Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Learning Competency/ies:

DLP No.: Grade Level: Quarter: Duration: Date:

1 TLE-Crop Production 9 3 60 November 2, 2017

Learning Competency/ies: LO1:Perform estimation 1.1 Identify job requirements Code:

from written or oral communications.
(Taken from the Curriculum Guide) TLE_AFAACP9-12PEBC-IIIa-e-7
Key Concepts / Understandings to be
Developed Farm inputs

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering Define oral communication.

Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

5
Applying Discover the factors to be considered in communication skills.
Skills
The ability and
capacity acquired through
Analyzing
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing Display kindness in listening of some tips in communication skills.

Values Valuing
2. Content Farm inputs
3. Learning Resources curriculum guide,learning module, laptop
4. Procedures
4.1 Introductory Activity
Pose the ff.questions(Motivation)1.What do you mean by oral communication?2.Why is it
3 minutes important to have a good communication skills?
4.2 Activity
Group activity.Direction:Each group will have a short presentation of a talk show that they
have familirized in tv.choose one speaker as a host and the rest of the members will
5 minutes represent as guest.While the other group will observed and jot down the way they
communicate to the guest.
4.3 Analysis
1.How did you find the activity?2.Is it difficult to be a host?3.Why is it important to have a
good communication?4.Is communication skills important when we look for a job?5.What is
10 minutes
oral communication?

4.4 Abstraction

Oral communication-is the process of verbally transmitting information and ideas from one
individual or group to another.Oral communication can be either formal or informal.Examples
of informal oral communication include:Discussions that take place at business
meetings.More formal types of oral communication include:Presentations of business
meetings,classroom lectures,and commencement speeches given at a graduation
ceremony.There are factors to consider in communication skills.1.)Listening-being a good
listener is one of the best ways to be a good communicator.No one likes communicating with
someone who onlly cares about putting in her two cents,and does not take the time to listen
to the other person.If you're not a good listener,its going to be hard to comprehend what
you're being asked to do.Take time to practice active listening,active listening involves paying
close attention to what the other person is saying.2.)Nonverbal Communication-your body
language,eye contact,hand gestures,and tone all color the message you are trying to
convey,a relaxed,open stance(arms open,legs relaxed),and a friendly tone will make you
appear approachable,and will encourage others to speak openly with you.
 Oral communication-is the process of verbally transmitting information and ideas from one
individual or group to another.Oral communication can be either formal or informal.Examples
of informal oral communication include:Discussions that take place at business
meetings.More formal types of oral communication include:Presentations of business
meetings,classroom lectures,and commencement speeches given at a graduation
ceremony.There are factors to consider in communication skills.1.)Listening-being a good
listener is one of the best ways to be a good communicator.No one likes communicating with
15 minutes someone who onlly cares about putting in her two cents,and does not take the time to listen
to the other person.If you're not a good listener,its going to be hard to comprehend what
you're being asked to do.Take time to practice active listening,active listening involves paying
close attention to what the other person is saying.2.)Nonverbal Communication-your body
language,eye contact,hand gestures,and tone all color the message you are trying to
convey,a relaxed,open stance(arms open,legs relaxed),and a friendly tone will make you
appear approachable,and will encourage others to speak openly with you.

4.5 Application
Make/list some good ways of oral communication skills,present in the class.
15 minutes

4.6 Assessment Anlysis of Learners' Oral ricitation:call the students.1.What is oral communication?2.What
Products are the important things to consider in communication skills?

4.7 Assignment
Enhancing / improving
the day’s lesson
Do more research regarding oral and written communication skills.
3 minutes
4.8 Concluding Activity
It takes a great man to make a good listener.
4 minutes
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?

Prepared by:
Name: School:
Position/ Division:
Designation:

Contact Number: Email address:

 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
2 EDUC. 9 3 60 November 3, 2017

Learning Competency/ies: LO1:Perform estimation 1.1Identify job requirements Code:

from written or oral communications
(Taken from the Curriculum Guide) TLE-AFAACP9-12PEBC-IIIa-e-7
Key Concepts / Understandings to be
Developed Farm inputs

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering Define oral communication

Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Applying Discover the factors to be considered in oral communication skills.

Skills
The ability and
capacity acquired through
Analyzing
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing display kindness in listening of some tips in communication skills.

Values Valuing
2. Content Farm inputs
3. Learning Resources curriculum guide,learning module
4. Procedures
4.1 Introductory Activity Conduct a short review.1.What is oral communication?2.What are the things to consider in
3 minutes oral communication skills?
4.2 Activity
Group activity.Direction:Each group will have a short presentation of a talk show that they
have familiarized in tv,choose one speaker as a host and the rest of the members will
5 minutes represent as guest,while the other group will observed and jot down the way they
communicate the guest.
4.3 Analysis
1.Did you enjoy doing the activity?2.How did you find it?3.Is it difficult to be a host?4.What
10 minutes are the things to consider in good communicaation?
4.4 Abstraction

Here are some other tips in communication skills for workplace success;1.)Confidence-it is
important to be confident in all your interactions with others,confidence ensures your
coworkers that you believe in and will follow through with what you are saying,exuding
confidence can be as simple as making eye contact or using a firm but friendly tone(avoid
making statements sound like questions),of course,be careful not to sound arrogant or
aggressive.2.)Empathy-even when you disagree with an employer,coworker,or employee,it is
important for you to understand and respect their point of view.3.)Open-mindedness-a good
communicator should enter any conversation with a flexible,open mind.be open to listening to
and understanding the other person's point of view,rather than simply getting your message
across,by being willing to enter into a dialogue,even with people with whom you disagree,you
will be able to have more honest,productive conversation.4.)Respect-people will be more
open to communicating with ou if you convey respect for them and their ideas,simple actions
like using a person's name,making eye contact,and actively listening when a person speaks
will make the person feel appreciated.5.)Feedback-being able to appropriately give and
receive feedback is an important communication skills,managers and supervisors should
continuously look for ways to provide employees with constructive feedback,be it through
email,phone calls or weekly status updates,giving feedback involves giving praise as
well,somthing as simple as saying"good job" or thanks for taking care f that"to an employee
can greatly increase motivation.Similarly,you should be able to accept,and even
encourage,feedback from others.Listen to the feedback you are given,ask clarifying
questions if you are unsure of the issue,and make efforts to implement the feedback.
 Here are some other tips in communication skills for workplace success;1.)Confidence-it is
important to be confident in all your interactions with others,confidence ensures your
coworkers that you believe in and will follow through with what you are saying,exuding
confidence can be as simple as making eye contact or using a firm but friendly tone(avoid
making statements sound like questions),of course,be careful not to sound arrogant or
aggressive.2.)Empathy-even when you disagree with an employer,coworker,or employee,it is
important for you to understand and respect their point of view.3.)Open-mindedness-a good
communicator should enter any conversation with a flexible,open mind.be open to listening to
and understanding the other person's point of view,rather than simply getting your message
across,by being willing to enter into a dialogue,even with people with whom you disagree,you
will be able to have more honest,productive conversation.4.)Respect-people will be more
15 minutes
open to communicating with ou if you convey respect for them and their ideas,simple actions
like using a person's name,making eye contact,and actively listening when a person speaks
will make the person feel appreciated.5.)Feedback-being able to appropriately give and
receive feedback is an important communication skills,managers and supervisors should
continuously look for ways to provide employees with constructive feedback,be it through
email,phone calls or weekly status updates,giving feedback involves giving praise as
well,somthing as simple as saying"good job" or thanks for taking care f that"to an employee
can greatly increase motivation.Similarly,you should be able to accept,and even
encourage,feedback from others.Listen to the feedback you are given,ask clarifying
questions if you are unsure of the issue,and make efforts to implement the feedback.

4.5 Application
Make a simple script to play regarding good communication skills.
15 minutes
4.6 Assessment
Oral ricitation:call the students randomly:1.What benefit do you get if
Talking to
learners/conferencing you familiarize yourself to the uses of different farm implements in
5 minutes
farming operations?

4.7 Assignment
1.What is oral communication?2.What are the things to consider in
Test communicating other people?3.)How to improve one's
3 minutes
communication skills?
4.8 Concluding Activity Conversation should be pleasnat without scurrility,witty without affection,free without
4 minutes indecency,learned without conceitedness,novel without falsehood.
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

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

Prepared by:
Name: School:
Position/ Division:
Designation:

Contact Number: Email address:

 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration:

TECHNOLOGY & LIVELIHOOD
3 EDUC. 9 3 60
Learning Competency/ies: Code:
LO1:Perform estimation 1.1 identify job requirements
(Taken from the Curriculum Guide) from written or oral communications. TLE-AFAACP9-12PEBC-IIIa
Key Concepts / Understandings to be
Developed Farm inputs

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering Describe written communication skills.

Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Applying Visualize the important things to consider in written communication skills.

Skills
The ability and
capacity acquired through
Analyzing
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing Develop/display kindness in discussing written communication skills.

Values Valuing
2. Content Farm inputs
3. Learning Resources curriculum guide,learning module laptop
4. Procedures
4.1 Introductory Activity
Checking of the attendance.Physical arrangement of the classroom.
3 minutes
4.2 Activity
Group activity.Directions:Each group will write if they are in favor of oral communication
communication(they will write their output in a manila paper)Choose one speaker to disc
5 minutes output in front of the class.They will include the advantages and disadvantages of the ch
communication.
4.3 Analysis
1.How did you find the activity?2.Which do you prefer and why?3.Why is it that both
10 minutes communication important?4.How communication skills help great in getting a job?
Written communication involves expressing yourself clearly,using language with
4.4 Abstraction
precision,constructing a logical argument,note taking,editing and summarising,writing
reports.Structure(the way the content is laid out)Style(way it is written)Content(What you
writing about)Structure and layout can be relatively quickly learnt about learning how to
good quality content take much longer.Here are some tactics which may help to structur
wriing.1.)Clarify your thoughts and the purpose of your communication before you start
business communications,clarity is more important than style.2.)Identify the key points,a
and themes.3.)Decide on a logical order for what you have to say.4)Compose a strong
introduction and ending.The first will make an immediate and positive impression on the
reader;the second will remain in their mind after they have finished reading.5.)Use short
paragraphs and sentences rather than long,rambling ones,keep to one idea per paragra
put your point in the first line,then add to supporting information.6.)Help key points to sta
the use of headings,sub-headings and bullet points,this will allow your reader to quickly
message for the main points.
 Written communication involves expressing yourself clearly,using language with
precision,constructing a logical argument,note taking,editing and summarising,writing
reports.Structure(the way the content is laid out)Style(way it is written)Content(What you
writing about)Structure and layout can be relatively quickly learnt about learning how to
good quality content take much longer.Here are some tactics which may help to structur
wriing.1.)Clarify your thoughts and the purpose of your communication before you start
business communications,clarity is more important than style.2.)Identify the key points,a
and themes.3.)Decide on a logical order for what you have to say.4)Compose a strong
introduction and ending.The first will make an immediate and positive impression on the
reader;the second will remain in their mind after they have finished reading.5.)Use short
paragraphs and sentences rather than long,rambling ones,keep to one idea per paragra
put your point in the first line,then add to supporting information.6.)Help key points to sta
the use of headings,sub-headings and bullet points,this will allow your reader to quickly
15 minutes message for the main points.

4.5 Application Call the student and let them answer the ff.question.1.How can you be sure to impress o
with your speaking or written skills?2.What is written cmmunication
15 minutes
4.6 Assessment 1.What is written communication?2.How to develop the written
Talking to
learners/conferencing communication skills?3.What are the things to consider in writte
5 minutes
communication?
4.7 Assignment
Enhancing/improving the Make a sample letter (Friendly letter,birthday letter,application le
3 minutes day's lesson enhance written communication skills.

4.8 Concluding Activity

Both oral and written communication skills is important in every specific work/job.
4 minutes
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?

Prepared by:
Name: School:
Position/ Division:
Designation:

Contact Number: Email address:

 Instructional Planning

tailed Lesson Plan (DLP) Format

Date:
November 6, 2017
Code:

TLE-AFAACP9-12PEBC-IIIa-e-7

inputs

OBJECTIVES:

Describe written communication skills.

Visualize the important things to consider in written communication skills.

Develop/display kindness in discussing written communication skills.

Farm inputs
curriculum guide,learning module laptop

king of the attendance.Physical arrangement of the classroom.

p activity.Directions:Each group will write if they are in favor of oral communication or written
munication(they will write their output in a manila paper)Choose one speaker to discuss the
ut in front of the class.They will include the advantages and disadvantages of the choosen
munication.

w did you find the activity?2.Which do you prefer and why?3.Why is it that both
munication important?4.How communication skills help great in getting a job?
en communication involves expressing yourself clearly,using language with
sion,constructing a logical argument,note taking,editing and summarising,writing
ts.Structure(the way the content is laid out)Style(way it is written)Content(What you are
g about)Structure and layout can be relatively quickly learnt about learning how to write
quality content take much longer.Here are some tactics which may help to structure your
g.1.)Clarify your thoughts and the purpose of your communication before you start writing.In
ness communications,clarity is more important than style.2.)Identify the key points,and facts
hemes.3.)Decide on a logical order for what you have to say.4)Compose a strong
duction and ending.The first will make an immediate and positive impression on the
er;the second will remain in their mind after they have finished reading.5.)Use short
graphs and sentences rather than long,rambling ones,keep to one idea per paragraph and
our point in the first line,then add to supporting information.6.)Help key points to stand out by
se of headings,sub-headings and bullet points,this will allow your reader to quickly scan your
age for the main points.
he student and let them answer the ff.question.1.How can you be sure to impress others
your speaking or written skills?2.What is written cmmunication

1.What is written communication?2.How to develop the written

communication skills?3.What are the things to consider in written
communication?

Make a sample letter (Friendly letter,birthday letter,application letter)to

enhance written communication skills.

oral and written communication skills is important in every specific work/job.

 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
4 EDUC. 9 3 60 November 7, 2017

Learning Competency/ies: LO1:Perform estimation 1.1Identify job requirements Code:

from written or oral communications.
(Taken from the Curriculum Guide) TLE-AFAACP9-12PEBC-IIIa-e-7
Key Concepts / Understandings to be
Developed Farm inputs

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering Identify the types of communication.

Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Applying Interpret the difference between oral and written communication.

Skills
The ability and Analyzing
capacity acquired through
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing Develop good communication skills.

Values Valuing
2. Content Farm inputs
3. Learning Resources curriculum guide,learning module, laptop
4. Procedures
4.1 Introductory Activity
Physical arrangement of the classroom.
3 minutes
4.2 Activity Group activity.Direction:Each group will be given a chance to write their point of view about
the types of communication,They will write which communication they prefer,and explaine in
5 minutes
the class.
4.3 Analysis 1.How did you find the activity?2.Who are in favor of oral communication?written
10 minutes communication?Why the two types of communication is important?
4.4 Abstraction Understanding oral and written communication;communication is technically defined the
process in which information is enclosed in a package and imparted from the sender to the
 process in which information is enclosed in a package and imparted from the sender to the
receiver through a medium.Oral an written forms of communication are the most common
and frequently used forms of communication.A.)Oral communication-is transfer of information
from sender to receiver by means of verbal and visual aid.Examples of oral communication
include presentation,speeches,discussion.etc.,though the message is conveyed through
words,most of the times oral communication is effectively carried out with the help of non-
verbal communication like body language and tone modulations,oral communication also at
times mixed with visual aid to help establish the conveyed message in a clear manner.There
are many benefits of oral communication,this form of communication is a quick and direct
method of communication,be it a criticism or praise or information,it helps to convey the
message immediately to the receiver,this method of communication enables in obtaining
15 minutes immediate feedback and hence is a form in which two-way communication can be
enabled.The other main advantage of this communication method is that it helps in
conveying the message with the desired pitch and tone that is needed for the message,it
also saves on time in a huge way and saves enormously on effort that it spent.B.)Written
communication-is the oldest known of communication,any form of communication which
written and documented from the sender to the receiver is known as written
communication,examples of written communication include letters,memos,research
papers,reports.etc.It is very concrete form of documentary evidence and can also be used for
future references purpose,as the information is written,it can be easily distributed to many
people thus making it a bulk communication method,as the information does not change from
person to person,the accuracy of the information conveyed is same across the entire
audience
4.5 Application Make a written report about farming/land preparation.
15 minutes
4.6 Assessment 1.What is oral communiction?2.What is written communication?
Test 3.What are the advantages and disadvantages of oral
5 minutes
communication?
4.7 Assignment Enhancing/improving the
Make a written report about farm inputs.
3 minutes day's lesson
4.8 Concluding Activity
Good communication both oral and written leads us to have a success in work/task.
4 minutes
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?

Prepared by:
Name: School:
Position/ Division:
Designation:

Contact Number: Email address:

 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration:

TECHNOLOGY & LIVELIHOOD
5 EDUC. 9 3 60
Learning Competency/ies: L01.Perform estimation 1.2Estimate quantities of Code:
materials and resources require to complete a work
(Taken from the Curriculum Guide)
task. TLE-AFAACP9-12PEBC-IIIa
Key Concepts / Understandings to be
Developed Labor requirements

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering Identify some farming activities which requires materials and resources to be es
Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Applying Demonstrate how to prepare the land thoroughly.

