Republic of the Philippines

Department of Education
REGION VI-WESTERN VISAYAS
DIVISION OF NEGROS OCCIDENTAL
NEGROS OCCIDENTAL NATIONAL AGRO-INDUSTRIAL SCHOOL OF HOME INDUSTRIES
ARANDA, HINIGARAN, NEGROS OCCIDENTAL
School: NONAISHI Grade Level: 11
Teacher: . ANNA MARIE A. HERAMIS Learning Area: AGRI CROP PRODUCTION
LESSON EXEMLAR Teaching Dates and
Time: JUNE 23-26 Quarter/Week: Q1/W1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.CONTENT STANDARDS AND
LEARNING
A. Pamantayang Pangnilalaman The learners demonstrate understanding of principles on the overview of agricultural crops production, farm tools, implements and simple
(Content Standards) equipment and pre-operative check-up following the manufacturer’s manual.

B. Pamantayan sa Pagganap The learners perform pre-operative checking of tools, farm implement and equipment in accordance with manufacturer’s manual.
(Perfomance Standards)

C. Pamantayan sa Pagkatuto Overview of Agricultural Overview of Agricultural Crops

(Learning Competencies) Crops Production Production

• Career and Business • Challenges in Agricultural

Opportunities in Agricultural Crops Production
Crops Production

Layunin
Lesson Objective
1. Define agricultural 4. Identify various  Identify and describe  Identify and describe
crops production career opportunities the major categories various challenges
and its within the of agricultural crops. faced in agricultural
significance. agricultural crops crops production.
 Explain the
production sector.
2. Identify the major significance of  Categorize these
categories of 5. Explore potential agricultural crops challenges into
agricultural crops. business production to the different areas (e.g.,
opportunities related economy and environmental,
3. Discuss the basic
to agricultural crops society. economic,
processes involved
  Discuss the different technological,
production. stages involved in social).
the agricultural crops
6. Understand the  Discuss the potential
in agricultural crops production cycle.
skills and knowledge impacts of these
production required for success challenges on food
in these careers and security and
businesses. agricultural
sustainability.

D. Nilalaman Career and Business  Major Categories of  Environmental

(Content) Opportunities in Agricultural Agricultural Crops Challenges (e.g.,
Crops Production (e.g., food crops, climate change,
fiber crops, industrial pests and diseases,
Overview of Agricultural • On-farm Careers (e.g., crops, ornamental soil degradation,
Crops Production farm owner/manager, crop crops) water scarcity)
technician, agricultural  Economic and  Economic
• Definition and worker) Social Importance of Challenges (e.g.,
Significance of Agricultural Agricultural Crops market price
Crops Production • Off-farm Careers (e.g., (e.g., food security, fluctuations, input
agricultural consultant, employment, raw costs, access to
• Major Categories of researcher, sales materials, trade) credit)
Agricultural Crops (e.g., representative, extension
cereals, legumes, fruits, officer)  The Agricultural  Technological
vegetables, fiber crops) Crops Production Challenges (e.g.,
• Business Opportunities Cycle (e.g., land adoption of new
• Basic Processes in Crop (e.g., crop farming, input preparation, technologies,
Production (e.g., land supply, processing, planting, cultivation, access to
preparation, planting, marketing, agri-tourism) harvesting, post- information)
irrigation, fertilization, pest harvest handling)
 Social Challenges
and disease management, • Skills and Knowledge (e.g., aging farmer
harvesting) Requirements (e.g., population, labor
technical skills, shortages, land
management skills, ownership issues)
business acumen,
communication skills)
E. Integration • Science: Relate to plant • Economics: Analyze the  Economics:  Environmental
biology, soil science, and economic viability of Discussing the Science: Discussing
 economic impact of the impact of climate
agricultural change and
different agricultural production, supply unsustainable
businesses. and demand. practices on
ecology.
 Social Studies: agriculture.
• Entrepreneurship: Examining the role  Economics:
• Economics: Discuss the
Develop basic business of agriculture in Analyzing market
economic importance of
plans related to crop different societies forces and economic
crop production.
production. and cultures. constraints in the
 Science (Biology): agricultural sector.
• Technology: Introduce Briefly touching  Social Studies:
• Technology: Explore the
modern technologies used upon plant biology Examining social
role of technology in
in agriculture. and growth issues related to
modern agricultural
businesses. processes. farming communities
and land rights.

