Grades 6 School Grade Level SIX

DAILY Teacher Learning Area EPP

LESSON Teaching Dates and Time June 12-16 , 2017 Quarter 1st QUARTER
LOG
WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
OBJECTIVES
A. Content Demonstrates an understanding of scientific practices in planting trees and fruit trees
Standards
B. Performance Applies knowledge and skills in planting trees and fruit trees
Standards
C. Learning Uses of elements to be Identify market Identify source of fruit Identify famous orchard farms
Competencies / observed in planting demands for fruits bearing trees in the country
Objectives Independence Day trees and fruit bearing ( in the community)
Write the LC code for Holiday trees. TLE 6 AG-Ob-2- 1.2.4
each TLE 6 AG-Ob-2- 1.2.2 TLE 6 AG-Ob-2-
TLE 6 AG-Ob-2- 1.2.3
1.2.1
II. CONTENT Propagating trees and Propagating trees and Propagating trees and Propagating trees and fruit
fruit trees fruit trees fruit trees trees
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide Pages
2. 2. Learner’s Materials
Pages
3. 3. Textbook Pages
4. 4. Additional Materials
from Learning Resource
(LR) Portal
5. 5. Other Learning http://www.ehow.com/info_7823641_types-
orchards.html
Resources
IV. PROCEDURES
A. Reviewing previous Plants need several What are the elements What is market?
lesson inputs in order to in planting and fruit-
survive and thrive. bearing trees? What is demand?
Water, of course, is
 essential, as it is for all
living things; a
medium in which to
grow; and sunlight to
enable them to
photosynthesize are all
key. But at a smaller
scale, there are three
elements that are
essential ingredients to
healthy plant growth:
potassium, nitrogen
and phosphorous. Each
performs a different
role for the plant, and
making a good balance
of these elements
available to their plants
is one of the roles of
the permaculture
gardener to ensure
healthy plants and a
good harvest.
Fortunately there are
methods and
techniques that
gardeners can employ
to increase the
presence of each of the
three elements in the
soil.
B. Establishing a Nitrogen, taken up by What is market? Let the pupil look Let the pupils identify an
purpose for the plant roots from the around in the school orchard in their community
lesson soil after it has been What is demand?
processed into a What have you seen? Each pupil will select which
soluble form by of them is the famous orchard
microorganisms, is in your community
 essential for plants to What kind of trees
develop proteins. present in our
Phosphorus plays a surroundings?
number of important
roles in the physical Can you enumerate the
development of a Market- is a place fruit bearing trees
plant. Firstly, it is used where product brought present in our
by the plant to move and sold. surroundings?
energy and nutrients
around itself, so that Demand- where the
all parts of the plant product has a high
remain healthy. amount and has a short
amount present.
Potassium is key to
ensuring all the
physiological process
in a plant function
normally. It is an
element that helps the
plant activate enzymes,
form sugars, and
synthesize proteins

C. Presenting examples Pupil will give the Show a picture of Group Activity Pupils will describe an
/ instances of the elements in order that market with has a lot of orchard present in the
new lesson the plants and fruit mango fruits displayed Group 1- List down all community
bearing trees will grow the fruit bearing trees
inside the school

Group 2- List down all

the fruit bearing trees
in the outside the
school

Show a picture of Group 3- Draw the

market wherein mango fruit bearing trees they
fruits is minimal. see in the school
D. Discussing new What are the plants Each group will Group activities
concepts and needed in order to Group activity present their work
practicing new skills grow? Group I- will describe the
#1 Group I – explain the What are the fruit orchard in their community
How these can be first picture bearing trees inside Group II-
helpful in plants and our school? Group III- will draw an
fruit bearing trees? Group II- Explain the orchard
second picture What are the fruit Group IV – Make a jingle
bearing trees outside inviting to visit their orchard
the school?
Each group will present their
work.

E. Discussing new Group activities Group activity Pupils will choose whose the
concepts and Group 1 – observe in Each group will have a orchard is the famous among
practicing new skills your community what name came from a them all
#2 fruits available fruit bearing trees
Group II – observe in present in our
your community what community
fruit that are in demand
In your community? Each group will act
out presenting their
group

F. Developing Mastery After presenting What are the quality of having

(Leads to Formative Why fruits are available the famous orchard in your
Assessment 3) in your community? community

Why fruits are not

available in your
community?
G. Finding Practical What are the elements In your observation What are the source
applications of of plants and fruit what are the fruits fruit bearing trees?
concepts and skills bearing trees to grow? available in your
community?
H. Making How these elements How does it affect in What are sources of Who is the most famous
generalizations and affect the plants and our needs the fruit bearing trees? orchard in your community?
fruit bearing trees?
 abstractions about a. Availability of
the lesson fruits
b. Shortage of
fruits in your
community
I. Evaluating Learning Define the following: Enumerate fruits that Enumerate the sources Enumerate the most famous
are not available in of fruit bearing trees in orchard in your community
1. Nitrogen your community your community 1.
2. Phosphorus 1. 1. 2.
3. Potassium 2. 2. 3.
3. 3. 4.
4. 4. 5.
5. 5.
Enumerate fruits that
available in your
community
1.
2.
3.
4.
5.
J. Additional activities
for application or
remediation

K. REMARKS

L. 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
lessons 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 innovative or
localized materials did
I use/discover which I
wish to share with
other teachers?