Skills
The ability and
capacity acquired through
Analyzing
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing Develop/display hardwork in a certain task.

Values Valuing
2. Content Labor requirement
3. Learning Resources curriculum guide,learning module,laptop
4. Procedures
4.1 Introductory Activity
Unlock the ff.words.1.Labor 2.requirements 3.inputs 4.seed 5.fertilizer 6.insecticides.
3 minutes
4.2 Activity
Group activity.Direction:Use the different pictures of farm resources ,let each group to
5 minutes the farm resources to be estimated,choose one speaker to state their output.
4.3 Analysis 1.How did you feel your activity? 2.Is it easy to identify the pictures given?3.What are
10 minutes farm resources that you have identified?4.Can you estimate the cost?
4.4 Abstraction

Here are some farming activities in preparing the land for planting.1.)Cleaning/clearing
done to remove litter,rocks,weeds,shrubs,trees and other structures from the surface t
the next activities easier and to prevent damage of tools,implements and
equipments.2.)Plowing or hoeing-is the initial breaking of soil surface,depending on th
degree of hardness and presence of weeds and other plants,plowing or hoeing could
two to three times from 7-10 days after the first operation.3.)Harrowing-is done to furth
breakdown the plowed or hoed slice of soil to smaller sizes and to loosen the soil part
15 minutes using the spading fork or harrow is needed.4.)Make furrows or plot-following the
recommended distance of planting crops.In the first activity which is clearing,you can
estimate how much money needed for their labor,how many days could it be
accomplished,and how many workers are needed,based on the wages they received
own community.For example,plowing the field for 7 days,plowing it cost 250 per day,so
days you need 1750 for one person only,the next is you have to estimate how many w
you needed to complete the task.
4.5 Application
Make a sample estimation of your own farm,do it in tabular form.
15 minutes
4.6 Assessment
1.What are the farm resources?2.Why is it important to estimate the
Talking to learners
5 minutes cost?3.What are the farming activities?

4.7 Assignment
Enhancing/improving the Do estimation of your own farm,list down the resources neede
3 minutes day's lesson materials.
4.8 Concluding Activity
Let us never forget that the cultivation of the earth is the most important labor of man,
4 minutes tillage begins,other arts follow,the farmers therefore are the founders of civilization.

5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?

Prepared by:
Name: School:
Position/ Division:
Designation:

Contact Number: Email address:

 Instructional Planning

etailed Lesson Plan (DLP) Format

Date:
November 8, 2017
Code:
TLE-AFAACP9-12PEBC-IIIa-e-7

abor requirements

OBJECTIVES:

Identify some farming activities which requires materials and resources to be estimated.

Demonstrate how to prepare the land thoroughly.

Develop/display hardwork in a certain task.

Labor requirement
curriculum guide,learning module,laptop

Unlock the ff.words.1.Labor 2.requirements 3.inputs 4.seed 5.fertilizer 6.insecticides.

Group activity.Direction:Use the different pictures of farm resources ,let each group to identify
he farm resources to be estimated,choose one speaker to state their output.

.How did you feel your activity? 2.Is it easy to identify the pictures given?3.What are those
arm resources that you have identified?4.Can you estimate the cost?

Here are some farming activities in preparing the land for planting.1.)Cleaning/clearing-is
one to remove litter,rocks,weeds,shrubs,trees and other structures from the surface to make
he next activities easier and to prevent damage of tools,implements and
quipments.2.)Plowing or hoeing-is the initial breaking of soil surface,depending on the
egree of hardness and presence of weeds and other plants,plowing or hoeing could be done
wo to three times from 7-10 days after the first operation.3.)Harrowing-is done to further
reakdown the plowed or hoed slice of soil to smaller sizes and to loosen the soil particles
sing the spading fork or harrow is needed.4.)Make furrows or plot-following the
ecommended distance of planting crops.In the first activity which is clearing,you can
stimate how much money needed for their labor,how many days could it be
ccomplished,and how many workers are needed,based on the wages they received in our
wn community.For example,plowing the field for 7 days,plowing it cost 250 per day,so for 7
ays you need 1750 for one person only,the next is you have to estimate how many workers
ou needed to complete the task.
Make a sample estimation of your own farm,do it in tabular form.

1.What are the farm resources?2.Why is it important to estimate the labor

cost?3.What are the farming activities?

Do estimation of your own farm,list down the resources needed and

materials.

et us never forget that the cultivation of the earth is the most important labor of man,when
llage begins,other arts follow,the farmers therefore are the founders of civilization.
 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
6 EDUC. 9 3 60 November 9, 2017
Learning Competency/ies: Code:
LO1:Perform estimation 1.2Estimate quantities of
materials and resources require to complete a work
(Taken from the Curriculum Guide)
task. TLE-AFAACP9-12PEBC-IIIa-e-7

Key Concepts / Understandings to be

Developed Labor requirement

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering Recognize how farmers practice land clearing in preparation for the planting of corn in
Knowledge sloping lands.
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Applying Demonstrate zero tillage or No till farming.

Skills
The ability and
capacity acquired through
Analyzing
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing Develop awareness of some farming activities.

Values Valuing
2. Content Labor requirements
3. Learning Resources curriculum guide,learning module,different pictures of farming activities.
4. Procedures
4.1 Introductory Activity Brainstorm the ff.words.1.Zero tillage 2.biological 3.organic matter 4.stubble 5.machinery
3 minutes costs
4.2 Activity Group activity.Present a different pictures of farming activities and estimate the labor cost per
5 minutes man day.Present it in the class.
4.3 Analysis
1.How did you find the activity?2.What is labor costs?3.Why we should identify the number of
workers prepared the land?5.Can we estimate the number of days consumed in preparing
10 minutes
the land?6.What is zero tillage?
4.4 Abstraction

Here are some farming practice in land clearing in preparation for planting and the estimated
total number of days to complete the tasks.1.)Weed slashing-the area to be planted with corn
is first slashed either partially or intirely.2.) Raking-immediately after slashing or just before
planting corn,the firebreaks are cleared of cut weeds and other combustibe materials,this can
be done with the use of the common rake.3.)Burning-his is done during dry,sunny
days,burning despite various raised concerns,is a conveneient,fast,and inexpensive practice
that mrginal farmers are used in land clearing.4.)Spraying herbicides-a day after burning,the
area maybe planted to corn,however,if the same area had thick growth of cogon and has not
been cultivated before,the farmer applies herbicide to further reduce root mass and ensuing
growth of weeds.Adopting the above into an approximately one-hectare portion of our
farm,land preparation completed in two weeks,the activities included blanket
slashing,raking,burning and herbicides spraying,labor requirement was as follows,slashing-8
man-days,raking-2 MD,burning 1MD and herbicides spray-1 MD a total of 12 MD.
 Here are some farming practice in land clearing in preparation for planting and the estimated
total number of days to complete the tasks.1.)Weed slashing-the area to be planted with corn
is first slashed either partially or intirely.2.) Raking-immediately after slashing or just before
planting corn,the firebreaks are cleared of cut weeds and other combustibe materials,this can
be done with the use of the common rake.3.)Burning-his is done during dry,sunny
days,burning despite various raised concerns,is a conveneient,fast,and inexpensive practice
that mrginal farmers are used in land clearing.4.)Spraying herbicides-a day after burning,the
15 minutes
area maybe planted to corn,however,if the same area had thick growth of cogon and has not
been cultivated before,the farmer applies herbicide to further reduce root mass and ensuing
growth of weeds.Adopting the above into an approximately one-hectare portion of our
farm,land preparation completed in two weeks,the activities included blanket
slashing,raking,burning and herbicides spraying,labor requirement was as follows,slashing-8
man-days,raking-2 MD,burning 1MD and herbicides spray-1 MD a total of 12 MD.

4.5 Application
Make a sample plan of activities and the labor requirement.
15 minutes
4.6 Assessment
1.What are the farming practices in clearing the land preparation for
Talking to learners
5 minutes planting?2.What is slashing?3.What is MD?
4.7 Assignment
Enhancing/improving the
day's lesson
Make an estimation of labor requirement of your own farm.
3 minutes
4.8 Concluding Activity
Farmers are the backbones of our country.Be proud
4 minutes
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?

Prepared by:
Name: School:
Position/ Division:
Designation:

Contact Number: Email address:

 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by
using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
7 TECHNOLOGY & LIVELIHOOD 9 60
EDUC. 3
Learning Competency/ies: Code:
LO1:Perform estimation 1.2Estimate quantities of materials and
(Taken from the Curriculum Guide) resources require to complete a work task. TLE_AFAACP9-12PEBC-II

Key Concepts / Understandings

to be Developed Labor requirements
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Describe how to prepare the rice field for planting.
condition of knowing
something with familiarity
gained through experience Understanding
or association

Applying
Skills Discover the different farming activities for rice plantation.
The ability
and capacity acquired through Analyzing
deliberate, systematic, and
sustained effort to smoothly
and adaptively carryout
complex activities or the ability,
coming from one's knowledge,
Evaluating
practice, aptitude, etc., to do
something
Creating

Attitude Develop the love of farming.

Values Valuing

2. Content Labor requirement

3. Learning Resources Curriculum guide, Learning module, laptop,pictures

4. Procedures
4.1 Introductory Activity
Unlock the ff.words.1.Land preparation 2.zero-tillage 3.glyphosate 4.decompositio 5.compost
5 minutes
4.2 Activity
Group activity.Direction:Using pictures of preparing land for planting rice,let each group to estimate
5 minutes many days,resoures and materials needed to complete the task and state it in the class.

4.3 Analysis
1.How did you find the activity?2.Are all your members cooperate?3.How did you find the pictures s
4.Can you estimate the labor requirement in each task?5.How are farmers prepare the land for plan
5 minutes
rice?

4.4 Abstraction

Land preparation is important to ensure that the rice field is ready for planting,a well prepared field c
weeds,recycles plant nutrients and provides a soft soil mass for transplanting and a suitable soil for
seeding,land preparation covers a wide range of practice from zero-tillage or minimum tillage which
minimizes soil disturbance through to a tolally puddled soil which actually destroys soil structure,it ty
involves1.)plowing to till or dig-up,mix overturn the soil,2.)harrowing to break the soil clods into sma
mass and incorporate plant residue and 3.) leveling the field,initial land preparation begins after you
harvest or during follow up period,this is important for effective weed control and for enriching the
soil,generally,it will take 3-4 weeks to prepare the field before planting.Clearing the field1.)at dry fiel
condition,apply glyphosate to kill weeds and for better field hygiene.2)Irrigate the field 2-3 days afte
glyphosate application.3)Maintain standing water at 2-3 cm level for about 3-7 days until it is soft en
and suitable for an equipment to be used.4.)Plow or rotavate the field to incorporate stubbles and h
decomposition.5.)Flood the field,keep it sbmerged for at least two weeks,let the water drain naturall
allow volunteer seeds and weed seeds to germinate.
 Land preparation is important to ensure that the rice field is ready for planting,a well prepared field c
weeds,recycles plant nutrients and provides a soft soil mass for transplanting and a suitable soil for
seeding,land preparation covers a wide range of practice from zero-tillage or minimum tillage which
minimizes soil disturbance through to a tolally puddled soil which actually destroys soil structure,it ty
involves1.)plowing to till or dig-up,mix overturn the soil,2.)harrowing to break the soil clods into sma
mass and incorporate plant residue and 3.) leveling the field,initial land preparation begins after you
harvest or during follow up period,this is important for effective weed control and for enriching the
20 minutes
soil,generally,it will take 3-4 weeks to prepare the field before planting.Clearing the field1.)at dry fiel
condition,apply glyphosate to kill weeds and for better field hygiene.2)Irrigate the field 2-3 days afte
glyphosate application.3)Maintain standing water at 2-3 cm level for about 3-7 days until it is soft en
and suitable for an equipment to be used.4.)Plow or rotavate the field to incorporate stubbles and h
decomposition.5.)Flood the field,keep it sbmerged for at least two weeks,let the water drain naturall
allow volunteer seeds and weed seeds to germinate.

4.5 Application
Write the steps on how to create compost from rice residues to have a better organic fertilizer.
5 minutes

4.6 Assessment 1.How to prepare the rice field for planting?2.Why land preparation is very
Tests
important?3.How to create compost from rice residues?
10 minutes
4.7 Assignment
Preparing for the new lesson Do more research about land preparation for planting crops.
5 minutes

4.8 Concluding Activity

Different rice ecosystem have different land preparation requirements.
5 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for remediation.
E.   Which of my learning strategies worked well?
Why did these work?
F.   What difficulties did I encounter which my
principal or supervisor can help me solve?
G.  What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by:
Name: School:
Position/
Designatio Division:
n:
Contact Email address:
Number:
 Instructional Planning

iled Lesson Plan (DLP) Format

Date:
November 10, 2017
Code:

TLE_AFAACP9-12PEBC-IIIa-e-7

nts

OBJECTIVES:

ibe how to prepare the rice field for planting.

ver the different farming activities for rice plantation.

op the love of farming.

requirement

ulum guide, Learning module, laptop,pictures

ds.1.Land preparation 2.zero-tillage 3.glyphosate 4.decompositio 5.compost

ection:Using pictures of preparing land for planting rice,let each group to estimate how
res and materials needed to complete the task and state it in the class.

d the activity?2.Are all your members cooperate?3.How did you find the pictures shown?
te the labor requirement in each task?5.How are farmers prepare the land for planting

is important to ensure that the rice field is ready for planting,a well prepared field control
lant nutrients and provides a soft soil mass for transplanting and a suitable soil for direct
paration covers a wide range of practice from zero-tillage or minimum tillage which
turbance through to a tolally puddled soil which actually destroys soil structure,it typically
g to till or dig-up,mix overturn the soil,2.)harrowing to break the soil clods into smaller
orate plant residue and 3.) leveling the field,initial land preparation begins after your last
follow up period,this is important for effective weed control and for enriching the
ll take 3-4 weeks to prepare the field before planting.Clearing the field1.)at dry field
yphosate to kill weeds and for better field hygiene.2)Irrigate the field 2-3 days after
ation.3)Maintain standing water at 2-3 cm level for about 3-7 days until it is soft enough
n equipment to be used.4.)Plow or rotavate the field to incorporate stubbles and hasten
)Flood the field,keep it sbmerged for at least two weeks,let the water drain naturally to
eeds and weed seeds to germinate.
n how to create compost from rice residues to have a better organic fertilizer.

1.How to prepare the rice field for planting?2.Why land preparation is very
important?3.How to create compost from rice residues?

Do more research about land preparation for planting crops.

system have different land preparation requirements.

 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by
using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
TECHNOLOGY &LIVELIHOOD
8 9 3 60
EDUC.
Learning Competency/ies: Code:
LO 1. Perform estimation 1.2 Estimate quantities of materials and
(Taken from the Curriculum Guide) resources require to complete a work task. TLE_AFAACP9-12PEBC-IIIa-e-7

Key Concepts / Understandings

to be Developed Labor requirement
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Identify farm activities that requires labor force.
condition of knowing
something with familiarity
gained through experience Understanding
or association

Applying
Skills
The ability
and capacity acquired through Analyzing
deliberate, systematic, and
sustained effort to smoothly
Distinguish farm inputs.
and adaptively carryout
complex activities or the ability,
coming from one's knowledge,
Evaluating
practice, aptitude, etc., to do
something
Creating

Attitude Valuing Develop the love of hardwork.

Values Receiving Phenomena

2. Content Labor requirements

3. Learning Resources Curriculum guide, Learning module,laptop

4. Procedures
4.1 Introductory Activity
Unlock the ff.words.1.area 2.fertilizer 3.Germination 4.Volume 5.Labor
5 minutes
4.2 Activity
Group activity.Directions:Using different pictures of farming activities,let each group identify the pictures
5 minutes shown and have them the estimation of labor requirement based on the number day/s the work will complet
4.3 Analysis Based from the activity, 1.) How did you find the activity?2.Are all your member cooperate?3.What are some
farming activities that requires labor force?4.)What are farm inputs?5.What is meant by the aacronyms MAD
5 minutes
MD?
4.4 Abstraction
Farming activities that requires labor force are;for land preparation.1-)Plowing using tractor 2.)Plowing
using animal 3.)Clearing of the land using hoe 4.)harrowing using hand tractor.Labor requirement for
planting.1.)Pulling of seedlings 2.)Transplanting of seedlings.Labor requirement for plant care,such as
1.)Fertilizer application 2.)Pest control 3.)Irrigation 4.)Weeding 5.)Harvesting.By identifying all the activities
mentioned you can now estimate the labor cost .To estimate the labor cost you have to consider the
following,a.)Number of workers prepared the land b.)Number of days consumed in preparing the area
25 minutes
c.)Amount of salary given to each worker during land preparation d.)Number of worker planted the
area.e.)Number of days consumed in planting the area f.) Amount of salary paid in planting the
area.g.)Number of worker fertilized the area.h.)Quantity of fertilizer used from planting.i.)Amount of salary
paid in applying fertilizer.j.)Quantity of fertilizer to be used.etc.So the labor requirement can be estimated
from land preparation to harvesting.

