is wise to keep two pair of boots on hand in case of
accidental contamination. Wash socks and canvas sneakers worn under chemical-resistant boots
just like you would pesticide contaminated clothing.
Goggles or Face Shield
Wear shielded safety glasses; a full-face respirator; snug-fitting, non-fogging goggles; or a full-
face shield whenever the chemical could possibly contact your eyes. Safety glasses with brow
and side shields are acceptable for low exposure situations. Always wear goggles or full-face
respirator when you are pouring or mixing concentrates or working in a highly toxic spray or
dust. In high exposure situations when both face and eye protection are needed, a face shield can
be worn over goggles. Clean them after each use. Be careful of the headband; it is often made of
a material which readily absorbs and holds chemicals. Have several spares and change them
often or use a chemical-resistant strap. If possible, wear the strap under your head covering.
Head and Neck Coverings
The hair and skin on your neck and head must be protected too. This is most important in
situations where exposure from overhead dusts or sprays is possible, such as hand-spraying
uphill or when flagging for aerial applications. Chemical-resistant rain hats, wide brimmed hats,
and washable hard hats (with no absorbing liner) are good. In cool weather, chemical-resistant
parkas with attached hoods are a good choice. If the attached hood is not being used, tuck it
inside the neckline so that it will not collect pesticides. Do not use cotton or felt hats; they absorb
pesticides.
Disposable gloves or shoe covers should be used only once for a very short-term task, and then
discarded. First wash the PPE, and then remove them by turning them inside out. Then dispose
of them properly.
Respirators
Respirators protect you from inhaling toxic chemicals. The label will tell you if a respirator is
required. Consider wearing one during any lengthy exposure with a high risk of pesticide
inhalation. Always wear a respirator while mixing or filling highly toxic pesticides. Applicators
who will be constantly exposed to small amounts of moderately toxic pesticides for a day or
several days, should also wear a respirator.
 Guided Practice
I have here strips on the advantage and disadvantage of using organic fertilizers. Each group will
be given the task to work with under time pressure. Are you ready? Start when I give you the
signal to start.
 Independent Practice
Proper ways in handling organic concoction
Lets play a game “Name It” I have here numbered envelops with the correct answers in it.
As we draw a ball, what is the number in the ball, that is also the same number that you are going
to open and name what’s inside it.
Are you ready?
IV.Evaluation
V.Assignment
Bring samples/cuttings fertilizers, specifically an organic fertilizers.
October 10, 2017
I. Objective:
TLE6AG0-Oh-9
2.1 conducts survey to find out:
2.1.1 persons in the community whose occupation is animal (four-legged) /fish
raising
II. Subject Matter

Animal/Fish Raising
Conduct a survey/interview to a local practitioner/owner of an animal/fish farm
 Research on rhe nature and or history of the animal/fish farm
Ref. Curriculum Guide for Gr.6
Mat. Pictures, Video
III.Procedure
A.Preparation
1.Review
What was our lesson last week?
B.Establishing a Purpose
Conduct survey/interview to :
 Persons in the community whose occupation is animal (four legged)/fish raising Presentation
Who among you here have animals at home? Who do you know of a person who takes care of
animals at home wether its a pet or raised for income purposes?
C.Presentation
Show pictures of different farm animals.
Now let’s us have first a short survey about person who raised animals in ther home. Let’s do it
inside the classroom first.
D.Teaching Modelling
Analyzing Survey Instrument for the survey/ interview of practitioner/owner of animal/fish farm
People run surveys for all kinds of reasons, but all great surveys have a few things in common.
Great surveys:
 Have a clear purpose
 Are easy to administer
 Are easy to to take
 Produce accurate data
 Let you confidently make informed decisions
So of course, you want your survey to be great. But how do you get started?
The foundations of all the best survey projects are laid long before the first responses come
rolling in; they start during what we call the Need phase of survey design, and that’s what we’ll
be covering here.
It’s tempting to jump right into writing questions and choosing colors, but without a thorough
understanding of why you’re asking these questions, you run the risk of endangering your data.
A survey is a collection of questions asked repetitively to a sample of a population to