I.LEARNING RESOURCES • Whiteboard or projector  Whiteboard or  Whiteboard or

projector projector
• Markers or pens  Markers or pens  Markers or pens
• Whiteboard or projector
• Guest speaker (e.g., local  Pictures or videos  Case studies or
• Markers or pens farmer, agricultural showcasing different news articles
entrepreneur, extension types of agricultural highlighting
• Pictures or videos of officer) - optional but highly crops and farming challenges in
different agricultural crops recommended practices agricultural crops
and production processes production
 Handouts with a
• Case studies of successful summary of major  Visual aids (graphs,
• Handouts with key terms agricultural businesses or crop categories and charts, pictures)
and definitions professionals their uses (optional) illustrating the
impact of different
• Optional: Samples of • Handouts with lists of challenges
different seeds or plant career and business
parts opportunities

• Internet access for

research (if available)
III. TEACHING AND LEARNING
PROCEDURE
Before the Lesson

a. Activating Prior Language  Activity: "What's  Activity: "Farming

on Your Plate?" - Dilemmas" -
• Activity: "Dream Jobs" - Begin by asking Present students
• Activity: Brainstorming - Ask students: "What are students to list down with short,
Ask students: "What are some jobs or businesses the food items they hypothetical
the different plants that related to farming that you ate for their last scenarios related to
farmers grow in our can think of?" Write their meal. Then, lead a farming (e.g., a
community or region?" ideas on the board. class discussion to sudden drought
Write their responses on identify which of affecting crops, a
the board. • Discussion: Briefly discuss these food items new pest infestation,
their perceptions of these originated from a drop in market
• Discussion: Briefly roles and whether they see agricultural crops. prices). Ask them to
discuss the uses of these agriculture as a potential This helps connect share their initial
plants (food, materials, career path. the topic to their thoughts on the
etc.). daily lives. problems and
potential
consequences.

b. Establishing purpose for the lesson • Activity: "Crop • Activity: "Agri-preneur  Activity:  Activity: "News
Connection" - Show Spotlight" - Share a brief "Agriculture Headlines"
pictures of various story or video clip of a Around Us" Analysis - Show
processed products (e.g., successful young Brainstorm - Ask students recent
bread, cooking oil, fabric, entrepreneur in the students to news headlines or
juice). Ask students to agricultural crops brainstorm where excerpts related to
identify the raw production sector. they see or hear challenges in
agricultural crops that about agriculture in agriculture (e.g.,
these products come • Information: Explain that their community or "Farmers Struggle
from. this lesson will explore the the wider world (e.g., with Rising Fertilizer
diverse career and markets, news, Costs," "Climate
• Information: Explain that business opportunities family farms). Change Threatens
this lesson will provide an available in this field, Discuss why Rice Production").
overview of how these beyond just traditional agriculture is Discuss what these
essential crops are farming. important based on headlines suggest
produced and why this their initial ideas, about the difficulties
industry is important. leading into the faced by farmers,
lesson objectives leading into the
about economic and lesson's focus on
 social significance. identifying and
 Information: Briefly categorizing these
explain that this challenges.
lesson will provide  Information:
an overview of the Explain that while
vast world of agricultural crops
agricultural crops production is vital, it
and why it's a crucial faces numerous
sector globally and obstacles that can
locally. impact food
availability and the
livelihoods of
farmers. This lesson
will explore these
challenges in detail.

c. Lesson Language Practce  Introduce key terms:  Introduce key terms:

agricultural crops, climate change,
• Introduce key terms: food crops, fiber pests, diseases, soil
• Introduce key terms: on- crops, industrial degradation, water
agricultural crops
farm careers, off-farm crops, ornamental scarcity, market
production, cereals,
careers, input supply, crops, production price fluctuations,
legumes, fruits,
processing, marketing, agri- cycle, food security, input costs, access
vegetables, fiber crops,
tourism, technical skills, raw materials. Write to credit, technology
land preparation, planting,
management skills, these terms on the adoption, labor
irrigation, fertilization, pest
business acumen, board and briefly shortages, land
management, harvesting.
extension officer. explain each. ownership. Write
Encourage students these terms on the
• Have students
• Have students define the to use these terms board and provide
pronounce the terms and
terms in their own words during the lesson. brief explanations.
use them in simple
and provide examples. Encourage students
sentences.
to use these terms
during discussions.