4.5 Application
In a tabular form write/estimate labor requirement of your own farm.
 In a tabular form write/estimate labor requirement of your own farm.
5 minutes
4.6 Assessment
1.What are the importants of land preparation?2.What are the farming
Talking to Learners/
Conferencing
activities that needs labor force?3.)What are the farming activities in taking
10 minutes
care of the plants?4.)What are the examples of farm inputs?

4.7 Assignment
Enhancing / improving the day’s Visit your own farm and evaluate /write the labor cost in land preparation for
3 minutes lesson corn field.

4.8 Concluding Activity Estimating labor requirement is the initial preparation and will help to limiting unneccessary stoppages durin
2 minutes the implementation phase.
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for remediation.
E.   Which of my learning strategies worked well?
Why did these work?
F.   What difficulties did I encounter which my
principal or supervisor can help me solve?
G.  What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

Name: School:
Position/
Designatio Division:
n:
Contact Email address:
Number:
 Date:
November 11, 2017
Code:

AFAACP9-12PEBC-IIIa-e-7

group identify the pictures

er day/s the work will complete.

er cooperate?3.What are some

meant by the aacronyms MAD?

ng using tractor 2.)Plowing

r.Labor requirement for
ment for plant care,such as
By identifying all the activities
u have to consider the
ed in preparing the area
of worker planted the
aid in planting the
planting.i.)Amount of salary
uirement can be estimated
2.What are the farming
e farming activities in taking
farm inputs?

or cost in land preparation for

unneccessary stoppages during

 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
25 EDUC. 9 1 60 July 18,2017
Learning Competency/ies: Report hazards in the workplace in line with Code:
(Taken from the Curriculum Guide) farm guidelines. TLE_AFAACP9-12ASMO-Ic-g-2
Key Concepts / Understandings to be Hazards/risk in the workplace.
Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering Identify hazards in the workplace in line with farm guidelines.

Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Applying
Skills
The ability and Analyzing Distinguish hazards in the workplace in line with farm guidelines.
capacity acquired through
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing Develop oneself awareness.

Values Valuing Explain honestly hazards in the workplace.

2. Content Hazard/risk in the workplace.
3. Learning Resources curriculum guide,learning module,laptop.
4. Procedures
4.1 Introductory Activity
Unlock the ff.words:1.hazard,harm,risk,safety,effects.
3 minutes
4.2 Activity Group activity:G1.assign to show picture of different workplace while G2,will identify/write the hazards
5 minutes they have observed.
4.3 Analysis
Pose some questions:1.What is hazard?What hazardous substance that can cause leukemia?
10 minutes
4.4 Abstraction
Distinguish hazards in the workplace,and give the harmful effect.
15 minutes
4.5 Application
Do activity 1.Complete table 1.In the 1st column write the workplace hazard,column2,example of
15 minutes hazard,clumn3,the harmful effect of hazard.

4.6 Assessment Analysis of What do you think will happen if we always exposed to the hazardous
5 minutes Learners'Products things?
4.7 Assignment
Enhancing/improving the Cut out pictures of workplace hazards and suggest some preventive
3 minutes day's lesson actions.
4.8 Concluding Activity
Prevention is better than ccure.
4 minutes
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for

remediation. D.  No. of learners who continue to require remediation.

E.   Which of my learning strategies worked well? Why did these

work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?

Prepared by:
Name: MARIETA E.LINA School: ROSARIO NATIONAL HIGH SCHOOL
Position/ Division:
Designation: Teacher-II CEBU PROVINCE
Contact Number: Email address:
09351243471 marietalina@rocketmail.com.
 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
9 EDUC. 9 3 60 November 14, 2017
Learning Competency/ies: Code:
LO1: Perform estimation 1.3 Estimate the time
(Taken from the Curriculum Guide) needed to complete a work activity. TLE-AFAACP9-12PEBC-IIIa-e-7

Key Concepts / Understandings to be

Developed Estimating farm inputs and labor requirement

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering Describe the importance of estimating time accurately.

Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Applying Interpret the steps, to make accurate time estimates.

Skills
The ability and
capacity acquired through
Analyzing
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing Develop the value of using time wisely.

Values Valuing
2. Content Esimating farm inputs and labor requirement.
3. Learning Resources curriculum guide,learning module,laptop
4. Procedures
4.1 Introductory Activity Pose the ff.questions:1.Have you ever been on a project where the deadline was way too
3 minutes tight?2.Why estimate time accurately?3.What is time management?
4.2 Activity
Group activity.Direction:Each group will be given a certain task and the time alloted to
complete the task,after doing the activity they will say something about the time consumed
5 minutes
and how they get the target to finish their work.
4.3 Analysis
Based on the activity given,how did you find it?2.)Why estimate time accurately?3.)What will
happen if the work does not comply to finish with the time agreement?4.)Why time
10 minutes
management is important?5.)What is a crucial skill in project management?

4.4 Abstraction

People often underestimate the amount of time needed to implement projects,particularly

when they're not familiar with the work that needs to be done.For instance,they may not take
into account unexpected events or urgent high priority work;and they may fail to allow for the
full complexity of the job,this is why it's important to estimate time accurately.Accurate time
estimation is a crucial skill in project management,without it,you won't know how long
project/work will take,and you won't be able to get commitment from the people who need to
sign it off.Here are some tips to make accurate time estimate.1.)Understand what's required-
start by identifying all of the work that needs to be done within the project.2.)Order these
activities-now list all of the activities you identified in the order in which they need to
happen,at this stage,you don't need to add how long you think activities are going to
take,however,you might want to note any important deadlines.3.)Decide who you need to
involve-where you can,get the help of the people who will actually do the work,as they are
likely to have prior experience to draw upon,by involving them,they'll also take on greater
ownership of the time estimates they come up with,and they'll work harder to meet them.
 People often underestimate the amount of time needed to implement projects,particularly
when they're not familiar with the work that needs to be done.For instance,they may not take
into account unexpected events or urgent high priority work;and they may fail to allow for the
full complexity of the job,this is why it's important to estimate time accurately.Accurate time
estimation is a crucial skill in project management,without it,you won't know how long
project/work will take,and you won't be able to get commitment from the people who need to
sign it off.Here are some tips to make accurate time estimate.1.)Understand what's required-
15 minutes start by identifying all of the work that needs to be done within the project.2.)Order these
activities-now list all of the activities you identified in the order in which they need to
happen,at this stage,you don't need to add how long you think activities are going to
take,however,you might want to note any important deadlines.3.)Decide who you need to
involve-where you can,get the help of the people who will actually do the work,as they are
likely to have prior experience to draw upon,by involving them,they'll also take on greater
ownership of the time estimates they come up with,and they'll work harder to meet them.

4.5 Application
Make a sample of time and activity plan.present it in the class.
15 minutes
4.6 Assessment
1.Why estimate time accurately?2.What is time management?3.What
Talking to learners
5 minutes are the steps in estimating time accurately?4.)Why we value time?

4.7 Assignment
Enhancing/improving the Do more research about estimating the time in accomplishing
3 minutes day's lesson work/job.
4.8 Concluding Activity The most reliable estimates are those that you have arranged to be challenged,this will helps
4 minutes you identify assumptions and biases that aren't valid.
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?
Prepared by:
Name: School:
Position/ Division:
Designation:
Contact Number: Email address:
 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
10 EDUC. 9 3 60 November 15, 2017
Learning Competency/ies: Code:
LO1:Perform estimation 1.3 Estimate the time
(Taken from the Curriculum Guide) needed to complete a work activity. TLE-AFAACP9-12PEBCIII-a-e-7

Key Concepts / Understandings to be

Developed Labor requirement

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering Describe the importance of estimating time accurately.

Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Applying
Skills
The ability and Analyzing Interpret the steps to make accurate time estimates.
capacity acquired through
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing
Values Valuing Develop the value of using time wisely.
2. Content Labor requirement
3. Learning Resources curriculum guide,learning module,laptop
4. Procedures
4.1 Introductory Activity Conduct a short review:1.Why estimate time accurately?2.Have you ever been on a project
3 minutes where the deadline was too tight?3.What is time management?
4.2 Activity
Group activity.Direction:Each group will be given a certain task and the time alloted to
complete the task,after doing the activity they will say somthing about the time consumed
5 minutes
and how they get the target to finish their work.
4.3 Analysis
1.How did you find the activity?2.Are all your members cooperate?3.Why estimate time
accurately?4.)What is time management?5.What are some steps in estimating time
10 minutes
accurately?
4.4 Abstraction

Here are some basic rules when making your estimates,to begin with,estimate the time
needed for each task rather than for the project as a whole,the level of detail you need to go
into depends on the circumstances,list all of the assumptions,exclusions and constraints that
are relevant,and note the data sources that you rely on,this will help you when your
15 minutes estimates are questioned,and will also help you identify any risk areas if circumstances
change,assume that your resources will only be productive for 80% of the time,build in time
for unexpected events such as sickness,supply problems,equipment failure,accidents and
emergencies,problem solving and meetings.

4.5 Application
Make a sample time and activity plan.
15 minutes
4.6 Assessment

1.Why estimate time accurately?2.What is time management?3.Why

Talking to learners
5 minutes time management is important in completing the task?

4.7 Assignment
Enhancing/improving
Do more research about the methods of estimating time.
3 minutes the day's lesson
4.8 Concluding Activity
Time represents value because it indicates what is considered to be significant.
4 minutes
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?

Prepared by:
Name: School:
Position/ Division:
Designation:
Contact Number: Email address:
 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
11 EDUC. 9 3 60 November 16, 2017
Learning Competency/ies: Code:
LO1.Perform estimation 1.3 Estimate the time
(Taken from the Curriculum Guide) needed to complete a work activity. TLE-AFAACP9-12PEBC III-a-e-7

Key Concepts / Understandings to be

Developed Labor requirement

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering Describe the different methods of estimating time.

Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

applyig Demonstrate how to prepare a schedule for a certain task.

Skills
The ability and
capacity acquired through
Analyzing
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing
Values Valuing Display kindness in discussiing the methods of estimating the time.
2. Content Labor requirement
3. Learning Resources curriculum guide,learning module,laptop
4. Procedures
4.1 Introductory Activity Brainstorm the ff.words.1.)Bottom up estimating 2.Top-down estimating 3.Timeline
3 minutes 4.Comparative 5.parametric
4.2 Activity Group activity.Direction:Each group will make a chart of activities and the time alloted for
5 minutes each tasks.Write it on a manila paper and present ii in the class.
4.3 Analysis
1.How did you find the activity?2.What do you think will happen if doing a task without time
management?3.How to prepare a schedule for doing a certain task?4.Why is important to
10 minutes
consider some factors in estimating time?
4.4 Abstraction

We'll now look at different approaches that you can use to estimate time,you'll probably find it
most useful to use a mixture of these methods.a.) Bottom-up estimating-allows you to create
an estimate for the project as a whole,to analyze from the bottom-up break larger tasks down
into detailed tasks,and then estimate the time needed to complete each one.b.)Top-down
estimating-in top-down analysis,you develop an overview of the expected timeline first,using
past projects or previous experience as a guide.It's often helpful to compare top-down
estimates against your bottom-up estimates,to ensure accuracy.c.)Comparative estimating-
you look at the time it took to do similar tasks,on the other projects.d.)Parametric estimating-
you estimate the time required for one deliverable,and then multiply it by the number of
deliverables required.For example,if you need to create pages for a website,you'd estimate
how much time it would take to do one page,and you'd then multiply this time by the total
number of pages produced.Once you've estimated the time needed for each task,you can
prepare your schedule,add your estimates to the draft activity list that you produced in the
second step,you can the create a Gantt Chart to schedule activities and assign resources to
your project,and to finalize milestone and deadlines.
 We'll now look at different approaches that you can use to estimate time,you'll probably find it
most useful to use a mixture of these methods.a.) Bottom-up estimating-allows you to create
an estimate for the project as a whole,to analyze from the bottom-up break larger tasks down
into detailed tasks,and then estimate the time needed to complete each one.b.)Top-down
estimating-in top-down analysis,you develop an overview of the expected timeline first,using
past projects or previous experience as a guide.It's often helpful to compare top-down
estimates against your bottom-up estimates,to ensure accuracy.c.)Comparative estimating-
you look at the time it took to do similar tasks,on the other projects.d.)Parametric estimating-
15 minutes
you estimate the time required for one deliverable,and then multiply it by the number of
deliverables required.For example,if you need to create pages for a website,you'd estimate
how much time it would take to do one page,and you'd then multiply this time by the total
number of pages produced.Once you've estimated the time needed for each task,you can
prepare your schedule,add your estimates to the draft activity list that you produced in the
second step,you can the create a Gantt Chart to schedule activities and assign resources to
your project,and to finalize milestone and deadlines.

4.5 Application
Make a sample activity plan and the time alloted to complete the task.
15 minutes
4.6 Assessment
Oral ricitation:call the student randomly.1.What are the methods of
Talking to estimating the time?2.What do you mean by bottom-up estimation?
5 minutes learner's/conferencing 3.)What do you mean by top-down estimation?4.)What is the best
time to create a schedule for the different tasks?

4.7 Assignment Enhancing/improving the Do more research about estimating time to complete the tasks and
3 minutes day's lesson share it in the class.
4.8 Concluding Activity Know the true value of time,snatch,seize and enjoy every moment of it,no idleness,no
4 minutes laziness,and don't delay,Never put off till tomorrow what you can do today.
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the evaluation. C.   Did the remedial lessons work? No. of learners who
have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?

Prepared by:
Name: School:
Position/ Division:
Designation:
Contact Number: Email address:
 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration:

TECHNOLOGY & LIVELIHOOD
12 EDUC. 9 3 60
Learning Competency/ies: Code:
LO1Perform estimation 1.3 Estimate the time needed
(Taken from the Curriculum Guide) to complete a work activity. TLE-AFAACP9-12PEBC III-a-e-7
Key Concepts / Understandings to be
Developed Labor requirement

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering
Knowledge
The fact or condition of
knowing something with
familiarity gained through Understang Discuss how to estimate amount of work/man hours for an unfamiliar task.
experience or association

applying Interpret some guidelines that will help estimating the time in work completion.
Skills
The ability and
capacity acquired through
Analyzing
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing
Values Valuing Develop the value of using the time wisely.
2. Content Labor requirement.
3. Learning Resources curriculum guide,learning module,laptop
4. Procedures
4.1 Introductory Activity
Brainstorm the ff.word.1.Unfmiliar 2.estemator 3.sophisticated 4.communicate 5.update
3 minutes
4.2 Activity
Group activity.Direction:Make a simple chart of weekly activity with time alloted,particularly a
5 minutes housekeeping that needs only a couple of week to accomplish.

4.3 Analysis
1.How did you feel the activity?2.What are those activities at home that can be done for a week?3.W
is it important to allocate time for every task?4.)What will happen to the task if there is no time
10 minutes
indicated?5.How can we give assurance to complete a task?
4.4 Abstraction Estimated time to complete is a projection and or effort required to complete a project activity.Estim
time to complete is a value that is expressed in hours of work required to complete a task or
project.During the initial stages of project planning one of the main objectives is to get a realistic
estimation of time to complete.Estimating the time to complete is one component of the project
plan.Estimating the time to complete will assist with resource,cost and time planning,you can use th
work breakdown structure to facilitate estimation,you can review the tasks at the bottom of the work
breakdown structure and look for the longest path through the sequence diagram,you can then use
experience from previous projects to estimate the time it will take to complete the tasks.Having acce
to usable data is a key element of accurately estimating the time to complete.Or if you are having
trouble estimating something try to ask these to yourself.a.)Have you broken down the task into
sufficient sub-tasks?

4.5 Application
Make a project plan(write the name of the project,materials needed,cost of the materials,date starte
and the date to finished the project)
 Make a project plan(write the name of the project,materials needed,cost of the materials,date starte
15 minutes and the date to finished the project)
4.6 Assessment
1.What is project plan?2.What are the parts of the project plan?3.Why time
Tallking to learners should be indicated in a project plan?4.What are the methods of estimating
5 minutes
amount of work/man?
4.7 Assignment
Enhancing/improving the
Interview at least two engineers,ask them how they finished thier project.
3 minutes day's lesson
4.8 Concluding Activity When designing a project plan for a project where you are uncertain of the time estimates,plan in
4 minutes advance for more communication.
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?

Prepared by:
Name: School:
Position/ Division:
Designation:
Contact Number: Email address:
 Date:
November 17, 2017
Code:

TLE-AFAACP9-12PEBC III-a-e-7

VES:

for an unfamiliar task.

e time in work completion.

ated 4.communicate 5.update

tivity with time alloted,particularly a

plish.

s at home that can be done for a week?3.Why

happen to the task if there is no time
sk?
quired to complete a project activity.Estimated
work required to complete a task or
the main objectives is to get a realistic
plete is one component of the project
rce,cost and time planning,you can use the
review the tasks at the bottom of the work
h the sequence diagram,you can then use
will take to complete the tasks.Having access
he time to complete.Or if you are having
a.)Have you broken down the task into

ls needed,cost of the materials,date started

e the parts of the project plan?3.Why time
an?4.What are the methods of estimating

them how they finished thier project.

e uncertain of the time estimates,plan in

 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
13 EDUC. 9 3 60 November 20, 2017
Learning Competency/ies: Code:
LO1 Perform estimation 1.4 Estimate farm inputs and
(Taken from the Curriculum Guide) labor requirements for work completion. TLE-AFAACP9-12 PEBC III-a-e-7
Key Concepts / Understandings to be
Developed Estimating farm inputs and labor requirements.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Identify what care and management you can give to the germinating seeds and
Knowledge growing seedlings.
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Applying Demonstrate hardening,pricking,thinning and rouguing.

