Q2 Lesson Exemplar for TLE Grade 7, DepED, SY 2024-2025 PDF

7 Quarter 2 Lesson Exemplar Lesson for TLE 1 IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM Lesson Exemplar for TLE Grade 7 Quarter 2: Lesson 1 (Week 1) SY 2024-2...

7 Quarter 2 Lesson Exemplar Lesson for TLE 1 IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM Lesson Exemplar for TLE Grade 7 Quarter 2: Lesson 1 (Week 1) SY 2024-2025 This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures. Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them. Development Team Writer: Dr. Lorena A. Castro (Philippine Normal University - Manila) Validator: Victor S. Rosales, PhD (Mindanao State University – Iligan Institute of Technology) Management Team Philippine Normal University Research Institute for Teacher Quality SiMERR National Research Centre Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected]. TLE/ QUARTER 2/ GRADE 7 I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES A. Content The learners demonstrate an understanding of the concepts and skills in agri-crops and animal production. Standards B. Performance After this lesson, learners are expected to perform agricultural practices in crop production based on industry Standards standards. C. Learning Learning Competency Competencies Discuss career and business opportunities in Agriculture. and Objectives Lesson Objectives 1. Acquire knowledge on the different career and business opportunities in agriculture. 2. Value the possibilities of indulging oneself in agricultural business and other job opportunities related to agriculture in the future. D. Content Career and Business Opportunities in Agriculture E. Integration Efficiency is necessary in any agricultural career and business. Thus, investing in new technologies will assure good quality harvests that promote successful local and global markets. II. LEARNING RESOURCES ANC 24/7. (2023, June 15). Department of Agriculture launches program to attract young Filipinos to go into agri-business | ANC [Video]. YouTube. https://www.youtube.com/watch?v=leEAUrxQH0c Chen, J. (2023, October 10). Agribusiness explained: What it is, challenges, and examples. Investopedia. https://www.investopedia.com/terms/a/agribusiness.asp Indeed Editorial Team. (2023, July 31). Careers in agriculture to explore. Indeed. https://www.indeed.com/career-advice/finding-a- job/careers- in-agriculture Merriam-Webster Dictionary. (n.d.). Agriculture. https://www.merriam-webster.com/dictionary/agriculture 1 III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS A. Activating Prior DAY 1 Knowledge 1. Short Review: Agricultural Arts comprises Plant (vegetable, crop and tree) and Animal (swine, News clippings may be poultry, livestock raising, and fish) production. Discuss current agricultural accessed on reliable news sites. issues in the country and/or local communities. News clippings on food supplies may be shared. These can be about the slump in the price of sugar, rice importation, global rice shortage, and agricultural smuggling. The following questions may be asked: 1. What could be the causes behind these agricultural issues? 2. Which government and non-government sectors are responsible for these agricultural challenges? 3. What measures may be taken to address these issues? 2. Feedback (Optional) B. Establishing 1. Lesson Purpose The teacher can elicit ideas on Lesson Purpose Have students share news articles on opportunities in the agricultural Agricultural Careers and Agri- industries. The articles may be on any of the following: business. Local agribusinesses Agritourism/Farm Tourism and opportunities must be Agricultural Trade Industry highlighted. Innovation and Technology in Food Industry Agri Businesses, Dairy Industry Modernization of livestock and poultry industries 2. Unlocking Content Vocabulary Agriculture- It is the science, art or practice of soil cultivation through crop production and livestock raising that involves varying degrees of preparation that may result in selling and marketing of the end products. Agricultural Careers- They are professional paths related to farming, cultivation and animal husbandry. These career paths involve everything from growing crops and nurturing the soil to raising livestock like cattle, pigs and chickens. 2  Agri-business- It encompasses the economic sectors for farming and farming- related commerce. It involves all the steps for getting agricultural goods to the market, including production, processing, and distribution. C. Developing and SUB-TOPIC 1: Agribusiness Deepening Understanding 1. Explicitation: Have students watch this video from the YouTube channel, ANC In the absence of reliable 24/7. The news clip features a Department of Agriculture program that internet connection, the video encourages young Filipinos to pursue a career in agribusiness. Pause video at may be downloaded or news 3:00. ANC 24/7. (2023, June 15). Department of Agriculture launches program clippings on the same news to attract young Filipinos to go into agri-business | ANC [Video]. YouTube. item may be printed for the https://www.youtube.com/watch?v=leEAUrxQH0c students to read. 1. Why did the Department of Agriculture launch the grant program for starting an agribusiness? (1. The teacher can highlight 2. Which featured agribusinesses would you consider trying? the aging farmers, thus the 3. Would a career in agriculture be rewarding? Why or why not? need to entice younger Filipinos to go into farming industries.) 2. Worked Example: Have the class explore the website agribusiness.da.gov.ph particularly the job opportunities and job postings. The teacher may also download job posting information from job sites (e.g., https://ph.indeed.com/?from=gnav-jobsearch--indeedmobile) Type in the search bar “agriculture” and indicate place (e.g., Quezon City) to get results on job vacancies in the agriculture sector. In the absence of reliable The different types of agriculture jobs or careers: internet connection in the a. Administrative jobs involve performing administrative roles that support classroom, students may be workers in the agriculture industry. tasked to explore the job sites b. Engineering jobs involve using high-level science and math to solve on their own and download a complex problems. Professionals, evaluate, design, test and install job posting that interests them. agricultural equipment and systems. These may be shared in class c. Labor jobs require workers to perform manual tasks such as planting, as the definitions of different harvesting, caring for animals and maintaining equipment. agriculture jobs are discussed. d. Sales jobs are performed by professionals who are responsible for selling materials and products to customers. The application requirements and qualifications should also 3  