During the Lesson

a. Readng the key Idea • Present the overarching • Present the overarching  Present the central  Present the central
idea: "Agricultural crops idea: "Agricultural crops idea: "Agricultural idea: "Agricultural
production is the process production offers a wide crops form the crops production is
 foundation of our fraught with various
food systems, interconnected
economies, and challenges –
of growing plants for food, many industries, environmental,
range of career paths and
fiber, and other uses, involving a cyclical economic,
business ventures,
involving various stages process from technological, and
requiring diverse skills and
from land preparation to planting to post- social – that can
knowledge for success."
harvesting." harvest." threaten food
security and the
sustainability of
farming practices."

b. Developing Understanding of Key • Activity: Categorization • Activity: Career Clustering  Activity: "Crop  Activity:
Idea Chart - Provide students - Divide the class into small Category "Challenge
with a list of different groups. Assign each group Exploration" - Category
crops. Have them work to research and present on Divide students into Brainstorm" -
individually or in small either "On-farm Careers," small groups. Assign Divide students into
groups to categorize these "Off-farm Careers," or each group one or four groups, each
crops into the major "Business Opportunities" in two major categories assigned one of the
categories discussed agricultural crops of agricultural crops challenge categories
(cereals, legumes, etc.). production. They should (food, fiber, (environmental,
identify specific examples industrial, economic,
• Explanation: Discuss and describe the roles ornamental). Provide technological,
each category with involved. them with brief social). Ask each
examples and their descriptions or group to brainstorm
importance. • Guest Speaker (Optional): examples. Ask each specific examples of
If available, have a guest group to research challenges within
• Activity: Process speaker share their and present to the their assigned
Mapping - Display visuals experiences and insights class the category based on
or describe the basic into their career or business characteristics, their prior
processes involved in crop in agriculture. examples, and uses knowledge and the
production. Have students of their assigned introductory
create a simple flowchart crop category. Use activities. Have each
or diagram illustrating the visuals group share their
sequence of these (pictures/videos) to ideas with the class,
processes. enhance and create a
understanding. collective list on the
board under each
 category.

c. Deepening Undestanding of Key Idea  Activity: "The  Activity: "Case

Production Cycle Study Analysis" -
Flowchart" - As a Provide students
class, discuss the with short case
different stages of studies or news
the agricultural crops articles illustrating
• Discussion: Facilitate a
production cycle. specific challenges
class discussion on the
Guide students to in agricultural crops
Discussion: Facilitate a skills and knowledge
create a flowchart or production (e.g., the
class discussion on the needed for success in the
diagram illustrating impact of a specific
significance of agricultural different careers and
these stages (land pest outbreak, the
crops production in terms businesses discussed.
preparation → effects of a
of food security, the
planting → prolonged drought
economy, and • Activity: "Business Idea
cultivation → on a farming
employment. Pitch" - Have students
harvesting → post- community, the
brainstorm potential small-
harvest handling). difficulties faced by
• Questioning: Ask scale business ideas
Discuss the activities farmers in accessing
probing questions like: related to agricultural crops
involved in each loans). In small
"What challenges do production in their
stage and their groups, have
farmers face in each stage community (e.g., selling
importance. students analyze the
of crop production?" "How organic vegetables,
case study, identify
does climate affect crop producing fruit jams,
the type of
production?" offering farm tours). They
challenge, discuss
can briefly pitch their ideas
its potential impacts,
to the class.
and suggest
possible solutions (if
any are apparent).
Have groups share
their analysis with
the class.
After the Lesson

Making Generalization • Guide students to • Guide students to  Lead a class  Lead a class
summarize the key summarize the key discussion to discussion to
concepts learned: takeaways: summarize the key synthesize the
takeaways from the various challenges
lesson. Guide discussed. Guide
 students to students to
formulate formulate
generalizations generalizations
about the about the
importance of multifaceted nature
• Agriculture offers more agricultural crops of the problems
than just farming; there are and the basic facing agricultural
• Agricultural crops processes involved crops production
numerous related careers
production is vital for our in their production. and their potential
and businesses.
survival and economy. For example: consequences. For
• Success in these areas "Agricultural crops example:
• There are different are essential for "Environmental
requires a combination of
categories of crops with human surviv factors like climate
technical, management,
specific uses. change and pests
and business skills.
pose significant
• Crop production involves threats to crop
• Understanding the value
a series of interconnected yields." or
chain of agricultural crops
processes. "Economic
can reveal various
opportunities constraints and
social issues can
hinder the progress
and sustainability of
agricultural
practices."
IV. EVALUATING LEARNING