Skills
The ability and
capacity acquired through
Analyzing
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing
Values Valuing Develop diligence,patience and industry.
2. Content Estimating farm inputs and labor requirements.
3. Learning Resources curriculum guide,learning module,laptop
4. Procedures
4.1 Introductory Activity
Brainstorm the ff.1.Hardening 2.Pricking 3.Thinning 4.Rouguing
3 minutes
4.2 Activity
Group activity.Direction:Each group will write how they care the plants in the nursery,and
5 minutes present it in the class.
4.3 Analysis
1.how did you feel the activity?2.What is one of the farm inputs?3.How to care the seeds or
10 minutes seedlings?4.What is hardening?5.What is thinning?

4.4 Abstraction

Care of germinating seedlings.a.)Protect the seeds sown in seed beds from ants by spraying
insecticides which drive away ants.b.Seed boxes should be placed under the shade and
should be provided will temporary shelter c.)Regulate watering,too much or too little of it may
prevent germination.Care of seedlings .a.)When seedlings are already growing,water them
once with 3-4 tablespoons of ammonium sulfate dissolved in sprinkler of water.b.)Expose the
seedlings to the morning sun not later than eight 0'clock everyday.c.) Protect the seedlings
from excessive heat or strong rain.d.)If dumping -off develops,remove immediately the
infected seedlings with the soil surrounding them.Pricking-this is done by transferring young
seedlings(when the first two true leaves have already developed)to another seed box or seed
bed on individual plastic bags.Hardening off-start out by placing the seedlings in full morning
sunlight for one hour,increase the time in full sunlight gradually adding time each
day.Seedlings can be pulled out leaving the healthy seedlings about 5 cm apart,this is called
thinning,meanwhile,the process of pulling out disease infected or damaged seedlings is
roguing.
 Care of germinating seedlings.a.)Protect the seeds sown in seed beds from ants by spraying
insecticides which drive away ants.b.Seed boxes should be placed under the shade and
should be provided will temporary shelter c.)Regulate watering,too much or too little of it may
prevent germination.Care of seedlings .a.)When seedlings are already growing,water them
once with 3-4 tablespoons of ammonium sulfate dissolved in sprinkler of water.b.)Expose the
seedlings to the morning sun not later than eight 0'clock everyday.c.) Protect the seedlings
from excessive heat or strong rain.d.)If dumping -off develops,remove immediately the
15 minutes infected seedlings with the soil surrounding them.Pricking-this is done by transferring young
seedlings(when the first two true leaves have already developed)to another seed box or seed
bed on individual plastic bags.Hardening off-start out by placing the seedlings in full morning
sunlight for one hour,increase the time in full sunlight gradually adding time each
day.Seedlings can be pulled out leaving the healthy seedlings about 5 cm apart,this is called
thinning,meanwhile,the process of pulling out disease infected or damaged seedlings is
roguing.

4.5 Application
Each group will visit the nursery and apply their knowledge of hardening,pricking,thinning
15 minutes and rouging.
4.6 Assessment
1.What is the practice of gradually exposing the seedlings to full
sunlight at least a week before transplanting?2.What is the
Test transferring of young seedlings when the seedlings have already
5 minutes
developed the first two true leaves from thickly populated seed bed
or seed box?

4.7 Assignment
Enhancing/improving the Interview at least two nursery man in your community and ask the
3 minutes day's lesson different care and management of seedlings they practiced.
4.8 Concluding Activity
The success of producing good quality seedlings depends on how you managed your
nursery work specifically on how you prepared your growing media,how you sowed your
4 minutes
seeds and how you took good care and manged the seedlings.
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?

Prepared by:
Name: School:
Position/ Division:
Designation:
Contact Number: Email address:
 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
14 EDUC. 9 3 60 November 21, 2017
Learning Competency/ies: Code:
L01:Perform estimation 1.4 Estimate farm inputs and
(Taken from the Curriculum Guide) labor requirements for work completion. TLE-AFAACP9-12PEBC-IIIa-e-7

Key Concepts / Understandings to be

Developed Estimating farm inputs and labor requirements

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering Discuss the macro and micro elements of the soil and their functions.
Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Applying Discover the sources,kinds and importance of fertilizers.

Skills
The ability and
capacity acquired through
Analyzing
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing Recognize proper nutrition inplants.

Values Valuing
2. Content Estimating farm inputs and labor requirements.
3. Learning Resources curriculum guide,learning module,laptop
4. Procedures
4.1 Introductory Activity
Unlock the ff.words:1.Fertilizer 2.Fertilizing 3.Soil productivity 4.Liming 5.Leaching
3 minutes
4.2 Activity Group activity.Direction:G1,write the plant food elements G2-The secondary plant food
5 minutes elements G3-Elements from air and water G4-Write the trace elements.
4.3 Analysis 1.How did you find the activity?2.What are the kind of fertilizers?3.What is one of the farm
inputs that is very important to plants?4.Why plants need fertilizers?5.What are the plant food
10 minutes elements?
4.4 Abstraction

Fertilizers are chemical compounds containing one or more of the important nutritive
elements which plants need for their growth and development.Plant have three sources from
which they get their necessary nutrients.1.)Air-contains carbon dioxide provides source of
carbon and oxygen for growing crops,in turn plants residues decay,carbon dioxide is again
released into the air.2.)Water-is made up of hydrogen and oxygen,thus it provides plants with
these elements.3.)Soil-all other plants food elements in the soil are therefore very
15 minutes important.The plant food elements are,primary plant food elements are
Nitrogen(N),Phosphorous(P),Potassium(K),Secondary plant food
elements;Calcium(Ca),Magnesium(Mg),Sulfur (S),Elements from the air
are,Carbon(C),Hydrogen(H),Oxygen(O),the trace elements
are;Manganeses(Mn),Boron(B),Copper(Cu),Zinc(Zn),Iron(Fe),Molybdenum(Mo),Chlorine(Cl)
4.5 Application
Write the kinds of fertilizers and their sources or examples.
15 minutes
4.6 Assessment 1.What is fertilizer?2.What are the two kinds of fertilizer?3.What is
Test
5 minutes fertilizing 4.What is soil fertlilty?5.What is soil productivity?
4.7 Assignment
Enhancing/improving the 1.What are the plant food elements and their functions?2.What are
3 minutes day's lesson the nutrients content of fertilizers.
4.8 Concluding Activity Improving soil fertility is one of the most important factors to consider to have a good
4 minutes yield/production.
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?
Prepared by:
Name: School:
Position/ Division:
Designation:
Contact Number: Email address:
 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
15 EDUC. 9 3 60 November 22, 2017
Learning Competency/ies: Code:
LOI:Perform estimation 1.4 Estimate farm inputs and
(Taken from the Curriculum Guide) labor requirements for work completion. TLE-AFAAC9-12UPEBC III-a-e-7

Key Concepts / Understandings to be

Developed Estimating farm inputs and labor requirements.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering Identify the plant food elements and their functions.

Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Applying
Skills
The ability and Analyzing Distinguish nutrient content of fertilizers.
capacity acquired through
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing Consider the value of using fertilizer for the development of plant growth.
Values Valuing
2. Content Pre-operation checkup of equipment.
3. Learning Resources curriculum guide,learning module,laptop
4. Procedures
4.1 Introductory Activity
Checking of the attendance.Physical arrangement of the classroom.
3 minutes
4.2 Activity
Group activity.Direction.Each group will identify the plant nutrient needed for the given
5 minutes deficiency of plants,and present it to the class.
4.3 Analysis
1.How did you find the activity?2.What are the plant nutrients needed by plants?3.If the
10 minutes plants become sticky yellowish green color,what nutrients needed?
4.4 Abstraction

The plant food elements and their functions,a.)Nitrogen-gives dark green color to
plants,promotes leaf,stem,fruit,and seed growth,improves quality of leaf crops,facilitates
rapid growth,feeds microorganisms during their decompositions of low nitrogen organic
materials b.)Phosphorous-stimulates early root formation and growth,gives rapid and
vigorous start to plants,hastens maturity,stimulates blooming,aids in seed formation,gives
plants hardiness c.)Potassium-imparts vigor and disease resistance to plants,produces
strong,stiff stalks,thus reduces lodging,increases plumpness of the grains and seeds,helps in
the formation and transfer of starch,sugar and oil,imparts hardness to legumes.The nutrient
content of fertilizers-fertilizers being sold in the market must carry a guarantee of the kind
and amount of nutrients they contain,the information is printed on the fertlilizer bags or
packages,the guaranted analysis of a fertilizer material expressed in percent following the
order:total N,citrate-soluble phosphoric acid(P2O5) and water soluble potash(k2O) is called
fertilizer grade,customarilly,the P and K contents are expressed as oxides of the
elements,thus a fertilizer bag with 14-14-14 analysis contains 14% total N,14% citrate-
soluble P2O5 and 14% water-soluableK2O.The relative proportion of the fertilizer nutrients
present in a fertilizer is expressed in terms of the fertilizer ration such as 21-0-0 for
ammonium sulfate,45-0-0 for urea and 14-14-14 for complete.
 The plant food elements and their functions,a.)Nitrogen-gives dark green color to
plants,promotes leaf,stem,fruit,and seed growth,improves quality of leaf crops,facilitates
rapid growth,feeds microorganisms during their decompositions of low nitrogen organic
materials b.)Phosphorous-stimulates early root formation and growth,gives rapid and
vigorous start to plants,hastens maturity,stimulates blooming,aids in seed formation,gives
plants hardiness c.)Potassium-imparts vigor and disease resistance to plants,produces
strong,stiff stalks,thus reduces lodging,increases plumpness of the grains and seeds,helps in
the formation and transfer of starch,sugar and oil,imparts hardness to legumes.The nutrient
content of fertilizers-fertilizers being sold in the market must carry a guarantee of the kind
15 minutes
and amount of nutrients they contain,the information is printed on the fertlilizer bags or
packages,the guaranted analysis of a fertilizer material expressed in percent following the
order:total N,citrate-soluble phosphoric acid(P2O5) and water soluble potash(k2O) is called
fertilizer grade,customarilly,the P and K contents are expressed as oxides of the
elements,thus a fertilizer bag with 14-14-14 analysis contains 14% total N,14% citrate-
soluble P2O5 and 14% water-soluableK2O.The relative proportion of the fertilizer nutrients
present in a fertilizer is expressed in terms of the fertilizer ration such as 21-0-0 for
ammonium sulfate,45-0-0 for urea and 14-14-14 for complete.

4.5 Application
Write the nutrients needed for the ff.symptoms of deficiency 1.)Dwarfed growth of
plants.2.)Purplish leaves,stems and branches 3.)Drooping of the corn plant falls prior to
15 minutes
maturity.
4.6 Assessment
1.What are the food elements?2.What is the function of Nitrogen?
Test
5 minutes 3.What is the function of Phosphorous?

4.7 Assignment
Enhancing/improving the
day's lesson
Study about fertilizer computation.
3 minutes
4.8 Concluding Activity
Feed the soil and let the soil feed the plant.
4 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the evaluation. C.   Did the remedial lessons work? No. of learners who
have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?
G.  What innovation or localized materials did I use/discover
which I wish to share with other teachers?
Prepared by:
Name: School:
Position/ Division:
Designation:
Contact Number: Email address:
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by
using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
16 TLE 9 3 60
Learning Competency/ies: Code:
LO1 Perform estimation 1.4 Estimate farm inputs and labor
(Taken from the Curriculum Guide) requirements for work completion. TLE_AFAACP9-12PEBC III-a-e-7
Key Concepts / Understandings
to be Developed Estimating farm inputs and labor requirements
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Determine the amount of fertilizer to be applied per hectare based on the composition of the
The fact or Remembering
condition of knowing fertilizer materials to be used.
something with familiarity
gained through experience Understanding
or association
Skills Applying
The ability Solve some problems regarding the amount of fertilizer to be applied in the farm.
and capacity acquired through
deliberate, systematic, and Analyzing
sustained effort to smoothly
and adaptively carryout
complex activities or the ability, Evaluating
coming from one's knowledge,
practice, aptitude, etc., to do
something Creating

Responding to
Attitude Display kindness in discussing the methods of applying fertilizers.
Phenomena
Values
2. Content Estimating farm inputs and labor requirements.

3. Learning Resources Curriculum guide, Learning module,laptop

4. Procedures
4.1 Introductory Activity
Unlock the ff.words:1.)Fertlizer 2.)Organic fertilizer 3.Inorganic fertlizer
5 minutes
4.2 Activity
Group the students into 5.Let the group list the nutrient content of some fertilizers,and compute some
5 minutes problems given regarding the amount of fertilizer needed in the farm and present it to the class.

4.3 Analysis
1.How did you find the activity?2.What are the nutrient content of fertilizers.3.How to compute fertilizer
5 minutes needed in a certain farm?

4.4 Abstraction

To supply a certain amount of palnt nutrients,determine the amount of fertilizer to be applied per hectare
based on the composition of the fertilizer materials to be used.Here are some examples on how to determin
the amount of fertilizer.Example no.1.Ammonium Sulfate(AS) contains 21 percent nitrogen.This means that
100 kilograms of this nitrogen-carrying fertilizer contains 21 kilograms of nitrogen.To calculate how much
ammonium sulfate is needed to supply 120 kilograms nitrogen per hectare,we simply divided the 120
25 minutes
kilograms of nitogen needed by 21 percent which is the nitrogen content of ammonium sulfate,and multiply
the results by 100. Fertlizer needed=recommended rate(kg/ha)divided by percentage of nutrient of the
fertilizer X100,Kg AS=120kg N/ha./21%X100=570 kg AS/ha.The same formula may be used with any of the
materials containing nitrogen,phosphorous or potassium.

4.5 Application Compute the given problem.If one wants to apply 80 kilograms per hectare of phosphorous as a single
5 minutes superphosphate(O-20-0).How much phosphorous needed per hectare?
4.6 Assessment 1.Compute for the number of kg.of muriate of potash (0-0-60) needed to
Tests
10 minutes fertilize 1 hectare using 0-0-60 recommendation.
4.7 Assignment Reinforcing / strengthening the How to calculate the percentage of fertilizer elements from known amounts o
3 minutes day’s lesson fertilizer materials?
4.8 Concluding Activity
Soil fertility can easily be remedied by fertilization and liming.
2 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for remediation.
E.   Which of my learning strategies worked well?
Why did these work?
F.   What difficulties did I encounter which my
principal or supervisor can help me solve?
G.  What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

Name: School:
Position/
Designatio Division:
n:
Contact Email address:
Number:
 Date:
November 23, 2017
Code:
AFAACP9-12PEBC III-a-e-7

on the composition of the

ed in the farm.

izers,and compute some

ent it to the class.

How to compute fertilizer

r to be applied per hectare

examples on how to determine
cent nitrogen.This means that
gen.To calculate how much
simply divided the 120
mmonium sulfate,and multiply
centage of nutrient of the
a may be used with any of the

phosphorous as a single

otash (0-0-60) needed to

n.
ments from known amounts of
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by
using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
TECHNOLOGY & LIVELIHOOD
17 9 3 60
EDUC
Learning Competency/ies: Code:
L01.Perform estimation 1.5 Report estimate of materials and
(Taken from the Curriculum Guide) resources to appropriate person TLE_AFAACP9-12PEBC-IIIa-e-7

Key Concepts / Understandings

to be Developed Reporting estimation to appropriate person
Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge Remembering
The fact or
condition of knowing
something with familiarity
gained through experience Understanding Paraphrase the economic and environmental significance of selected materials and products.
or association

Applying
Skills
The ability
and capacity acquired through Analyzing
deliberate, systematic, and Outline how natural resources and materials are managed for incresing demands of raw mate
sustained effort to smoothly
and adaptively carryout Evaluating
complex activities or the ability,
coming from one's knowledge,
practice, aptitude, etc., to do
something
Creating

Responding to
Attitude Phenomena Develop the value of taking care of our natural resources

Values

2. Content Reporting estimation to appropriate person

3. Learning Resources Curriculum guide, Learning module, laptop

4. Procedures
4.1 Introductory Activity
Unlock the ff.words:1.Natural resources 2.)Economic growth 3.)Environmental significance
5 minutes
4.2 Activity Group activity:Ask each group to write some material resources and their economic significance and report
5 minutes to the class.
4.3 Analysis 1.How did you find the activity? 2.What are the examples of material resources? 3.How are material
5 minutes resources help the economic growth of the country?
4.4 Abstraction

Natural resources provide essential inputs to production.Here are some economic and environmental
significance of selected materials and products.Examples1.);Aluminium-infinitely recyclable,energy intensive
production,lightweight(transportation fuel efficiency-economic significance is widely used esp.in
25 minutes transportation,contruction,electricity generation. 2.)Copper (environmental significance)-infinitely
recyclable,energy-intensive production. (Economic significance)widely used esp.in electrical transmission
and construction,increasing global demand,price volatility.

