DAILY LESSSON PLAN IN TLE 6 - AGRICULTURE

WEEK 13 Day 1 Date: _____________

I.OBJECTIVES
A. Content Standard
Demonstrate an understanding of scientific processes in animal/fish raising.
B. Performance Standard
Applies knowledge and skills and develops one’s interest in animal/fish
raising.
C. Learning Competencies
Discusses indicators for harvesting /capturing animal/fish.
Demonstrate skill in harvesting /capturing animal/fish

II.CONTENT
Indicators and skill in harvesting /capturing animal/fish.

III.LEARNING RESOURCES
A. References
1.Textbook pages
Learning and Living in the 21ST Century
Work text in Home Economics and Livelihood Education pp.173-174
B. Other Learning Resources
LCD, laptop, different pictures of real object that used in harvesting fish.
IV.PROCEDURE
A. Reviewing previous lesson
Importance of Fish Raising

B. Establishing a purpose for the lesson

Who among you have a backyard fishpond? What kind of fish do you
have in there? Have you experienced harvesting fish? What do you
use in harvesting fish?

C. Presenting examples/instances of new lesson

Presentation of indicators for harvesting fish and different methods in
harvesting fish through video clip.
Link:www:seafoodwatch.org/
 Guide Questions:
1. What have you seen in the video?
2. What they are doing?
3. Do you know when to harvest the fish and how?
4. What they used to harvest them?
The teacher will analyze all the possible answers given by the pupil.

D. Discussing new concepts and practicing new skills #1

Discussion of indicators and different methods in harvesting fish.

E. Discussing new concepts and practicing new skills #2

Group Activities
The class will be divided into 4 groups.
I Have here 4 envelopes. Each envelope has paper in which the
activity that each group will do. The activities are as follows.
A .Discussion of methods in harvesting fish.
B. Illustration of the different methods in harvesting fish.
C. Demonstration of methods in harvesting fish (1-2)
D. Demonstration of methods in harvesting fish (3-4)

F. Developing mastery
Get one object that used in harvesting fish and tell what is it and how to
use it. Choose an object that can be used in harvesting fish. Describe
this object and its function.

G. Finding practical applications of concepts and skills

Do you know now how to harvest fish? What are the methods in
harvesting fish? How are these methods useful in harvesting fish?

H. Making generalizations and abstractions about the lesson

Webbing-Several Methods used in Harvesting Fish

I. Evaluating /Rubrics
Harvesting fish/rubrics
Group Activities
The class will be divided into 4 groups,you are going to demonstrate
the different skill or method in harvesting fish using real object.
RUBRICS

4 3 2 1

All of the Only one

team member
TEAM WORK members 8-6 5-2 works for the
cooperate members cooperate whole team
cooperate
CONTENT Related to the One or two Ideas Poor ideas
topic. ideas are far somehow are are given
from the topic. related to the
topic

DELIVERY Reporter is Reporter is Reporter is Reporter

extremely is quite shy but quite shy but shows poor
confident and the contents the contents presence
how to deliver are properly are properly aand ideas
the report. delivered. delivered. are lacking of
content

J .Assignment
Interview an experienced fishpond owner about the indicators on whether
the fish are ready for harvesting and the different methods in harvest them.
 DAILY LESSSON PLAN IN TLE 6 - AGRICULTURE
WEEK 13 Day 2&3 Date: _____________

I. OBJECTIVE/S:
A. CONTENT STANDARDS
• Prepares marketing strategy by asking help from others or using
the Internet
• Expounds how to market animals and fish products

B. PERFORMANCE STANDARD
Applies knowledge and skills to develop one’s interest in animal/
fish raising

C.LEARNING COMPETENCY
Prepares marketing strategy by asking help from others or using
the internet.
Markets animals and fish captured (TLE6AG-0j-13)

II. CONTENT
Animal/ Fish Raising

Marketing Strategies

III. LEARNING RESOURCES

A. Reference
Home Economics and Livelihood Education by Evangeline
S. Lindayag, pp. 81-85
B. Other Learning Resources
LCD, laptop, video clip

IV. PROCEDURE
A. Reviewing previous lesson
What are the different skills in harvesting/ capturing animals?

B. Establishing a purpose for the lesson

Say and recite the nursery rhyme, To market, to market:
To market, to market to buy a fat pig; home again, home again jiggity jig.
To market, to market to buy a fat hog; home again, home again jiggity jog.
To market, to market to buy a plum bun; home again, home again market
is done
 C. Presenting examples/ instances of new lesson

Let the students watch a video clip about the marketing strategies
( https://www.youtube.com/results?search_query=marketing+strategy )

Guided Questions:

1. What are some of the products you have seen in the video clip?
2. What strategies are used to make products more appealing to
consumers?
3. How do marketing and mediainfluence consumer behaviors?