a. Evaluating Learning • Multiple Choice Test: • Multiple Choice Test: Multiple Choice 1. Prolonged periods of
Test: low rainfall leading
1. Which of the 1. Which of the to crop failure is an
following is the following is an 1. Which of the example of which
primary purpose of example of an on- following is primarily type of challenge in
agricultural crops farm career in grown for human agricultural crops
production? agricultural crops consumption? production?
production?
a) Manufacturing a) Cotton a) Economic
industrial goods a) Agricultural
 b) Generating journalist b) Rubber b) Social
electricity
b) Farm c) Rice c) Environmental
c) Growing plants owner/manager
for food, fiber, and d) Flowers d) Technological
other uses c) Fertilizer sales
representative 2. Providing 2. High costs of
d) Mining natural employment fertilizers,
resources d) Food processing opportunities, pesticides, and
technician especially in rural seeds fall under
2. Rice, corn, and areas, is a which category of
wheat belong to 2. Providing expert significant challenges?
which major advice and guidance ___________
category of to farmers on crop contribution of a) Environmental
agricultural crops? management agricultural crops
practices is the role production. b) Economic
a) Legumes of a/an:
a) Environmental c) Technological
b) Fruits a) Agricultural
worker b) Social d) Social
c) Cereals
b) Crop technician c) Technological 3. The difficulty in
d) Vegetables getting loans or
c) Agricultural d) Political financial assistance
3. The process of consultant for farm operations
supplying water to 3. The stage in the is known as a lack
crops is called: d) Marketing agricultural crops of:
specialist production cycle that
a) Fertilization involves gathering a) Market access
3. Which of the the mature crops is
b) Harvesting following is a called: b) Access to credit
potential business
c) Irrigation opportunity in a) Planting c) Technological
agricultural crops advancement
d) Planting production? b) Cultivation
d) Labor supply
4. Applying nutrients a) Manufacturing
 to the soil to farm machinery c) Harvesting 4. An aging population
enhance plant of farmers with
growth is known b) Selling d) Land preparation fewer young people
as: agricultural inputs entering the
(seeds, fertilizers) 4. Which category of agricultural sector is
a) Pest agricultural crops is a ___________
management c) Providing used in the challenge.
transportation manufacturing of
b) Fertilization services textiles? a) Environmental

c) Land d) All of the above a) Food crops b) Economic

preparation
4. Knowledge of crop b) Fiber crops c) Technological
d) Harvesting cultivation
techniques and pest c) Industrial crops d) Social
5. Which of the management falls
following is an under which d) Ornamental crops 5. The rapid spread of
example of a fiber category of required a new plant disease
crop? skills? 5. Ensuring a stable across a large
and sufficient supply farming area is an
a) Tomato a) Communication of food for the example of a/an:
skills population is known
b) Cotton as: a) Market fluctuation
b) Business acumen
c) Peanut a) Economic growth b) Technological lag
c) Technical skills
d) Banana b) Industrial c) Pest and disease
d) Management development problem
ADDITIONAL ACTIVITIES skills
FOR APPLICATION OR c) Food security d) Land ownership
REMEDIATION: 5. Offering educational issue
tours and activities d) Environmental
• Application: Research a on a working farm is sustainability ADDITIONAL ACTIVITIES
specific agricultural crop an example of: FOR APPLICATION OR
grown in the Philippines ADDITIONAL ACTIVITIES REMEDIATION:
and present its production a) Crop farming FOR APPLICATION OR  Application:
process and economic REMEDIATION: Students can
research a specific
 b) Input supply  Application: challenge faced by
Students can agricultural crops
c) Agri-tourism research a specific production in their
agricultural crop local community or
d) Food processing grown in their region country and propose
and create a short potential solutions or
ADDITIONAL ACTIVITIES presentation on its strategies to mitigate
FOR APPLICATION OR economic and social its impact.
REMEDIATION: importance, as well  Remediation:
as the stages Provide students
importance to the class. involved in its with a matching
• Application: Conduct
interviews with local production. activity where they
• Remediation: Provide  Remediation: connect specific
struggling students with a farmers or agricultural
entrepreneurs to learn Students who need challenges with their
simplified diagram of the further support can corresponding
crop production process about their experiences and
career paths. Write a short be given a simplified categories. You can
with labels to fill in. worksheet matching also provide
Review key vocabulary report summarizing your
findings. crop names to their sentence completion
and concepts in a small categories and exercises related to
group setting. descriptions of the the key challenges
• Remediation: Provide
production cycle discussed.
students with a matching
stages to their
activity where they connect
corresponding
different
terms.
careers/businesses with
their corresponding
descriptions. Discuss the
different pathways in a
more structured and guided
manner.
b. Teacher Remarks

c. Teacher Reflection

REFLECTION

a. Number of learners who

earned 80% of the
evaluation
 b. Number of learners who
require additional activities
for remediation who scored
below 80%
c. Did the remedial lesson
work?
d. Number of learners who
have caught up with the
lesson
e. Number of learners who
continue to require
remediation
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: Noted by: Approved by:

ANNA MARIE A. HERAMIS JAY L. TEOLOGO EDSON A. FLORES

TEACHER I OIC TVE DEPT PRINCIPAL I