4.5 Application
Make an outline on how natural resources are managed for increasing demands of raw materials
5 minutes
4.6 Assessment
1.What are also part of the ecosystem that support the provision of services
Talking to Learners/
Conferencing
such as climate regulation,flood control,natural habitats,amenities and cultura
5 minutes
services that are necessary to develop man-made,human and social capital?

4.7 Assignment Reinforcing / strengthening the

day’s lesson
Do more research about material resources.
 Reinforcing / strengthening the
day’s lesson
Do more research about material resources.
5 minutes
4.8 Concluding Activity
Natural resources are fundamental to the economy and human well-being.
5 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for remediation.

E.   Which of my learning strategies worked well?

Why did these work?

F.   What difficulties did I encounter which my

principal or supervisor can help me solve?

G.  What innovation or localized materials did I

use/discover which I wish to share with other
teachers?

Prepared by:
Name: School:
Position/
Designatio Division:
n:
Contact Email address:
Number:
 Date:
November 24, 2017
Code:

AFAACP9-12PEBC-IIIa-e-7

ted materials and products.

cresing demands of raw materi

l significance

nomic significance and report it

s? 3.How are material

omic and environmental

ely recyclable,energy intensive
widely used esp.in
nificance)-infinitely
sp.in electrical transmission

ds of raw materials

port the provision of services

habitats,amenities and cultural
ade,human and social capital?
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by
using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
TECHNOLOGY &LIVELIHOOD
18 9 3 60
EDUCATION
Learning Competency/ies: Code:
Lo1. Perform estimation 1.5 Report estimate of materials and
(Taken from the Curriculum Guide) resources to appropriate person TLE_AFAACP9-12PEBC-IIIa-e-7

Key Concepts / Understandings

to be Developed Reporting estimation to appropriate person
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Recognize some material resources which are higly in demand globaly.
condition of knowing
something with familiarity
gained through experience Understanding
or association

Applying
Skills
The ability
and capacity acquired through Analyzing
deliberate, systematic, and
sustained effort to smoothly
Compare the demand rate of material resources.
and adaptively carryout
complex activities or the ability,
coming from one's knowledge,
Evaluating
practice, aptitude, etc., to do
something
Creating

Responding to
Attitude Practice the love of preserving our natural resources.
Phenomena
Values

2. Content Report estimation to appropriate person

3. Learning Resources Curriculum guide, Learning module

4. Procedures
4.1 Introductory Activity
Unlock the ff.words:1.Global 2.Domestic extraction 3.Domestic material 4.Consumed 5.Metal ore
5 minutes
4.2 Activity Group activity: Ask each group to list down some of the material resources which are highly in demand
20 minutes globaly,and report it to the class.
4.3 Analysis
1.How did you find the activity? 2.What are the material resources which highly in demand? 3.In what year
5 minutes that metal ores are highly in demand?

4.4 Abstraction
Over the last century,resources extraction from non-renewable stocks has grown.While extraction from
renewable stocks has declined,reflecting the shift in the global economy base from agriculture to
industry,once accounting for some 75% of global material extraction,biomas today accounts for less than a
10 minutes
third of total extraction.Over the last 30 years,the strongest growth in raw material demand has been for
metal ores.Global metal extraction more than doubled between 1980 and 2008.

4.5 Application
Call one,and have an oral ricitation.Compare the demand rate of some material resources.
5 minutes
4.6 Assessment Talking to Learners/
What are the material resources that are highly in demand?
5 minutes Conferencing
4.7 Assignment Reinforcing / strengthening the
Do more research about the material resources.
5 minutes day’s lesson
4.8 Concluding Activity
Natural resources are fundamental to the economy and human well-being.
 Natural resources are fundamental to the economy and human well-being.
5 minutes

5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for remediation.

E.   Which of my learning strategies worked well?

Why did these work?

F.   What difficulties did I encounter which my

principal or supervisor can help me solve?
G.  What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:
Name: School:
Position/
Designatio Division:
n:
Contact Email address:
Number:
 Date:

November 27, 2017

Code:

_AFAACP9-12PEBC-IIIa-e-7

obaly.

nsumed 5.Metal ore

hich are highly in demand

y in demand? 3.In what year

wn.While extraction from

from agriculture to
oday accounts for less than a
erial demand has been for
8.

al resources.

y in demand?

s.
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by
using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
TECHNOLOGY &LIVELIHOOD
19 9 3 60
EDUCATION
Learning Competency/ies: Code:
LO1 Perform estimation 1.5 Report estimate of materials and
(Taken from the Curriculum Guide) resources to appropriate person TLE_AFAACP9-12PEBC-IIIa-e-7

Key Concepts / Understandings

to be Developed Reporting estimation to appropriate person
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Identify material/resources which increase the productivity.
condition of knowing
something with familiarity
gained through experience Understanding
or association

Applying
Skills Interpret resource productivity and decoupling.
The ability
and capacity acquired through Analyzing
deliberate, systematic, and
sustained effort to smoothly
and adaptively carryout
complex activities or the ability,
coming from one's knowledge,
Evaluating
practice, aptitude, etc., to do
something
Creating

Responding to
Attitude Display kindness in discussing material resources.
Phenomena
Values

2. Content Reporting estimation to appropriate person

3. Learning Resources Curriculum guide, Learning module

4. Procedures
4.1 Introductory Activity
Physical arrangement of the classrooom.
5 minutes
4.2 Activity Group activity: Divide the class into five. Let each group identify some material or resources which increas
20 minutes productivity.
4.3 Analysis
1.What are the resources that increase productivity? 2.What do you mean by resource productivity?
5 minutes
4.4 Abstraction
Resource productivity refers to the effectiveness with which an economy uses materials extracted from
natural resources ( physical inputs) to generate economic value ( monetary outputs). While decoupling is
breaking the link between "environmental bads" and " economic goods". Absolute decoupling occurs when
10 minutes
environmental degradation is decreasing while the economy is growing.Decoupling is relative when
environmental degradation is growing,but at a slower rate than the economy.

4.5 Application
Call the students and ask about resource productivity and decoupling.
5 minutes
4.6 Assessment Talking to Learners/ Oral ricitation:1.What do you mean by resource productivity? 2.What is
5 minutes Conferencing decoupling?
4.7 Assignment Reinforcing / strengthening the
day’s lesson
Do more research about material productivity.
5 minutes
4.8 Concluding Activity
We are responsible to save our natural resources.
5 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for remediation.

E.   Which of my learning strategies worked well?

Why did these work?

F.   What difficulties did I encounter which my

principal or supervisor can help me solve?

G.  What innovation or localized materials did I

use/discover which I wish to share with other
teachers?

Prepared by:
Name: MARIETA E. LINA School: ROSARIO NATIONAL HIGH SCHOOL
Position/
Designatio TEACHER II Division: CEBU
n:
Contact Email address:
Number: 9351243471 marietalina@rocketmail.com
 Date:

November 28, 2017

Code:

AFAACP9-12PEBC-IIIa-e-7

al or resources which increase

resource productivity?

materials extracted from

utputs). While decoupling is
lute decoupling occurs when
upling is relative when

e productivity? 2.What is
IGH SCHOOL

ail.com
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by
using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
20 TECHNOLOGY & LIVELIHOOD 9 60
EDUC. 3
Learning Competency/ies: Code:
LO 1.Perform estimation 1.5 Report estimate of materials and
(Taken from the Curriculum Guide) resources to appropriate person TLE_AFACP9-12PEBC-IIIa-e-7

Key Concepts / Understandings

to be Developed Reporting estemation to appropriate person
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing
something with familiarity
gained through experience Understanding Discuss the sustainable materials management.
or association

Applying
Skills
The ability
and capacity acquired through Analyzing
deliberate, systematic, and
sustained effort to smoothly
Distinguish between the primary and secondary raw materials.
and adaptively carryout
complex activities or the ability,
coming from one's knowledge,
Evaluating
practice, aptitude, etc., to do
something
Creating

Responding to
Attitude Display open-mindedness in distinguishing the raw materials.
Phenomena

Values

2. Content Reporting estemation to appropriate person.

3. Learning Resources Curriculum guide, Learning module, laptop

4. Procedures
4.1 Introductory Activity
Checking of the attendance,physical arrangement of the classroom
5 minutes
4.2 Activity Group actvity: Each group will list down some of the resource materials and let them identify the primary an
5 minutes secondary raw materials,and report it to the class.
4.3 Analysis 1.How did you find the activity?2.What do you mean by sustainaable materials management?3.What are the
5 minutes primary raw materials?3.What are the secondary raw materials?
4.4 Abstraction
Sustainable materials management (SMM) is defined as an approach to promote sustainable materials
use,integrating actions targeted at reducing negative environmental impacts and preserving natural capital
throughout the life-cycle of materials,taking into account economic efficiency and social equity.The key
25 minutes principles that should be used when developing SMM policies and strategies are; the preservation of natura
capital,the life-cycle perspective,the use of the full range of policy instruments and multi-stakeholder
approach.

4.5 Application
List down the material resources and distinguish the primary and secondary raw materials.
5 minutes
4.6 Assessment Talking to Learners/ 1.What is sustainable materials management?2.What are the principles that
5 minutes Conferencing should be used when developing SMM policies?
4.7 Assignment
Preparing for the new lesson Make a survey about natural resources preservation.
5 minutes
4.8 Concluding Activity
It is our obligation to preserved our natural resources for the next generation.
 It is our obligation to preserved our natural resources for the next generation.
5 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for remediation.
E.   Which of my learning strategies worked well?
Why did these work?
F.   What difficulties did I encounter which my
principal or supervisor can help me solve?
G.  What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by:
Name: School:
Position/
Designatio Division:
n:
Contact Email address:
Number:
 Date:
November 29, 2017
Code:

_AFACP9-12PEBC-IIIa-e-7

et them identify the primary and

s management?3.What are the

ote sustainable materials

nd preserving natural capital
and social equity.The key
are; the preservation of natural
and multi-stakeholder

aw materials.

2.What are the principles that

?

vation.
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by
using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
TECNOLOGY & LIVELIHOOD
21 9 3 60
EDUC.
Learning Competency/ies: Code:
LO2.Perform basic workplace calculation 2.1 Identify calculations to
(Taken from the Curriculum Guide) be made according to job requirements. TLE_AFAACP9-12PEBC-IIIf-h-8

Key Concepts / Understandings

to be Developed Perform calculation using basic mathematical operations
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Identify the most common surface areas.
condition of knowing
something with familiarity
gained through experience Understanding
or association

Applying
Skills Solve or calculate the surface area of a triangles.
The ability
and capacity acquired through Analyzing
deliberate, systematic, and
sustained effort to smoothly
and adaptively carryout
complex activities or the ability,
coming from one's knowledge,
Evaluating
practice, aptitude, etc., to do
something
Creating

Responding to
Attitude Display kindnes and patience in calculating the most common surface areas.
Phenomena

Values Receiving Phenomena

2. Content Perform calculation using four basic mathematical operations.

3. Learning Resources Curriculum guide, Learning module,laptop

4. Procedures
4.1 Introductory Activity
Unlock the following words.1.)Surface 2.)Area 3.)calculation 4.)opposite 5.)Distance
5 minutes
4.2 Activity Group the students into 5.Directions:Using flash cards showing the common surface areas,let the group ide
20 minutes the pictures shown,and describe each.
4.3 Analysis 1.How did you find the activity?2.What are the common surface that you've identified?3.)Why is it important
5 minutes measure and calculate surface areas?
4.4 Abstraction

It is important to be able to measure and calculate surface areas,calculation of some of the most common
surface areas like triangle,square,rectangle,rhombus,parallelogram,trapezuim and circle.The height(h) of a
triangle,a rhombus,a parallelogram or a trapezium,is the distance from the top corner to the opposite side ca
base(b).The hieght is always perpendicular to the base,in other words,the height makes a "right angle"with t
10 minutes base.In case of a square or a rectangle,the expression lenght(1)is commonly used instead of base and
width(w)instead of height.In the case of a circle the expression diameter(d)is used.The surface area or surfa
(A) of a triangle is calculated by the formula; A(triangle)=0.5XbaseXheight=0.5xbxh. Triangles can have man
shapes but the same formula is used for all of them.

4.5 Application Calculate the surface area of the triangles no.1,no1a and no.2;given triangles no.1 and no.1a base=3cm
5 minutes height=2cm,triangle no.2;base =3cm height=2cm
4.6 Assessment
Calculate the surface areas of the triangles no.3 and 4.Triangle no.3 given:base =3c
Tests
5 minutes height=2cm,triangle no.4 given:base=4cm height=1cm
4.7 Assignment
Preparing for the new lesson Give the formula of calculating the square and rectangles.
5 minutes
4.8 Concluding Activity
Consider well what your strenght is equal to and what excedds your ability.
5 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for remediation.

E.   Which of my learning strategies worked well?

Why did these work?

F.   What difficulties did I encounter which my

principal or supervisor can help me solve?

G.  What innovation or localized materials did I

use/discover which I wish to share with other
teachers?

Prepared by:
Name: School:
Position/
Designatio Division:
n:
Contact Email address:
Number:
 Date:
November 30, 2017
Code:
E_AFAACP9-12PEBC-IIIf-h-8

face areas.

stance

surface areas,let the group identify

entified?3.)Why is it important to

f some of the most common

and circle.The height(h) of a
p corner to the opposite side called
ght makes a "right angle"with the
used instead of base and
used.The surface area or surface
5xbxh. Triangles can have many

no.1 and no.1a base=3cm

d 4.Triangle no.3 given:base =3cm

cm
rectangles.
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by
using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
TECHNOLOGY & LIVELIHOOD
22 9 3 60
EDUC.
Learning Competency/ies: Code:
LO 2. Perform basic workplace calculation 2.1 Identify calculations
(Taken from the Curriculum Guide) to be made according to job requirements. TLE_AFAACP9-12PEBC-IIIf-h-8

Key Concepts / Understandings

to be Developed Perform calculation using four basic mathematical operations.
Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
Knowledge (D.O. No. 8, s. 2015)
The fact or Remembering Describe the common surface areas.
condition of knowing
something with familiarity
gained through experience Understanding
or association

Applying
Skills Solve or calculate the surface area of a square or a triange.
The ability
and capacity acquired through Analyzing
deliberate, systematic, and
sustained effort to smoothly
and adaptively carryout
complex activities or the ability,
coming from one's knowledge,
Evaluating
practice, aptitude, etc., to do
something
Creating

Responding to
Attitude Phenomena Display critical thinking in calculating the common surface areas .

Values Receiving Phenomena

2. Content Perform calculation using four basic mathematical operations.

3. Learning Resources Curriculum guide, Learning module

4. Procedures
4.1 Introductory Activity Conduct a short review:1.)What are the common surface areas?2.)What is the formula of calculating the surface area
5 minutes of a triangle?
4.2 Activity
Group activity.Direction:Each group should illustrate the different common surface areas and know how to
20 minutes calculate each area using the given formula.

4.3 Analysis 1.How did you find the activity?2.What is the formula of calculating the surface area of a square or a
5 minutes triangle?
4.4 Abstraction
Squares and rectangles,the surface area(A) of a square or a rectangle is calculated by the
formula;A(Square or rectangle)=length X width=lxw.In a square the lenghts of all four sides are equal and al
four angles are right angles.In a rectangle,the lengths of the opposite sides are equal and all four angles are
right angles.Note that in a square the lenght and width are equal and that in a rectangle the length and
5 minutes
width are not equal.In calculating irrigation areas,you will often come across the expression
hectare(ha),which is the surface area unit,by definition,1 hectare equals 10 000 m2,for example,a field with
a length of 100m and a width of 100m2 has a surface area of 100 mx100m=10 000m2=1 ha.

4.5 Application Calculate the the surface areas of the rectangle and a square.Given square:length=2 cm width=2cm
10 minutes Rectangle:given:length= 5 cm width = 3 cm.
4.6 Assessment
Talking to Learners/ Ora ricitation.Call the student randomly.1.What are the common surface
5 minutes Conferencing areas?2.)How to calculate the surface area of a square and rectangle?
4.7 Assignment
Preparing for the new lesson How to calculate the surface area of a trapezium
5 minutes
4.8 Concluding Activity
Consider well what your strength is equal to and what exceeds your ability.
5 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for remediation.

E.   Which of my learning strategies worked well?

Why did these work?

F.   What difficulties did I encounter which my

principal or supervisor can help me solve?

G.  What innovation or localized materials did I

use/discover which I wish to share with other
teachers?

