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Annex 2B.3 to DepEd Order No. 42, s.

2016
DAILY LESSON LOG School Papaya National High School Grade Level GRADE 7
Teacher BERNARDO M. ELARMO Learning Area Animal Production
Teaching Dates and Time Quarter

Day 1
I. OBJECTIVES
1. Identifying types of housing for poultry and livestock production.
2. Different components of housing of poultry and livestock production
A. Content Standards
3. Illustrating the different types of housing for poultry and livestock.
1. Types of housing and their components used in poultry and livestock are identified
B. Performance Standards 2. Designs of different housing used in poultry and livestock are drawn.
LO1 Draw layout plan of different types of housing
C. Learning 1.1 Identify poultry housing system
Competencies/Objectives 1.2 Differentiate types of roofs in poultry housing system

1. Types of poultry housing


II. CONTENT
2. Components of housing
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 15-16
2. Learning Materials pages 59 - 75
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources Exploratory Course on Animal Production
IV. PROCEDURES
A. Reviewing previous lesson or The teacher will ask the students “in your own point of view, why do you think are housing systems for animals
presenting the new lesson specifically for poultry be given a major consideration?”
B. Establishing a purpose for the
How you can say that a home is not only house and a certain house is a home?
lesson
C. Presenting examples/instances For example, I’ll give you Php 50,000.00 what type of house will you build? Where will you build a house?
of the new lesson What are the materials will you use? And why?
D. Discussing new concepts Video presentation of housing systems.
and practicing new skills #1 What have you gained from the video presentation?
There are various types of construction.
Show and analyze sample plan and house design of a poultry house.
Types of roof used in poultry houses

E. Discussing new concepts and


practicing new skills #2

Students will be grouped into 10 groups each with 5 members. Each group will be given materials (e.g. Manila
paper, pentel pens, etc.) for presentation. Each group will be instructed to pick a phrase from the box indicating the
type of poultry housing system and they are going to have a brainstorming to sketch a design of poultry house. A
member of the group will post their sketch in front.

F. Developing Mastery (Leads to


formative assessment 3)

Sample Sketch
G. Finding practical applications of
Based on your locality, which do you think is the most applicable housing system to be used. Explain your answer.
concepts and skills in daily living
H. Making generalizations and
What do we need to consider in constructing poultry housing system in your locality?
abstractions about the lesson
Enumerate the following:
I. Evaluating learning 1. At least 3 types of poultry housing system.
2. 5 types of roof in poultry house with illustration.
J. Additional activities for
The students will task to take pictures of poultry housing system that is used in locality.
application or remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial class work?
No. of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Annex 2B.3 to DepEd Order No. 42, s. 2016
DAILY LESSON LOG School Papaya National High School Grade Level GRADE 7
Teacher BERNARDO M. ELARMO Learning Area Animal Production
Teaching Dates and Time Quarter

Day 2
I. OBJECTIVES

1. Identifying types of housing for poultry and livestock production.


2. Different components of housing of poultry and livestock production
A. Content Standards
3. Illustrating the different types of housing for poultry and livestock.

1. Types of housing and their components used in poultry and livestock are identified
2. Designs of different housing used in poultry and livestock are drawn.
B. Performance Standards

LO1 Draw layout plan of different types of housing


C. Learning 1.1 Identify piggery housing system
Competencies/Objectives 1.2 Design a pig house

II. CONTENT 1. Housing system for livestock(piggery)


2. Building pig houses
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 15 - 16
2. Learning Materials pages 59 - 75
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources Exploratory Course on Animal Production
IV. PROCEDURES
WORD HUNT. Students are to find the words that are connected with animal production and gave brief definition
why it is related to animal production.

A. Reviewing previous lesson or


presenting the new lesson

B. Establishing a purpose for the Video clip about farming will show; importance of farming, what do we get from farm, how farming affect
lesson economy.

C. Presenting examples/instances of Do you see pig houses in your locality?


the new lesson Do your think pig house are in good condition that suitable for the animals?
Does good building may not improve the health of the pigs? Why?
Group Activity. The student will task to read and analyze about Building Orientation & Ventilation System. Pages
D. Discussing new concepts and
70-72 of the module. Afterwards they will reflect to a question “do you think piggery is applicable in your
practicing new skills #1
locality?”
E. Discussing new concepts and The teacher will post while the students analyze a Table for Space Requirements of Building and Equipment for
practicing new skills #2 swine.
F. Developing Mastery (Leads to Group Activity. Each group must present a design of a piggery that follows different considerations in buildings pig
formative assessment 3) houses.
G. Finding practical applications of
Is the piggery on your locality has the accurate dimensions of buildings and equipment for swine?
concepts and skills in daily living
H. Making generalizations and
What are the considerations before starting to build a pig farm?
abstractions about the lesson
Suppose you want to raise six (6) pigs which will be kept until they reach the marketable weight of 90 kgs.
I. Evaluating learning
Illustrate the typical house of swine based on the table show with proper dimensions.
J. Additional activities for Compile a picture of livestock housing system in your locality, paste it on bond paper then submit it on the next
application or remediation day.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial class work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Annex 2B.3 to DepEd Order No. 42, s. 2016
DAILY LESSON LOG School Papaya National High School Grade Level GRADE 7
Teacher BERNARDO M. ELARMO Learning Area Animal Production
Teaching Dates and Time Quarter
Day 3
I. OBJECTIVES
Demonstrate understanding of/on:
1. Basic building codes in constructing poultry and livestock houses.
A. Content Standards
2. Signs and symbols on building codes
1. Building codes in constructing poultry and livestock houses are discussed.
B. Performance Standards 2. Signs and symbols of building codes are interpreted
LO2. Enumerate the building codes in constructing poultry and livestock houses
C. Learning
2.1 explain each codes
Competencies/Objectives