mathematically derive characteristics of the total population.
This tells us that at least some of our goals should probably center around things that our
audience has in common (or things we suspect they might have in common).
When trying to determine the needs you’re hoping to meet with your survey, it can be helpful to
ask yourself and your team some of these questions:
 What exactly are we trying to figure out?
 Why do we want to know?
 What do we hope to do with this data when we’re done?
 What kinds of reports or data do we need?
 Who is our intended audience or population?
 How are we going to access that target audience?
Surveys are one of the absolute best ways to get input from potential and/or existing customers
before you’ve invested too much time or capital in a new venture. They also allow organizations
to keep a finger on the pulse of their current clients or audience so they can be alert to any
unusual shifts, either positive or negative.
Some of the most common reasons behind survey projects are:

 Investigate possibilities for expanding into new markets or market segments
 To prove or disprove a hypothesis about their audience, competitors, etc.
 Track customer satisfaction levels
 Compare awareness of their brand with those of their competitors
 Measure changes in employee happiness over time
 Get feedback on new or potential products
E.Guided Practice
Let them write thier own survey form to be used as they conduct survey in thier
community for person who owns animals.
IV.Evaluation
(Let each group evaluate and interpret their findings on the surveys they made.
V.Assignment
Watch videos or stories of successful entrepreneurs in animal and fish raising
October 18, 2017
I. Objective:
TLE6AG0-Oh-9
9.2 Identify kinds of four legged animals/fish being raised as means of livelihood
9.2a Identify kinds of fish being raised as means of livelihood
II. Subject Matter

9.2.1.Livestock in farm settings
9.2.2. Types/kinds of livestock being raised as means of livelihood
9.1.3 Identify some types/kinds of fish being raised as means of livelihood Ref. Curriculum
Guide for Gr.6
Mat. Pictures, Video
III.Procedure
A.Preparation
1.Review
What are the farm animals that you know?
B.Establishing a Purpose
Identify kinds of four legged animals/fish being raised as means of livelihood. Why do they raise
farm animals? Does it help the farmer in farming? What are the benefits of raising animals?
C.Presentation
Introduction to “Livestock” The types and kinds of Livestock such as small and large ruminants
Types and kinds of Aquatic resources such as fishes
Almost every family in the country breeds a dog, cat, bird, or any other domesticated
animal which the family members feed, bathe, and treat as a lovable pet. Other pet owners give
their time and interest in taking care wild and exotic animals such as cobra, iguana, scorpion, and
others. Truly, Filipinos are definitely animal lovers.
Aside from wanting to have pets, Filipinos raise animals in order to improve the quality
of their lives. Many families today, both in the provinces and in the cities, engage in livestock
raising to have a secured supply of food, support their daily needs, and have an additional
income. Just like having a vegetable garden in the backyard, tending animals prove financially
rewarding if done in the right way.
What are livestock? Why is it important to breed and raise them? What are the things we
need to consider in livestock raising and the proper steps we need to guarantee the growth and
development of the animals? How do we market their meat so people can buy them fresh?
D.Teaching Modelling
Livestock are animals raised in the backyard for work or for food. These include chicken,
duck, quail, hog or pig (swine), cattle (cow and carabao), and goat. These animals are raised
depending on the kind of surrounding or environment. Livestock raising is a sure source of food
and clothing. The meat and skin of these animals command higher prices in the market. Even the
by-products of these animals are a good source of fertilizers. With the Filipinos' patience and
perseverance, livestock raising remains a profitable and sustainable business enterprise.
E.Guided Practice
At this point, I am going to group you and I want you to list down all the importanat
tips and ways how to take care of the different farm animals.
F.Independent Practice
Let us do this activity individually. Get your notebook, Answer and complete the table.
Work Attitude
1.Do you believe that livestock raising needs planning,