e. Science jobs are those of scientists who work in agriculture and be mentioned as the specialize in crops, livestock or food production. agricultural jobs are defined. The recommended job sites can Agricultural Jobs provide relevant information on a. Farm workers perform essential manual labor tasks under the this. supervision of farmers and ranchers. They harvest or inspect crops, assist in watering the plants, applying fertilizer and pesticides to control weeds The teacher should have data and insects. on the demographics of the b. Growers are responsible for taking care and raising crops that involves learners when it comes to the proper management of the growing plants and its environment to keep learner's family/parents' the crops/plants healthy. occupation. This will guide the c. Grain Elevator operators assist in maintaining essential quality teacher if the learners are from standards of grains by properly storing, shipping and purchasing grains. a family of farmers. They receive incoming grain deliveries, store the grain safely and they may assist in preparing outgoing shipments, drying grain and blending Have students categorize these different grain types. agricultural jobs if they are d. Agricultural equipment technicians maintain, install and repair Administrative, Engineering, machines and implements. They perform preventive maintenance, which Labor, Sales, and/or Science may involve refueling machines, replacing batteries, changing the oil and jobs. lubricating moving parts. When they detect a malfunctioning equipment, they perform diagnostic tests and conduct necessary repairs. e. Purchasing agents are responsible for buying agricultural products and raw materials at wholesale for processing and reuse. These professionals often have to meet specific purchasing quotas for processors. They work with several farming clients, who serve as suppliers of grain, milk and other agricultural products. f. Farm warehouse managers are responsible for overseeing all activities related to storing, shipping and receiving agricultural materials. They send and receive shipments, including loading and unloading products and materials. g. Agriculture specialists perform administrative support and clerical tasks that focus on a certain aspect of farming. Some agriculture specialists focus on storage, which requires them to work with farmers to develop high-performing crop and grain storage and inventory systems. h. Sales representatives sell materials and products to businesses and government agencies. They seek out prospective customers by attending 4  trade shows, reviewing customer lists and following leads from existing clients. They determine customers' needs, explain how their products meet clients' needs and create packages that meet customers' budgetary and timeline needs. i. Crop managers oversee the many steps in the crop production process. They supervise seed sourcing, planting processes and scheduling as well as fertilizing, irrigation and harvesting. j. Environmental engineers use science and engineering principles to design and apply solutions to problems that occur on agricultural sites. They assess environmental conditions—including testing soil and analyzing drainage capabilities—and develop improvements. k. Feed mill managers supervise the production and storage of animal feed. They are responsible for monitoring inventory levels, scheduling feed production and inspecting the quality of the grain. These professionals set and maintain quality standards, assess and improve operating procedures and track customer complaints. l. Research scientists who specialize in agriculture often work as food scientists, who research and develop processes for manufacturing, storing and packaging food. They are responsible for developing or improving products, but some specialize in detecting contaminants or administering government regulations. (See worksheet #1 for the additional activity which students will accomplish.) Example job hiring posters may 3. Lesson Activity: be searched and downloaded Tell the students that the Department of Agriculture is holding a Job Fair to online. recruit young professionals and K to 12 graduates in agricultural jobs. The task of the class is to prepare job hiring posters. Students can use Canva, Students can work in groups Powerpoint, MS Word, or traditional art materials to make the posters. Below and display their posters in a are examples: gallery walk. They may be asked to choose one from among the job vacancies and apply for the job. Mock job interviews may be simulated. Other TLE teachers 5  may be involved as interviewers or hiring managers. Local agribusiness owners and/or agricultural officers may also be invited to give a short talk on career opportunities in agriculture. D. Making DAY 2 The teacher will ask the Generalizations students to revisit their 1. Learners’ Takeaways previous output on this task. 1. How important are agricultural jobs? The teacher will help solidify 2. How can we encourage more young people to join the agricultural industry? the learnings of the students. Integrate concepts such as 2. Reflection on Learning efficiency in agricultural career Which agricultural job would you include as one of your career options? Why? and business, development of system and organization. IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS A. Evaluating DAY 2 Students’ output may be Learning assessed based on their 1. Formative Assessment understanding of the nature of Choose one agricultural job and create a job profile. Use the template below: the agricultural job chosen. The job may be selected from the 6  Job Title: ones discussed in the lesson. Students may also work on Responsibilities: other job titles. Qualifications 2. Homework (Optional) B. Teacher’s Note observations on The teacher may take note of Remarks any of the following Effective Practices Problems Encountered some observations related to areas: the effective practices and problems encountered after strategies explored utilizing the different strategies, materials used, learner materials used engagement and other related stuff. learner engagement/ interaction Teachers may also suggest others ways to improve the different activities explored/ lesson exemplar. C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every Reflection ▪ principles behind the teaching lesson conducted/ facilitated is What principles and beliefs informed my lesson? essential and necessary to Why did I teach the lesson the way I did? improve practice. You may also consider this as an input for ▪ students the LAC/Collab sessions. What roles did my students play in my lesson? What did my students learn? How did they learn? ▪ ways forward What could I have done differently? What can I explore in the next lesson? 7