II. CONTENT 1. Building codes


III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 15-16
2. Learning Materials pages 77 - 88
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources Exploratory Course on Animal Production
IV. PROCEDURES
A. Reviewing previous lesson or
Picture –Parade: Let the students pick a picture in the box. Afterwards they will identify them.
presenting the new lesson
B. Establishing a purpose for the The student will cite an example of building codes that they know in building construction, or any rules about
lesson contrasting houses.
C. Presenting examples/instances of Building codes stipulate details of the construction and maintenance of a building or construction.
the new lesson From that sentence the student will formulate their own rules/ specification in building an animal house.
PowerPoint presentation on codes in constructing poultry and livestock houses.
Group Activity. The students will make a simple scenario in construction. Each group member will serves as the
D. Discussing new concepts and
construction worker; foreman, carpenter, mason, labor, etc.
practicing new skills #1
The scene will be focus on implementing building codes during construction.

Presentation of ideal design following the building codes in constructing livestock houses.
E. Discussing new concepts and
Post a table of ideal measurements of houses of farm animals.
practicing new skills #2
Group work.
F. Developing Mastery (Leads to
Each group will be assigned specific farm animals species and weights. They will task to compute for accurate cage
formative assessment 3)
areas and heights based on the table that has been post.
You happened to pass by a man constructing a house for his chicken, how you will make him know that there
G. Finding practical applications of
should be a code to be followed.
concepts and skills in daily living
Why does unsuitable or poorly designed livestock housing affect the livestock themselves.
H. Making generalizations and Do you think codes are really important to obey in constructing a house even if it is for few, small animals? How do
abstractions about the lesson you say so?
Enumerate the building codes and have a brief explanation how each code is implemented.
I. Evaluating learning
Student will conduct some research work to describe the assessment criteria of poultry housing. They will be guided
by the following questions.
J. Additional activities for
a. Why are the criteria so important in designing suitable housing for poultry?
application or remediation
b. Why do unsuitable or poorly designed chicken housing affect the poultry themselves?
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial class work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Annex 2B.3 to DepEd Order No. 42, s. 2016
DAILY LESSON LOG School Papaya National High School Grade Level GRADE 7
Teacher BERNARDO M. ELARMO Learning Area Animal Production
Teaching Dates and Time Quarter
Day 4
I. OBJECTIVES
Demonstrate understanding of/on:
1. Basic building codes in constructing poultry and livestock houses.
A. Content Standards
2. Signs and symbols on building codes
1. Building codes in constructing poultry and livestock houses are discussed.
B. Performance Standards 2. Signs and symbols of building codes are interpreted
LO2. Enumerate the building codes in constructing poultry and livestock houses
C. Learning 2.1 identify signs and symbols in building codes
Competencies/Objectives 2.2 interpret signs and symbols

II. CONTENT 1. Signs and symbols in building codes


III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 15 - 16
2. Learning Materials pages 77 - 88
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources Exploratory Course on Animal Production
IV. PROCEDURES
Draw lots. The teacher will draw the name of the student, once the student will called they will make a sign
B. Reviewing previous lesson or
language while his/her classmate try to identify what that does mean.
presenting the new lesson
Guess What.
B. Establishing a purpose for the
The student will find a pair; the one will make a sign/symbol while the other will identify what is that symbol
lesson
means.
C. Presenting examples/instances of
What are the sign and symbols that you were see in our school? At home? In the street?
the new lesson
D. Discussing new concepts and Video clip presentations about importance of signage are in construction.
practicing new skills #1 What are the lessons behind the video clips?
Be Quick to Win it. Students will be grouped into 2 with 20 members each. Those who will not be in a group will
serve as scorers, guard and checkers. Each of group will form a line. The first person will state the description while
E. Discussing new concepts and
the next member will draw the proper sign or symbol, and so on until the pair has finished the task. Each pair will
practicing new skills #2
have only one chance to make a point, otherwise if the partner failed to draw the correct symbol, they will leave the
problem and let the next partners to complete the task.
F. Developing Mastery (Leads to Flashing signs on the screen, together with the corresponding meaning or description. Students’ task is to analyze
formative assessment 3) all those signs.
G. Finding practical applications of What are the signs and symbols that you most frequently see in your locality during building construction. As a
concepts and skills in daily living student how will those sign help you in your daily living?
H. Making generalizations and
What do you think will be the disadvantages if you will not put a sign while constructing a house or building?
abstractions about the lesson
Identify each sign and when/where they be used?

I. Evaluating learning

J. Additional activities for


On an illustration board the student will draw a sign/ symbol that will be assigned by the teacher.
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial class work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

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