Prepared by:
Name: School:
Position/
Designatio Division:
n:
Contact Email address:
Number:
 Date:
December 1, 2017
Code:

AFAACP9-12PEBC-IIIf-h-8

a of calculating the surface area

face areas and know how to

e area of a square or a

ulated by the
all four sides are equal and all
e equal and all four angles are
rectangle the length and
he expression
00 m2,for example,a field with
0 000m2=1 ha.

ength=2 cm width=2cm

are the common surface

a square and rectangle?
m
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by
using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
TECHNOLOGY & LIVELIHOOD
23 9 3 60
EDUC.
Learning Competency/ies: Code:
LO 2. Perform basic workplace calculation 2.2 Identify correct
(Taken from the Curriculum Guide) method of calculation. TLE_AFACP9-12PEBC-IIIf-h-8

Key Concepts / Understandings

to be Developed Perform calculation using basic mathematical operations
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Describe Rhombuses and Parallelograms
condition of knowing
something with familiarity
gained through experience Understanding
or association

Applying
Skills Calculate the surface area or surface (A) of a rhombus or a parallelogram.
The ability
and capacity acquired through Analyzing
deliberate, systematic, and
sustained effort to smoothly
and adaptively carryout
complex activities or the ability,
coming from one's knowledge,
Evaluating
practice, aptitude, etc., to do
something
Creating

Responding to
Attitude Display critical thinking in calculating a surface area of rhombus or a parallelogram
Phenomena

Values Receiving Phenomena

2. Content Perform calculation using four basic mathematical operations.

3. Learning Resources Curriculum guide, Learning module

4. Procedures
4.1 Introductory Activity Conduct a short review:1.What are the common surface areas?2.)How to calculate the surface area of a
5 minutes square and a rectangle?
4.2 Activity Group activity:direction: Each group will illustrate the rhombus in a piece of manila paper and post it on the
20 minutes board and describe.
4.3 Analysis
1.What is rhombus? 2.)How will you describe rhombus? 3.)How to calculate the surface area of a rhombus
5 minutes or a parallelogram?

4.4 Abstraction
The surface area or surface (A) of a rhombus or a parallelogram is calculated by the formula: A(rhombus or
parallelogram)=base x height=bxh.In a rhombus the lengths of all four sides are equal;none of the angles
5 minutes are right angles;opposite sides run parallel. In a parallelogram the lengths of the opposite sides are
equal;none of the angles are right angles;opposite sides run parallel

4.5 Application Calculate the surface areas of the rhombus and the parallelogram.Given:Rhombus:base = 3 cm height 2
10 minutes cm .Parallelogram Given: base =3.5 cm hieght=3 cm.
4.6 Assessment Talking to Learners/ 1.What is rhombus? 2.How to calculate the suarface area of a rhombus or a
5 minutes Conferencing parallelogram.
4.7 Assignment
Preparing for the new lesson Study about trapezium and how to calculate trapezium?
5 minutes
4.8 Concluding Activity
Correct calculation will help in determining the surface area of the land.
5 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for remediation.

E.   Which of my learning strategies worked well?

Why did these work?

F.   What difficulties did I encounter which my

principal or supervisor can help me solve?

G.  What innovation or localized materials did I

use/discover which I wish to share with other
teachers?

Prepared by:

Name: School:
Position/
Designatio Division:
n:
Contact Email address:
Number:
 Date:

December 4, 2017
Code:

_AFACP9-12PEBC-IIIf-h-8

elogram.

r a parallelogram

culate the surface area of a

anila paper and post it on the

he surface area of a rhombus

by the formula: A(rhombus or

re equal;none of the angles
the opposite sides are

mbus:base = 3 cm height 2

arface area of a rhombus or a

pezium?
 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
24 EDUC. 9 3 60 December 5, 2017
Learning Competency/ies: Code:
LO2:Perform basic calculation 2.2 Identify correct
(Taken from the Curriculum Guide) method of calculation TLE_AFAACP9-12UFTE-IIc-g-5
Key Concepts / Understandings to be
Developed Perform calculation using four basic operations

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering Describe trapeziums

Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Applying Solve or calculate the surface area of trapezium.

Skills
The ability and
capacity acquired through
Analyzing
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing Display critical thinking in calculating the surface area of trapezium.
Values Valuing
2. Content Perform calculation using four basic mathematical operations
3. Learning Resources curriculum guide,learning module,laptop
4. Procedures
4.1 Introductory Activity
Conduct a short review:1.What are the common surface of the areas?2.)How to calculate the
3 minutes surface area of a rhombus?
4.2 Activity
Group activity:Direction:each group will identify the trapezium by making an illustration.
5 minutes

4.3 Analysis
1.How did you find the activity?2.How to calculate the surface area of a trapezium?
10 minutes
4.4 Abstraction
The surface area or surface (A) of a trapezium is calculated by the formula: A ( trapezium) =
0.5 ( base + top) x height = 0.5 (b+a) x h ,The top (a) is the side opposite and parallel to the
base (b).In a trapezium only the base and the top run parallel.(study the illustration on page
46).Note that the surface areas of teh trapeziums 1 and 4 are equal,number 4 is the same as
number 1 but upside down(see illustration page 46 in the module).Another method to
15 minutes
calculate the surface of a trapezium is to divide the trapezium into a rectangle and two
triaangles,to measure their sides and to determine separately the surface areas of the
rectangle and the two triangles.(see page 47 the splitting of a trapezium into one rectangle
and two triangles)

4.5 Application
Calculate the surface area of of trapezium.Given:base=4 cm,top = 2 cm height = 2 cm
15 minutes
4.6 Assessment
What is trapezium?What is the formula of calculating the surface
Talking to learners
5 minutes area of trapezium?
4.7 Assignment
Preparing for the new
What is unit of measurements?
3 minutes lesson
4.8 Concluding Activity
Consider well what your strenght is equal to and what exceeds your ability.
4 minutes
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.

E.   Which of my learning strategies worked well? Why did these

work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?

Prepared by:
Name: School:
Position/ Division:
Designation:

Contact Number: Email address:

 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
25 EDUC. 9 3 60 December 6, 2017
Learning Competency/ies: Code:
LO2:Perform basic workplace calculation 2.3 Follow
(Taken from the Curriculum Guide) ascertain sysytem and units of measurement TLE-AFAACP9-12PEBC-IIIf-h-8

Key Concepts / Understandings to be

Developed Units of measurement

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering Identify the units of measurement

Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Applying Interpret the units of measurement.

Skills
The ability and
capacity acquired through
Analyzing
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing Develop critical thinking in discussing the units of measurement.

Values Valuing
2. Content Units of measurement
3. Learning Resources curriculum guide,learning module,laptop
4. Procedures
4.1 Introductory Activity
Checking of the attendance,Physical arrangement of the classroom.
3 minutes
4.2 Activity
Group activity:Ask the students about the units of measurement.
5 minutes
4.3 Analysis
1.What do you mean by unit?2.What is the units of measurement?
10 minutes
4.4 Abstraction
A unit of measurement is a definite magnitude of a quantity,defined and adopted by
convention or by law,that is used as a standard for measurement of the same quantity.Any
other value of that quantity can be expressed as a simple multiple of the unit of
15 minutes measurement.For example,lenght is a physical quantity.The metre is a unit of lenght that
represents a definite predetermined length.When we say 10 metres or (10 m),we actually
mean 1o times the definite predetermined length called "metre"

4.5 Application
Write some units of measurement with the symbol.
15 minutes
4.6 Assessment
Talking to learners 1.What is the unit of measurement/
5 minutes
4.7 Assignment
Enhancing/improving the
day's lesson
Make a table of units of measurement.
3 minutes
4.8 Concluding Activity
Units are standards for measurement of physical quantities
 Units are standards for measurement of physical quantities
4 minutes
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?

Prepared by:
Name: School:
Position/ Division:
Designation:
Contact Number: Email address:
 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
26 EDUC. 9 3 60 December 7, 2017
Learning Competency/ies: Code:
LO2:Perform basic workplace calculation 2.3 Follow
(Taken from the Curriculum Guide) ascertain system and units of measurement TLE_AFAACP9-12PEBC_IIIf-h-8
Key Concepts / Understandings to be
Developed Units of measurement

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering
Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding Exemplify the base and derived units.
experience or association

Applying Interpret the certain rules that have to be used when dealing with units.
Skills
The ability and
capacity acquired through
Analyzing
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing Develop critical thinking in discussing the units of measurement.

Values Valuing
2. Content Units of Measurement
3. Learning Resources curriculum guide,learning module,laptop
4. Procedures
4.1 Introductory Activity
Unlock the ff.words:1.Base 2.derived 3.SI units 4.quantities 5.expressed
3 minutes
4.2 Activity
Group activity:Each group will write some units of measurement which are common to
5 minutes them,and let them write it on the board.
4.3 Analysis
1.What is base units?2.What is a derived units? 3.What is SI unit?4.What are the rules in
10 minutes dealing with units?
4.4 Abstraction

Different system of units are based on different choices of a set of base units.The most
widely used system of units is the International System of units or SI.There are seven SI
base units,all other SI units can be derived from these base units.For most quantities a unit is
absolutely necessary to communicate values of that physical quantity,for example,conveying
to someone a particular length without using some sort of unit is imposible,because a length
cannot be described without a reference used to make sense of the value given,but not all
15 minutes
quantities require a unit of their own.Using physical laws,units of quantities can be expressed
as combinations of units of other quantities,thus only a small set of units is required,these
units are takrn as the base units,other units are derived units.Derived units are a matter of
convenience,as they can expressed in terms of basic units,which units are consiered base
units is a matter of choice.

4.5 Application
Interpret the certain rules that have to be used when dealing with units.
 Interpret the certain rules that have to be used when dealing with units.
15 minutes
4.6 Assessment
Talking to learners 1.What are the rules in dealing with units? 2.What is SI?
5 minutes

4.7 Assignment
Enhancing/improving the Do more research about the expressing a physical value in terms of
3 minutes day's lesson another unit.
4.8 Concluding Activity
A unit is fixed by its definition and is independent of physical conditions such as temperature.
4 minutes
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation.
have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?
Prepared by:
Name: School:
Position/
Designation: Division:

Contact Number: Email address:

 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
27 EDUC. 9 3 60 December 8, 2017
Learning Competency/ies:
LO2:Perform basic workplace calculation 2.4 Perform
calculation needed to complete work tasks using the
(Taken from the Curriculum Guide) four basic process of addition,division,multiplication TLE_AFAACP9-12PEBC-IIIf-h-8
and subtraction

Key Concepts / Understandings to be

Conversion of units
Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015) OBJECTIVES:

Remembering Identify the unit of length in the metric system

Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Applying Solve or calculate some given problem regarding conversion

Skills
The ability and
capacity acquired through
Analyzing
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing Display kindness in discussing the process of conversion

Values Valuing
2. Content Conversion of units
3. Learning Resources curriculum guide,learning module,laptop
4. Procedures
4.1 Introductory Activity
Unlock the ff.words.1.conversion 2.length 3.units 4.metre
3 minutes
4.2 Activity
Ask the students about the conversion of units.
5 minutes
4.3 Analysis
1.What is the basic unit of length?
10 minutes
4.4 Abstraction
The basic unit of length in the metric system is the meter(m)One meter can be divided into
10 decimeters(dm),100 centimeters(cm) or 1000 millimeters (mm),100 m equals to 1
15 minutes
hectometer (hm) ;whle 1000 m is 1 kilometer (km)

4.5 Application Make some conversion of units.

15 minutes
4.6 Assessment
Tests Convert the ff. 1.) 1m = ______cm 2.)400 cm =_____m.
5 minutes
4.7 Assignment
Enhancing/improving the
day's lesson
Make a manual or guidebook of units of measurement.
3 minutes
4.8 Concluding Activity
The process of conversion depends on the specific situation and the intended purpose
4 minutes
5.      Remarks
6.      Reflections
 C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?

Prepared by:
Name: School:
Position/ Designation: Division:

Contact Number: Email address:

 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
28 EDUC. 9 3 60 December 11, 2017
Learning Competency/ies: LO 2. Perform basic workplace calculation 2.4 Code:
Perform calculation needed to complete work task
(Taken from the Curriculum Guide) using the four basic process of TLE_AFAACP9-12PEBC-IIIf-h-8
addition,division,multiplication and subtraction
Key Concepts / Understandings to be
Developed Conversion of units

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering Describe the basic unit area in metric system

Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Applying Solve or calculate the given problem regarding of finding the area in hectare.
Skills
The ability and
capacity acquired through
Analyzing
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing Display critical thinking in explaining how to calculate in finding the area.
Values Valuing
2. Content Conversion units
3. Learning Resources curriculum guide,learning module,laptop
4. Procedures
4.1 Introductory Activity
Checking of the attendance,physical arrangement of the classroom
3 minutes
4.2 Activity Group acttivity:Ask the students to calculate or solve on how to find the area with the correct
5 minutes units of measurement.
4.3 Analysis
1.What is the basic unit of area in the metric system?How to find the surface area?
10 minutes
4.4 Abstraction
Units of surface;the basic unit of area in the metric system is the square meter(m),which is
obtained by multiplying a length of 1 meter by a width of 1 meter.See the illustration on page
15 minutes
49 in the module.Note that 1 ha = 100 m x 100 m = 10 000 m2.

4.5 Application
Solve the ff.Find the area (hectare) of the ff.1.)200mx300m 2.)400mx500m
15 minutes
4.6 Assessment
Find the area(hectare) of the following:1.600mx600m
Test
5 minutes 2.)100mx1000m

4.7 Assignment
Enhancing/improving Making a manual or guidebook of units of measurement and
3 minutes the day's lesson conversion tables.
4.8 Concluding Activity Conversion of units is the conversion between different units of neasurement for the same
4 minutes quantity,typically through multiplicative conversion factors.
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?

Prepared by:
Name: School:
Position/ Division:
Designation:
Contact Number: Email address:
 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
29 EDUC. 9 3 60 December 12, 2017
Learning Competency/ies: Code:
LO3.Perform basic workplace calculation 2.4 Perform
calculation needed to complete work tasks using the
(Taken from the Curriculum Guide) four basic process of addition,division,multiplication TLE_AFAACP9-12PEBC-IIIf-h-8
and subtraction
Key Concepts / Understandings to be
Developed Conversion of units

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering
Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding Interpret/determine the surface area of a farm.
experience or association

Applying Convert the surface area of a farm in hectare.

Skills
The ability and
capacity acquired through
Analyzing
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing Develop critical thingking in discussing the lesson

Values Valuing
2. Content Conversion of units
3. Learning Resources curriculum guide,learning module,laptop
4. Procedures
4.1 Introductory Activity
Checking of the attendance,physical arrangement of the classroom.
3 minutes
4.2 Activity
Group activity: Ask the students on how to calculate in finding the area in hectare.
5 minutes
4.3 Analysis 1.Why is it important to determine the size of the farm? 2.What is the formula of getting the
10 minutes area of the land?
4.4 Abstraction
It may be necessary to determine the surface area of a farmer's field,for example,when
calculating how much irrigation water shoud be given to a certain field,the size of the field
must be known.When the shape of the field is regular and has,for example,a rectangular
15 minutes
shape,it should not be too difficult to calculate the surface area once the length of the
field(that is the base of its regular shape) and the width of the field have been measured.

4.5 Application
Solve the area of the ff.given data: Length of the field=50 m,width of the field=30m
15 minutes
4.6 Assessment
What is the formula of finding the area?One hectare is equivalent
Talking to learners
5 minutes to____?
4.7 Assignment
Enhancing/improving the
day's lesson
Making a conversion tables.
3 minutes
4.8 Concluding Activity Conversion of units is the conversion between different units of measurement for the same
4 minutes quantity,typically through multiplicative conversion factors.
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?

Prepared by:
Name: School:
Position/ Division:
Designation:
Contact Number: Email address:
 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
30 EDUC. 9 3 60 December 13, 2017
Learning Competency/ies: Code:
LO2.Perform basic workplace calculation 2.5
Calculate whole fraction,percentage and mixed
(Taken from the Curriculum Guide)
number to complete the tasks TLE_AFAACP9-12PEBC-IIIf-h-8

Key Concepts / Understandings to be

Developed Percentage and ratio

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering Define percentage

Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Applying Solve /calculate the given problem or data.

Skills
The ability and
capacity acquired through
Analyzing
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing Develop patience in discussing the lesson

Values Valuing
2. Content Percentage and ratio
3. Learning Resources curriculum guide,learning module,laptop
4. Procedures
4.1 Introductory Activity
Checking of the attendance,physical arrangement of the classroom.
3 minutes
4.2 Activity
Group activity:Ask the students to define percentage and give some problem to solve.
5 minutes

4.3 Analysis
1.How did you find the activity?2.)What do you mean by percentage?
10 minutes
4.4 Abstraction In relation to agriculture,the words percentage will be met regularly,for instance "60 percent
15 minutes of the total area is irrigated during the dry season.The word "percentage"means literally "per
hundred" in other words one percent is the one hundredth part of the total.You can either
write percent,or %,or 1/100,or 0.01.Some examples are: 5 percent = 5%=5/100=0.05, 20
percent = 20 %= 20/100 = 0.20 , 25 percent = 25 % = 25/100 = 0.25 , 50 percent = 50 % =
50/100 = 0.50, 100 percent = 100 % = 100/100 =1, 150 perceent= 150 % = 150/100= 1.5

4.5 Application
Solve the ff.given data: 1.) 6 % of 100 cows 2.) 15 % of 28 hectares
15 minutes
4.6 Assessment 1.80 % of 90 irrigation projects 2.150 % of a monthly salary of 100 3.)
Test 6 % of 100 plants were repaced 4.)15 % of 28 hectares are
harvested
 1.80 % of 90 irrigation projects 2.150 % of a monthly salary of 100 3.)
Test 6 % of 100 plants were repaced 4.)15 % of 28 hectares are
5 minutes
harvested
4.7 Assignment
Enhancing/improving the
How many oranges are 2 % of a total of 300 oranges?
3 minutes day's lesson
4.8 Concluding Activity
Knowing the percentage is very important in agricultural operation.
4 minutes
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?
G.  What innovation or localized materials did I use/discover
which I wish to share with other teachers?
Prepared by:
Name: School:
Position/ Division:
Designation:
Contact Number: Email address:
 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
31 EDUC. 9 3 60 December 14, 2017
Learning Competency/ies: Code:
LO2.Perform basic calculation 2.5 Calculate whole
fraction,percentage,and mixed number to complete
(Taken from the Curriculum Guide)
the task. TLE_AFAACP9-12PEBC-IIIf-h-8

Key Concepts / Understandings to be

Developed Percentage and ratio

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering
Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding Explain how to determine the percentage of germination of seeds.
experience or association

Applying Solve or compute the given problem.