preparation and capital?
2.Do you use your knowledge and capabilities in doing
profitable projects?
3.Do you believe that a person need not to finish college to
start a business?
4.have you attempted to start a money-making project on
your own?
5.Do you persevere and enjoy helping in the work or
business of your family?
6.Do you make research or ask questions from experts
before starting a project?
7.Can you do a profitable project alone?
8.Do you work seriously when making your projects in TLE
that will benefit you and your family?
9.Do you believe that your family is capable of starting a
small business?
10.Are you proud of the business of your family whether it is
small, medium or large scale?
G.Closure
Remember this
-Animal and fish raising adds income to the family.
-Follow guidelines when buying animals/fish for raising.
-Keep pens and its surroundings clean to avoid disease and pollution.
-Give your animals nutritious and clean food.
IV.Evaluation
True or False
__________1.Animal raising is aprofitable livelihood as well as a kind of recreation.
__________2.A mature hog intended to be made a breeder or mother needs starter mash.
__________3.Cows of foreign breed grow faster thatn native cows.
__________4.Animals grow faster snd healthier when their pens can accomodate only their
Bodies.
__________5.A hog fed with spoiled food can trasmit disease to humans.
V.Assignment
Prepare picture of livestock animals and its habitat. You are going to make a Picture
album.

Lesson Plan in TLE 6 2nd

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Lesson Plan in T.L.E.

II. Subject Matter:

III. Learning Resources:

Bantigue, R.M. and Pangilinan, J.P. (2014)

Generate ideas from learners about their definition of resources.

Mention that the resources generated in the discussion need to be managed.

Ask the learners their idea of management.

1. Establishing a purpose for the lesson

2. Presenting examples/instances of the new lesson

3. Discussing new concepts and practicing new skills #1

4. Discussing new concepts and practicing new skills #2

The preparation of a realistic daily time schedule is a helpful management tool to

The identified learners will be asked to present their schedule.

6. Finding practical applications of concepts and skills in daily living

7. Making generalizations and abstractions about the lesson

VI. Additional activities for application or remediation

II. Subject Matter:

III. Learning Resources:

Bantigue, R.M. and Pangilinan, J.P. (2014)

Yesterday, we familiarized ourselves with management of family resources. We

B. Establishing a purpose for the lesson

C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills #1

Analyze the activity.

G. Making generalization and abstraction about the lesson

VI. Additional activities for application or remediation

1.1.2 list of family resources

II. Subject Matter:

Bantigue, R.M. and Pangilinan, J.P. (2014)

Recap of the lesson the previous day.

Yesterday, we familiarized ourselves with management of family resources. We

B. Establishing a purpose for the lesson

C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills #1

G. Finding Practical Application for concepts

H. Making generalization and abstraction about the lesson

IV. Additional activities for application or remediation

II. Subject Matter:

B. Establishing a purpose for the lesson

C. Presenting examples/ instances of the new lesson

Why do you think the family income is...?

D. Discussing new concepts and practicing new skills #1

E. Discussing new concepts and practicing new skills #2

II. Subject Matter:

1.Reviewing previous lesson or presenting the new lesson

B. Establishing a Purpose for the lesson

C. Presenting Examples/Instances of the New Lesson

Presentation of group work.

Based on the presentation, provide generalizations and abstractions.

Get the insights of the learners on the activities

II. Subject Matter:

B. Establishing a purpose for the lesson

C. Presenting examples/ instances of the new lesson

D. Discussing new concepts and practicing new skills #1

F. Finding practical applications of concepts and skills in daily living

G. Making Generalizations about the lesson

Today we determine the relationships between management and

II. Subject Matter:

Recap of the lesson the previous day

B. Establishing a purpose for the lesson

C. Presenting examples/ instances of the new lesson

D. Discussing new concepts and practicing new skills #1

E. Discussing new concepts and practicing new skills #2

G. Finding practical applications of concepts and skills in daily living