D. Discussing new concepts and practicing new skills #1

Group Activities

The class will be divided into two groups.

Group 1 – Role play the strategies of selling a particular animal or fish

product.

Group 2 – Create amazing flyers and poster for marketing fish products.

Each group will present their output for 5 minutes only. Let the
learners have freedom during the presentation.

E. Discussing new concepts and practicing new skills #2

Using the power point presentation, the teacher will clarify some concepts that
were not clearly identify by the learners. Marketing Strategies (ppt)

F. Developing Mastery
What four-legged animal or fish would you like to raise and market? What
marketing strategy or method will you use in selling this animal and why?

G. Finding Practical Applications of concepts and skills

Let the pupils do this.
Draw a on the line if you agree with the statement. Write an if you
disagree.
_________1. Internet marketing is selling products to cooperatives.
_________2. Develop marketing strategies that key into “differentiated”
identity/origin-
preserved products.
_________3.Know the benefits of your product to your market.
_________4. Before any marketing strategy can be determined as a proper
course of
action, the producer or producer group should develop a concerted list of
market-research priorities
_________5. Animal products can also be sold to retailers who resell these
products with a top-off profit.

H. Making generalizations and abstractions about the lesson

What are the different marketing strategies or methods will you
use in selling animalsor fish products?

I. Evaluating Learning

A. Fill out the form below.

Animal/ Fish Product Concept

Proposed Product Name

What’s the big “idea”
behind the product?
Ideal Retail Price

This is the amount of

money you plan for
B. customers to pay for the
product
Strategies to use in
selling your products

Enumerate the different things to consider in selling farm products.

1. __________________________
2.___________________________
3.___________________________
4.___________________________

J. Assignment:
What is the most effective way of selling products to customers? Why?
 DAILY LESSSON PLAN IN TLE 6 - AGRICULTURE
WEEK 13 Day 4 Date: _____________

I. OBJECTIVE/S:
A. CONTENT STANDARD

Makes computation of income earned from marketed products

B. PERFORMANCE STANDARD

Computes the income earned from marketed products (Gross Sale

Expenses = Net Income)

C. LEARNING COMPETENCY

Computes the income earned from marketed products

(TLE6AG-0j-13)

II. CONTENT
Animal/ Fish Raising

III. LEARNING RESOURCES

A. Reference
The basics of better family living. pp. 101-104

B. Other Learning Resources

LCD, laptop, pictures of products (pork, beef, by-products like
milk from cows)

IV. PROCEDURE

A. Reviewing previous lesson

What are the different strategies in marketing by-products?

B. Establishing a purpose for the lesson

Ask: How can youth increase income? Sell product at a higher price?
Sell other by-products such asmanure or wool etc.? and Do you know how
to compute the income earned from marketed products?
C. Presenting examples/ instances of new lesson

The teacher will show different pictures of products (pork, beef,

by-products like milk from cows).Let the class identify each.

Guide Questions:
Do you want to raise animals? Why? Is it for their meat, eggs,
milk or for the purpose of reproduction?

D. Discussing new concepts and practicing new skills #1

• Teachers will need internet access to view video clips (via You
Tube -
https://www.youtube.com/results?search_query=Make+computatio
n+of+income+earned+from+marketed+products

• Discuss the steps on how to compute the income earned from

marketed products

Step 1: Determine the total expenses

Step 2: Determine the percentage profit desired or how much you
want to
earn
Step 3: Add the total expenses and percentage profit to determine
the
selling price

E. Discussing new concepts and practicing new skills #2

Group Activity
Form groups of threes. Create an advertisement in marketing pork/beef
and some by-products. The advertisement is for online selling. Make it
catchy, attractive and enticing to be effective. Present this in class for
evaluation.