Skills
The ability and
capacity acquired through
Analyzing
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing Develop critical thinking in computing percentage.

Values Valuing
2. Content Percentage and ratio
3. Learning Resources curriculum guide,learning module,laptop
4. Procedures
4.1 Introductory Activity
Checking of the attendance,physical arrangement of the classroom.
3 minutes
4.2 Activity Group activity:Each group will be given a problem to solve regarding percentage and let each
5 minutes group to show their answer on the board.
4.3 Analysis 1.How did you find the activity? 2.) What is percentage? How to calculate the percentage of
10 minutes seeds germination?
4.4 Abstraction
Determining the percentage of germination of seeds,below are the rules in computing the %
of germination of seeds. Rule no.1. If you test 100 seeds , the number of seeds germinated
equals the percentage germination of the seeds. Example : You tested 100 seeds of eggplant
15 minutes
using the rag doll method,85 seeds germinated.The % of germination of the seeds then is 85
%.

4.5 Application
Solve the percentage of seeds germination if you test 100 seeds,then only 65 percent germinated.
15 minutes
4.6 Assessment
1.Miss Alexa tested 100 seeds of tomato and only 75 seeds
Test
5 minutes germinated.What is the percentage of germination?

4.7 Assignment
Enhancing/improving the 1.What is the percentage of germination if you test 100 seeds of eggplant
3 minutes day's lesson and only 85 germinated?
4.8 Concluding Activity
Knowing the rules in computing percentage will help us understand easily.
 Knowing the rules in computing percentage will help us understand easily.
4 minutes
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?

Prepared by:
Name: School:
Position/ Division:
Designation:
Contact Number: Email address:
 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
32 EDUC. 9 3 60 December 15, 2017
Learning Competency/ies: Code:
LO 2.Perform basic workplace calculation 2.5
Calculate whole fraction,percentage and mixed
(Taken from the Curriculum Guide)
number to complete the task. TLE_AFAACP9-12PEBCIIIf-h-8

Key Concepts / Understandings to be

Developed Percentage and ratio

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering
Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding Discuss how to determine the percentage of germination of seeds using the rules.
experience or association

Applying Solve/compute the given problem.

Skills
The ability and
capacity acquired through
Analyzing
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing Consider some rules in computing seeds germination.

Values Valuing
2. Content Percentage and ratio
3. Learning Resources curriculum guide,learning module,loptop
4. Procedures
4.1 Introductory Activity
Checking the attendance,physical arrangement of the classroom.
3 minutes
4.2 Activity
Group activity:Each group will be guven a problem to solve regarding the percentage of
5 minutes seeds germination,following some rules.And show it to the class.
4.3 Analysis 1.How did you find the activity.2.)How to compute the percenatge of seeds germination?
10 minutes 3.What is rule no.1? What is rule no.2?
4.4 Abstraction
Determining the percentage of germination of seeds,below are the rules in computing the %
of germination of seeds, rule no.2. If you test less than or more than 100 seeds use the
formula below in computing the % of germination of the seeds. Example : Mr X tested 125
15 minutes seeds of hybrid tomato and 105 germinated.What is the percentage of germination of the
tomato seeds? % germination = No. of seeds germinated/ No.of seeds tested X 100;
105/125 x 100 = 10500/125 = 84%

4.5 Application
Solve/compute the given problem: Miss Marielle tested 175 seeds of hybrid corn and 125
15 minutes germinated.What is the % of germination of the hybrid corn?
4.6 Assessment 1.Mr. Juan Dela Cruz tested 150 seeds of his long purple eggplant
Test and there are 110 seeds which germinated.What is the % of
5 minutes
germination of his eggplant seeds?
4.7 Assignment
Preparing the new 1.1.What is farm waste?2.What are the tools and materials for the
lesson collection of farm wastes?
 Preparing the new 1.1.What is farm waste?2.What are the tools and materials for the
3 minutes lesson collection of farm wastes?
4.8 Concluding Activity
Be committed to do a certain tasks.
4 minutes
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?

Prepared by:
Name: School:
Position/ Division:
Designation:
Contact Number: Email address:
 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
33 EDUC. 9 3 60 December 18, 2017
Learning Competency/ies: Code:

LO 1. Collect farm waste 1.1 Prepare tools and

(Taken from the Curriculum Guide) materials for collection of farm waste TLE_AFAACP9-12PFW-IIIi-j-Iva-9

Key Concepts / Understandings to be

Developed Tools and materials for collection of farm wastes

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering Memorize the classification of wastes

Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Applying Illustrate the methods of solid waste disposal.

Skills
The ability and
capacity acquired through
Analyzing
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing Develop/ Practice segregating of waste.

Values Valuing
2. Content Tools and materials for collection of farm waste.
3. Learning Resources curriculum guide,learning module,laptop.
4. Procedures
4.1 Introductory Activity
Unlock the ff.words:1.landfill 2.incineration 3.composting
3 minutes
4.2 Activity Group activity: Each group will write the classification of wastes and their examples.And state
5 minutes the methods of disposing waste.
4.3 Analysis 1.What are the classification of waste? 2.What are the examples of solid waste?3.What are
10 minutes the E-waste?
4.4 Abstraction

Classification of wastes:a.) Solid waste-vegetable waste,kitchen waste,household waste etc.

b.)E-waste - discarded electronic devices like computer,TV, music system etc. c.)Liquid
waste- water used for different industries e.g.tanneries,distllaries,thermal power plants.
d.)Plastic waste - plastic bags,bottles,buckets etc. e.) Metal waste - unused metal
15 minutes
sheet,metal scraps etc. f.) Nuclear waste- unused materials from nuclear power plants. Here
are some methods of solid waste disposal. Sanitary methods: 1.) Sanitary landfill
2.)Composting 3.) Incineration 4.) Manure pits 5.) Burial 6.) Biogas plant.

4.5 Application
By group: Illustrate the methods of solid waste disposal
15 minutes
4.6 Assessment 1.What are the classification of wastes? 2.What are the methods of
Tests
5 minutes solid waste disposal?
4.7 Assignment
Enhancing/improving the
Do housekeeping,segregation of waste.
3 minutes day's lesson
4.8 Concluding Activity
Obtaining green and clean environment by proper waste segregation/disposal
4 minutes

5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for

remediation. D.  No. of learners who continue to require remediation.

E.   Which of my learning strategies worked well? Why did these

work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?
Prepared by:
Name: School:
Position/ Division:
Designation:
Contact Number: Email address:
 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
34 EDUC. 9 3 60 December 19, 2017
Learning Competency/ies: Code:
LO1.Collect farm waste 1.2 Collect waste following
(Taken from the Curriculum Guide) OSHS and waste collection requirements and plan TLE_AFAACP9-12PFW-IIIi-j-Iva-9

Key Concepts / Understandings to be

Developed Waste collection requirements and plan

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering
Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding Paraphrase hazardous waste
experience or association

Skills Applying Interpret the rules for hazardous waste accumulation

The ability and
capacity acquired through Analyzing
deliberate, systematic, and sustained
effort to smoothly and adaptively
carryout complex activities or the Evaluating
ability, coming from one's
knowledge, practice, aptitude, etc.,
to do something Creating

Attitude Valuing Practice the value of proper disposal of waste

Values Valuing

2. Content Waste collection requirements and plan

3. Learning Resources curriculum guide,learning module,laptop.
4. Procedures
4.1 Introductory Activity
Checking of the attendance,physical arrangement of the classroom
3 minutes
4.2 Activity Group activity: Each group will assign to reort about hazardous waste,and let them give on
5 minutes how to disposed the waste properly.
4.3 Analysis 1.What do mean by RCRA? 2.What is hazardous waste? 3.How are waste classified?4.What
10 minutes are the rules for hazardous waste accumulation?
4.4 Abstraction

The term hazardous waste is defined under RCRA as solids,liquids and gases that exhibit
certain characteristics or are specifically listed in the rules.The rules for hazardous waste
accumulation,1.)A generator must perform a "waste determination" to see if a waste is
regulated under RCRA.That determination can be bades on the generator's knowledge of the
waste composition or through chemical analysis if the composition is unknown.2.)Hazardous
waste must be accumulated and stored at the point of generation until removed by
environmental health and safety and must be.a.)collected in a container that is compatible
with its contents under all conditions that it might be subjected to during
accumulation,storage and shipment.b.)kept tightly except when adding waste to the
container c.)handled only by personnel trained in the requirements of these hazardous waste
rules.d.)removed from the accumulation area within three days if the quantity of any one
waste exceeds fifty-five gallons.e.)labeled with the words "hazardous waste" the waste
identification number,the accumulation start date,and a chemical description.
 The term hazardous waste is defined under RCRA as solids,liquids and gases that exhibit
certain characteristics or are specifically listed in the rules.The rules for hazardous waste
accumulation,1.)A generator must perform a "waste determination" to see if a waste is
regulated under RCRA.That determination can be bades on the generator's knowledge of the
waste composition or through chemical analysis if the composition is unknown.2.)Hazardous
waste must be accumulated and stored at the point of generation until removed by
environmental health and safety and must be.a.)collected in a container that is compatible
15 minutes
with its contents under all conditions that it might be subjected to during
accumulation,storage and shipment.b.)kept tightly except when adding waste to the
container c.)handled only by personnel trained in the requirements of these hazardous waste
rules.d.)removed from the accumulation area within three days if the quantity of any one
waste exceeds fifty-five gallons.e.)labeled with the words "hazardous waste" the waste
identification number,the accumulation start date,and a chemical description.

4.5 Application
Call the students and ask to interpret some of the rules for hazardous waste accumulation.
15 minutes
4.6 Assessment
Talking to learners 1.What do you mean by hazardous waste? 2.What is RCRA?
5 minutes

4.7 Assignment
Enhancing/improving the
Do more research about proper waste disposal
3 minutes day's lesson
4.8 Concluding Activity
It is our concern to have a proper disposal of waste,because health is wealth.
4 minutes
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for

D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?
G.  What innovation or localized materials did I use/discover
which I wish to share with other teachers?
Prepared by:
Name: School:
Position/ Division:
Designation:
Contact Number: Email address:
 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
35 EDUC. 9 3 60 January 2, 2018
Learning Competency/ies: Code:
LO 1.Collect farm waste 1.3 Collect dangerous and
(Taken from the Curriculum Guide) hazardous waste following the HAZMAT protocol TLE_AFAACP9-12PFW-III-i-j-Iva-
9
Key Concepts / Understandings to be
Developed HAZMAT protocol

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015) OBJECTIVES:

Remembering Identify some hazardous materials and the protocol guidelines

Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Applying Discover the harmful effect of ammonia to our body

Skills
The ability and
capacity acquired through
Analyzing
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing Develop awareness of some hazardous materials.

Values Valuing
2. Content Hazmat protocol
3. Learning Resources curriculum guide,learning module,laptop.
4. Procedures
4.1 Introductory Activity
Checking of the attendance,physical arrangement of the classroom
3 minutes
4.2 Activity Ask the students about the hazardous materials and the adverse effect to our health
5 minutes
4.3 Analysis 1.What are the hazardous materials?2.What is ammonia?3.What is the harmful effect of
10 minutes ammonia to our health?
4.4 Abstraction
One of the hazardous materials is ammonia.Ammonia is a colorless ,water-soluble alkaline
gas that is most commonly used a cleaning agent,fertilizer,and industrial refrigerant.The life
threat of ammonia exposure is from pulmonary edema and hypotensionDECON:Airway
protection via SCBA and chemical protective clothing may be required of the rescuer and
15 minutes
should be performed only by properly trained personnel.Tthe patient shoul be removed from
contaminated area,remove and bag their clothing and any jewlry,brush away any dry
particles and blot excess liquids,wash patient a mild soap and warm water.

4.5 Application
Ask the student about the harmful effect of ammonia to our health.
15 minutes
4.6 Assessment
Talking to What is a colorless,water -soluble alkaline gas that is most commonly
5 minutes Learners/conferencing used a cleaning agent,fertlizer and industrial refrigerant?

4.7 Assignment
Enhancing/improving the
day's lesson
Do more research about the hazardous materials protocol guidelines
 Enhancing/improving the
day's lesson
Do more research about the hazardous materials protocol guidelines
3 minutes
4.8 Concluding Activity
Awareness of hazardous material will help us prevent some diseases.
4 minutes
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?
Prepared by:
Name: School:
Position/ Division:
Designation:
Contact Number: Email address:
 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
36 EDUC. 9 3 60 January 3, 2018
Learning Competency/ies: Code:
LO1.Collect farm waste 1.4 Collect dangerous and
(Taken from the Curriculum Guide) hazardous wastes following the HAZMAT protocol TLE_AFAACP9-12PFW-III-i-j-Iva-9
Key Concepts / Understandings to be
Developed Hazmat protocol

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering List down other examples of hazardous materials.

Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Applying Discover the harmful effect of cyanide to our health

Skills
The ability and
capacity acquired through
Analyzing
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing Show interest in listening the topic being presented.

Values Valuing
2. Content Hazmat protocol
3. Learning Resources curriculum guide,learning module,laptop.
4. Procedures
4.1 Introductory Activity
Physical arrangement of the classsroom.
3 minutes
4.2 Activity
Ask the student other examples of hazardous materials and their harmful effect to the
5 minutes body,let them report it to the class.

4.3 Analysis
1.How will you describe cyanide? 2. What is the harmful effect of cyanide to the body?
10 minutes
4.4 Abstraction
Cyanide maybe found as a pale blue liquid,white solid crystal or colorless gas,it is used in
many industrial settings such as a paper manufacturing,blueprinting,engraving and metal
treatment.Cyanide is also as a fumigant and is a byproduct of combustion of synthetic
materials.This is one of the fastest acting poisons,and is taken into the body through all
15 minutes routes.It has a bitter almond smell to those who can smell it,but the olfactory response fades
quickly.Cyanide prevents the uptake of oxygen into the blood stream and further halts cellular
respiration,thus causing chemical asphyxiation.Pulseoximetry will indicate FALSELY high,due
to the fact that the cyanide binding to the hemoglobin.

4.5 Application
Call the student and ask the harmful effect of cyanide to the body
15 minutes
4.6 Assessment Talking to
Learners/conferencing 1.How are cyanide affect the cardiovascular?
5 minutes
4.7 Assignment
Enhancing/improving the Do more research on hazardous materials and their effect to human
3 minutes day's lesson health.
4.8 Concluding Activity
Keeping oneself free from disease through awareness of hazardous materials.
 Keeping oneself free from disease through awareness of hazardous materials.
4 minutes
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?

Prepared by:
Name: School:
Position/ Division:
Designation:
Contact Number: Email address:
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by
using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
TECHNOLOGY & LIVELIHOOD
37 9 3 60
EDUC.
Learning Competency/ies: Code:
LO 1.Collect farm waste 1.4 Wear appropriate PPE as prescribed
(Taken from the Curriculum Guide) by OSHS TLE_AFAACP9-12PFW-IIIi-j-Iva-9

Key Concepts / Understandings

to be Developed Wearing of PPE
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Describe PPE.
condition of knowing
something with familiarity
gained through experience Understanding
or association

Applying
Skills Discover the important uses of PPE.
The ability
and capacity acquired through Analyzing
deliberate, systematic, and
sustained effort to smoothly
and adaptively carryout
complex activities or the ability,
coming from one's knowledge,
Evaluating
practice, aptitude, etc., to do
something
Creating

Responding to
Attitude Develop the value of caring oneself.
Phenomena

Values

2. Content Wearing PPE

3. Learning Resources Curriculum guide, Learning module, laptop

4. Procedures
4.1 Introductory Activity
Pose the ff.questions:1.What is PPE? 2.Why PPE is important?
5 minutes
4.2 Activity Group activity:Using Pictures,let the group to identifey the PPE and describe each and give them time to
5 minutes write the importance of PPE in farming operation.
4.3 Analysis 1.How did you find the activity?2.)What is PPE? 3.)from the pictures shown,what PPE that you have
5 minutes identified?4.)Why wearing of PPE is important in doing tasks?
4.4 Abstraction

Personal protective equipment (PPE) can reduce the number and severity of farm work related injuries and
illnesses.Personal protective equipment not only helps protect people but also improves productivity and
25 minutes profits.Farmers and ranches can share in these benefits by using the appropriate protective equipment for
themselves,family members and employees when the job and its potential hazards call for it.

4.5 Application
Call a student, let the student state the importance of wearing PPE.
5 minutes
4.6 Assessment
1.What can reduce the number and severity of farm work related injuries and
Tests
5 minutes illness? 2.)What will protect you when applying pesticides?