F. Developing Mastery

Form group of eight or tens. Talk about the animal that your group decided
to raise, prepare a power point presentation on the following:
1. the kind of animal you have decided to raise
2. a list of materials you will need to start the project
 3. a schedule of work for raising, processing and marketing of products
4. your possible expenses and income at the end of the project

G. Finding practical applications of concepts and skills

If you are to establish your own animal and fish raising business,
what would it be and why?
What would be the possible expenses of it?

H. Making generalizations and abstractions about the lesson

What are the steps in computing the income earned from marketed
products?

I. Evaluating Learning
A Lopez piggery earned P5,470,568.00 in 27 branches in Manila
and P2,005,971.00 in 161 branches in the provinces. Combining the two
amounts, what was the average income per branch from the piggery?

Answering questions:
a. What does the problem ask you to look for?
b. What facts are given in the problem?
c. What are the data needed to solve the problem?
d. What is the average income per branch from the piggery?

J. Assignment
Bring some clippings of advertisements or bits of propaganda of
marketed products from newspapers and magazines. They may also write
down those they hear over the radio or TV programs. Then, have them
form groups, share their clippings and discuss the possible expenses and
income of it.
 DAILY LESSSON PLAN IN TLE 6 - AGRICULTURE
WEEK 13 Day 5 Date: _____________
I. OBJECTIVE/S:

A. CONTENT STANDARD/S
Prepares plans for expansion of animal – raising venture

B. PERFORMANCE STANDARD/S
Prepares plans for expansion of animal – raising venture

C. LEARNING COMPETENCY
Plans for expansion of animal – raising venture (TLE6AG-0j-13)

II. CONTENT
Animal/ Fish Raising

III. LEARNING RESOURCES

A. References
Home Economics and Livelihood Education by Evangeline
S.
Lindayag. pp. 81-94

B. Other Learning Resources

LCD, laptop, pictures and videoclip
IV. PROCEDURE

A. Reviewing previous lesson

What are the steps in computing the income earned from marketed
products?

B. Establishing a purpose for the lesson

Ask: Why are planning and preparing essential to animal – raising

process?

C. Presenting examples/ instances of new lesson

• Teachers will need internet access to view video clips (via You
Tube –
https://www.youtube.com/results?search_query=plans+for+expansi
on+of+animal+%E2%80%93+raising+venture
D. Discussing new concepts and practicing new skills #1

• What do you think is the current state of animal and fishing raising in the
country? Is there room for more improvement? Why do you say so?

• Discuss thepreparations in expanding the family’s animal-raising venture

The plan for expansion will require the following:

1. Additional land for the expected number of animals to be added
2. Housing for the animals
3. Utilities such as water and electricity
4. Additional production or purchase of feeds
5. Additional workers to take care of the animals
6. Expanded health and simulation provisions for the animals and
for the community
7. Expansion of the market for the animals and their by-products

E. Discussing new concepts and practicing new skills #2

Let the teacher conduct a SWOT Analysis to develop a strong business

strategy of students

Do a SWOT (Strengths, Weaknesses, Opportunities, and Threats).

analysis.
What are your strengths?
What do you think are your weaknesses?
Are there opportunities you should look into?
What potential threats should you be aware of?
Prepare your SWOT analysis table following the sample below.

Strengths Weakness Opportunities Threats

F. Developing Mastery

Form groups of eights or tens. Draw lots to determine who will do the
following.
1. Interviewing persons of authority or experts on animal raising
2. Reading journals or magazines on animal – raising
3. Checking proper location or space for the chosen animal/s
4. Ascertaining sufficient food supply for the animals.
 G. Finding practical applications of concepts and skills

How do you feel when you have enough money to establish a

business? Why did you feel that way?

H. Making generalizations and abstractions about the lesson

What are the preparations in expanding the family’s animal-raising

venture?

I. Evaluating Learning

Animal and Fish Raising/ Rubrics

RUBRICS FOR ANIMAL AND FISH RAISING
Indicators Excellent Good Poor
(5 points) (3-4) (1-2)
He or she monitors the growth and progress of the project
He or she keeps an updated record of the growth and
progress of the project.
He/she expands/ enhances his or her knowledge of animal
and fish raising using the internet and other sources of
information.
TOTAL

J. Assignment

Do a web search on how a successful animal raisers market their

products? Make a written report and submit your work to your teacher.