4.7 Assignment Reinforcing / strengthening the

Making scrapbook of different PPE and give their uses.
5 minutes day’s lesson
4.8 Concluding Activity
Always wear PPE in doing a certain tasks to avoid accident.
 Always wear PPE in doing a certain tasks to avoid accident.
5 minutes

5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for remediation.
E.   Which of my learning strategies worked well?
Why did these work?
F.   What difficulties did I encounter which my
principal or supervisor can help me solve?
G.  What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

Name: School:
Position/
Designatio Division:
n:
Contact Email address:
Number:
 Date:
January 4, 2018
Code:

AFAACP9-12PFW-IIIi-j-Iva-9

each and give them time to

hat PPE that you have

arm work related injuries and

o improves productivity and
ate protective equipment for
zards call for it.

farm work related injuries and

pesticides?

eir uses.
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by
using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
38 TECHNOLOGY & LIVELIHOOD EDUC. 9 3 60
Learning Competency/ies: Code:
LO1.Collect farm waste 1.4 Wear appropriate PPE as prescribed by
(Taken from the Curriculum Guide) OSHS TLE_AFAACP9-12PFW-IIIi-j-Iva-9

Key Concepts / Understandings

to be Developed Weaing of PPE
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Recognize the important uses of PPE
condition of knowing
something with familiarity
gained through experience Understanding
or association

Applying
Skills Dramatize the uses of PPE
The ability
and capacity acquired through Analyzing
deliberate, systematic, and
sustained effort to smoothly
and adaptively carryout
complex activities or the ability,
coming from one's knowledge,
Evaluating
practice, aptitude, etc., to do
something
Creating

Responding to
Attitude Develop/practice wearing of PPE.
Phenomena

Values

2. Content Wearing PPE

3. Learning Resources Curriculum guide, Learning module

4. Procedures
4.1 Introductory Activity
Checking of the attendance,physical arrangement of the classroom
5 minutes
4.2 Activity
Refer to activity sheet 1.2
5 minutes
4.3 Analysis
How did you find the activity? Why is it important to wear PPE?
5 minutes
4.4 Abstraction
Give the examples of PPE such as hard hat,safety glasses,googles,face shieds,earmuffs and dust
25 minutes masks,discuss the importance of wearing those mentioned PPE in doing certain tasks.

4.5 Application
Dramatize/perform (Reenactment of farm activities)
5 minutes
4.6 Assessment
Anlysis of Learners' Products Giving points to the students based on their performance through rubrics.
10 minutes
4.7 Assignment Reinforcing / strengthening the
day’s lesson
Making scrapbook of PPE
3 minutes
4.8 Concluding Activity
Wearing PPE can reduce the number and severity of farm work related injuries and illnesses.
2 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for remediation.
E.   Which of my learning strategies worked well?
Why did these work?

F.   What difficulties did I encounter which my

principal or supervisor can help me solve?
G.  What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

Name: School:
Position/
Designatio Division:
n:
Contact Email address:
Number:
 Date:
January 5, 2018
Code:

AFAACP9-12PFW-IIIi-j-Iva-9

ds,earmuffs and dust

ain tasks.

erformance through rubrics.

injuries and illnesses.

 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
TECHNOLOGY & LIVELIHOOD
39 9 1 60
EDUC.
Learning Competency/ies: Code:
LO 3. Saefe / dispose of tools, materials, and outfit . 3.3 Perform proper
disposal of waste materials according to manufacturers, government, and
(Taken from the Curriculum Guide) farm requirements. TLE_AFAACP9-12ASMO-Ih-j-3

Key Concepts / Understandings Performing proper disposal of waste

to be Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge
The fact or Remembering OBJECTIVES:
condition of knowing
something with familiarity
gained through experience Understanding Interpret the ways of disposing and segregating solid waste
or association

Applying
Skills
The ability
and capacity acquired through Analyzing
deliberate, systematic, and
sustained effort to smoothly
and adaptively carryout
complex activities or the ability,
coming from one's knowledge,
Evaluating
practice, aptitude, etc., to do
something
Creating
Outline ways of disposing and segregating solid waste
Responding to
Attitude Display obedience in disposing and segregating solid waste
Phenomena

Values

2. Content Waste Management - Compliance with DENR regulations

3. Learning Resources Curriculum guide, Learning module

4. Procedures
4.1 Introductory Activity
Physical arrangement of the classroom
5 minutes
4.2 Activity Group the students into five. Let every group outlined their own ways of disposing and segregating solid waste in the
25 minutes farm.
4.3 Analysis
Do you think your output is effective?
5 minutes
4.4 Abstraction
 5 minutes

4.5 Application
Call a member in a group and him read their output.
5 minutes

4.6 Assessment
Anlysis of Learners' Products Give corresponding scores to the students output.
5 minutes
4.7 Assignment Enhancing / improving the day’s
Let the other group to study their output for the presentation on next day.
5 minutes lesson
4.8 Concluding Activity Source reduction is, on the face it, perhaps the most appealing of all the possible approaches to solid waste
5 minutes management.
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for remediation.

E.   Which of my learning strategies worked well?

Why did these work?

F.   What difficulties did I encounter which my

principal or supervisor can help me solve?

G.  What innovation or localized materials did I

use/discover which I wish to share with other
teachers?
Prepared by:
Name: MARIETA E. LINA School: ROSARIO NATIONAL HIGH SCHOOL
Position/
Designatio TEACHER II Division: CEBU
n:
Contact
9351243471 Email address: marietalina@rocketmail.com
Number:
 Date:

Code:

CP9-12ASMO-Ih-j-3

gregating solid waste in the

tion on next day.

hes to solid waste

SCHOOL

om
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
TECHNOLOGY & LIVELIHOOD
40 9 1 60
EDUC. Perform proper disposal
Learning Competency/ies: of waste materials according Code:
(Taken from the Curriculum Guide)
to manufacturers, government, and farm TLE_AFAACP9-12ASMO-Ih-j-3
requirements.
Key Concepts / Understandings Performing proper disposal of waste
to be Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing
something with familiarity
gained through experience Understanding Interpret the ways of disposing and segregating solid waste
or association

Applying
Skills
The ability
and capacity acquired through Analyzing
deliberate, systematic, and
sustained effort to smoothly
and adaptively carryout
complex activities or the ability,
coming from one's knowledge,
Evaluating
practice, aptitude, etc., to do
something
Creating
Outline ways of disposing and segregating solid waste
Responding to
Attitude Display obedience in disposing and segregating solid waste
Phenomena

Values

2. Content Waste Management - Compliance with DENR regulations

3. Learning Resources Curriculum guide, Learning module

4. Procedures
4.1 Introductory Activity
Physical arrangement of the classroom
5 minutes
4.2 Activity
Let the remaining group to present their output.
25 minutes
4.3 Analysis
Do you think your output is effective?
5 minutes
4.4 Abstraction
 10 minutes

4.5 Application
Call a member in a group and him read their output.
5 minutes
4.6 Assessment
Anlysis of Learners' Products Give corresponding scores to the students output.
5 minutes
4.7 Assignment Enhancing / improving the day’s
Rewrite your output in your respective journal.
3 minutes lesson
4.8 Concluding Activity Source reduction is, on the face it, perhaps the most appealing of all the possible approaches to solid waste
2 minutes management.
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for remediation.

E.   Which of my learning strategies worked well?

Why did these work?

F.   What difficulties did I encounter which my

principal or supervisor can help me solve?
G.  What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by:
Name: MARIETA E. LINA School: ROSARIO NATIONAL HIGH SCHOOL
Position/
Designatio TEACHER II Division: CEBU
n:
Contact
9351243471 Email address: marietalina@rocketmail.com
Number:
 Date:

Code:
CP9-12ASMO-Ih-j-3
hes to solid waste

SCHOOL

om
 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
38 EDUC. 9 1 60 August 9,2017
Learning Competency/ies: Perform labeling and storing of unused Code:
materials according to manufacturer's
(Taken from the Curriculum Guide)
recommendation and farm requirements. TLE_AFAACP9-12ASMO-Ih-j-3
Key Concepts / Understandings to be Labeling and storing of unused materials.
Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering
Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding Interpret the guidelines of storing and transporting chemicals.
experience or association

Applying Use the tips/guidelines in storing and transporting chemicals.

Skills
The ability and Analyzing
capacity acquired through
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing Show interest in listening the topic being presented.

Values Valuing Makakalikasan:Practice saving the ecosystem through proper keeping of unused materials.
2. Content Labeling & storing of unused materials.
3. Learning Resources curriculum guide,learning module,laptop.
4. Procedures
4.1 Introductory Activity
Using multi media,view a short vedeo clip.
3 minutes
4.2 Activity Group activity:From the vedeo clip,let the students enterpret some tips/guidelines in storing and
5 minutes transporting chemicals.
4.3 Analysis
Pose the ff.questions:1.Why we never store oxidizing agents with fuel?How to store and transport chemicals?
10 minutes
4.4 Abstraction
Discuss the important tips in storing and transporting chemicals.
15 minutes
4.5 Application
Present a case analysis,after considering the potential risk to people's health or to the environment,let
15 minutes the students use the tips/guidelines in storing and transporting chemicals.

4.6 Assessment Talking to Oral ricitation:1.Why is it important to store chemicals?What is the safe
5 minutes Learners/conferencing transport of chemicals?
4.7 Assignment
Enhancing/improving the
Collect pictures which shows storing and transporting chemicals.
3 minutes day's lesson
4.8 Concluding Activity
Protect life and be responsible of anything/evrything you do.
4 minutes
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?

Prepared by:
Name: MARIETA E.LINA School: ROSARIO NATIONAL HIGH SCHOOL
Position/ Division:
Designation: Teacher-II CEBU PROVINCE
Contact Number: Email address:
09351243471 marietalina@rocketmail.com.
 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
38 EDUC. 9 1 60 August 9,2017
Learning Competency/ies: Perform labeling and storing of unused Code:
materials according to manufacturer's
(Taken from the Curriculum Guide)
recommendation and farm requirements. TLE_AFAACP9-12ASMO-Ih-j-3
Key Concepts / Understandings to be Labeling and storing of unused materials.
Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering
Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding Define waste management system.
experience or association

Applying Implement waste management system.

Skills
The ability and Analyzing
capacity acquired through
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing Show interest in listening the topic being presented.

Values Valuing Makakalikasan:Practice saving the ecosystem through proper keeping of unused materials.
2. Content Labeling & storing of unused materials.
3. Learning Resources curriculum guide,learning module,laptop.
4. Procedures
4.1 Introductory Activity
Give some motive question: What is environmental law?
3 minutes
4.2 Activity
Give the students a handout showing the Presidential Decree(PD)1152
5 minutes
4.3 Analysis
What is PD 1152?What is environmental law?
10 minutes
4.4 Abstraction
Discuss the important tips in storing and transporting chemicals.
15 minutes
4.5 Application
Present a case analysis,after considering the potential risk to people's health or to the environment,let
15 minutes the students use the tips/guidelines in storing and transporting chemicals.

4.6 Assessment Talking to Oral ricitation:1.Why is it important to store chemicals?What is the safe
5 minutes Learners/conferencing transport of chemicals?
4.7 Assignment
Enhancing/improving the
Collect pictures which shows storing and transporting chemicals.
3 minutes day's lesson
4.8 Concluding Activity
Protect life and be responsible of anything/evrything you do.
4 minutes
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?

Prepared by:
Name: MARIETA E.LINA School: ROSARIO NATIONAL HIGH SCHOOL
Position/ Division:
Designation: Teacher-II CEBU PROVINCE
Contact Number: Email address:
09351243471 marietalina@rocketmail.com.
 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
27 EDUC. 9 1 60 July 20,2017
Learning Competency/ies: Report hazards in the workplace in line with Code:
(Taken from the Curriculum Guide) farm guidelines. TLE_AFAACP9-12ASMO-Ic-g-2
Key Concepts / Understandings to be Hazards/risk in the workplace.
Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering Identify the types of hazards.

Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Applying
Skills
The ability and Analyzing Distinguish the different types of hazards.
capacity acquired through
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing Develop oneself awareness.

Values Valuing Explain honestly the types of hazards.

2. Content Hazard/risk in the workplace.
3. Learning Resources curriculum guide,learning module,laptop.
4. Procedures
4.1 Introductory Activity
What are the common way to distinguish hazards?What are the types of hazards?
3 minutes
4.2 Activity
Show some pictures of different types of hazards,have the students categorized the types of hazards.
5 minutes
4.3 Analysis Pose the ff.questions:1.What are the examples of biological hazards?What about psychosocial hazards?How
10 minutes these affect to our health?

4.4 Abstraction
Discuss the common types of hazards,disntinguish one from another.
15 minutes
4.5 Application
Complete the data in a given table,identify the types of hazards and hoew these affect to our health
15 minutes
4.6 Assessment
Test 1.How are hazards categorized?What are the common types of hazards?
5 minutes
4.7 Assignment
Enhancing/improving the
Make a heirarchy of control measures.
3 minutes day's lesson
4.8 Concluding Activity
Prevention is better than ccure.
4 minutes
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?

Prepared by:
Name: MARIETA E.LINA School: ROSARIO NATIONAL HIGH SCHOOL
Position/ Division:
Designation: Teacher-II CEBU PROVINCE
Contact Number: Email address:
09351243471 marietalina@rocketmail.com.
 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
9 EDUC. 9 1 60 June 20,2017
Learning Competency/ies: Use tools and materials according to Code:
(Taken from the Curriculum Guide) specifications and procedures. TLE-AFAACP9-12ASMO-Ic-g-2
Key Concepts / Understandings to be Tools and Materials
Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering Identify different hand tools.

Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Understanding Use tools according to their specific functions.

Skills
The ability and Analyzing
capacity acquired through
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing Develop the value of caring the tools.

Values Valuing Display kindness in discussiing tools and materials.

2. Content Tools and materials
3. Learning Resources curriculum guide,learning module,loptop
4. Procedures
4.1 Introductory Activity
Pose the ff.questions:1.What is tool?How are tools classified?Why do we need tools in doing certain tasks?
3 minutes
4.2 Activity
Show to the class the available tools,have the students identify the hand tools.
5 minutes
4.3 Analysis
Let the students select some tools and give the appropraite function.
10 minutes
4.4 Abstraction Explain the appropraite functions of hand tools,and give the importants of familiarizing the uses of
15 minutes different tools.
4.5 Application
Prepare a garden plot and use the tools according to their specific functios.
15 minutes
4.6 Assessment 1.What is used for cutting weeds & small branches of trees?What is used
Test
5 minutes for cutting bigger post?
4.7 Assignment
Enhancing/improving the
Make a scrapbook of the different farm tools with their specific functions.
3 minutes day's lesson
4.8 Concluding Activity
Consider well what your strenght is equal to and what exceeds your ability.
4 minutes
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
remediation.
E.   Which of my learning strategies worked well? Why did these
work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?

Prepared by:
Name: MARIETA E.LINA School: ROSARIO NATIONAL HIGH SCHOOL
Position/ Division:
Designation: Teacher-II CEBU PROVINCE
Contact Number: Email address:
09351243471 marietalina@rocketmail.com.
 Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

TECHNOLOGY & LIVELIHOOD
16 EDUC. 9 1 60 June 30,2017
Learning Competency/ies: Wear outfits according to farm Code:
(Taken from the Curriculum Guide) requirments. TLE-AFAACP9-12ASMO-Ic-g-2
Key Concepts / Understandings to be PPE
Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Remembering Describe PPE.

Knowledge
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Applying Use PPE according to farm requirments.

Skills
The ability and Analyzing
capacity acquired through
deliberate, systematic, and sustained
effort to smoothly and adaptively Evaluating
carryout complex activities or the
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something

Attitude Valuing Consider tpe proper outfit in the farm.

Values Valuing Dispaly kindness in discussing PPE.

2. Content PPE
3. Learning Resources curriculum guide,learning module,loptop
4. Procedures
4.1 Introductory Activity
Divide the students into group.
3 minutes
4.2 Activity
Let the students prepare their PPE and tools for a certain tasks.
5 minutes
4.3 Analysis
Pose the ff.questions:Why do we need to wear PPE in doing farm operations?
10 minutes
4.4 Abstraction
Discuss/demonstrate the use of PPE in performing tasks.
15 minutes
4.5 Application
Performance:Individually the students perform the correct use of shovel,let them wear thier PPE.
15 minutes
4.6 Assessment Analysis of
Learners'Products
Evaluating students using the rubrics.
5 minutes
4.7 Assignment
Enhancing/improving the Cut out pictures of different housekeeping/farming activities wearing outfits
3 minutes day's lesson according to farm requirements.
4.8 Concluding Activity
Care oneself
4 minutes
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities for

remediation. D.  No. of learners who continue to require remediation.

E.   Which of my learning strategies worked well? Why did these

work?

F.   What difficulties did I encounter which my principal or

supervisor can help me solve?

G.  What innovation or localized materials did I use/discover

which I wish to share with other teachers?

Prepared by:
Name: MARIETA E.LINA School: ROSARIO NATIONAL HIGH SCHOOL
Position/ Division:
Designation: Teacher-II CEBU PROVINCE
Contact Number: Email address:
09351243471 marietalina@rocketmail.com.