School Del Carmen Integrated School Grade Level 6

DAILY LESSON LOG Teacher Patricia C. Tungul Learning Area TLE-HE

Teaching Date & Time July 30-August 3, 2018 Quarter First Quarter

Monday Tuesday Wednesday Thursday Friday

July 30 July 31 August 1 August 2 August 3
I. Objectives
A. Content Standards Demonstrates an understanding of and skills in the basics of food preservation

B. Performance Standards Preserves food/s using appropriate tools and materials and applying the basics of food preservation

C. Learning Competencies/ TLE6HE-Oi-13 TLE6HE-0i-14

Objectives 3.4 Conduct simple research to 3.5. Assesses preserved/processed food as to the quality using the
determine market trends and rubrics.
(Write the Code)
demands in preserved /
processed foods

II. Content Food Preservation

III. Learning Resources

A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages

3. Textbook Pages

4. Additional Materials from Learning Resources

(LR) Portal

B. Other Learning Resources

IV. Procedures

A. Review previous lessons lesson or Recap of previous lesson Recap of previous lesson Recap of the previous lesson Recap of the previous lesson Recap of the previous lesson
Last week, the class learned about The class talked about the three The class continue with the The class presented the results of The class assessed the food that was
presenting the new lesson safety and sanitation in food factors that needs to be considered development of their survey the survey and after processing of brought to class – banana chips and
processing/food preservation. in the selection of food items that will instruments yesterday and with the the results of the survey, they were potato chips.
 The class also talked about three be processed/preserved. These are videos presented, the class was able able to determine what is the
factors that need to be considered raw materials, market demands and to gain new insights and market demand for
in the selection of food items to be trends in the community. perspectives in its development and processed/preserved food.
processed/preserved. administration.
• Raw materials The survey was administered by the
• Market Demands class yesterday.
• Trends in the Community.
B. Establishing purpose for the Lesson This week the class will look into: The class will focus on determining The class will now worked on the Yesterday, the class was asked to
Market demands and trends in the market demands and trends. results of the survey. Work as a briing an example of
preserved/processed foods. How through the conduct of a survey group and report on the results. processed/preserved food for
do we determine the market which is one of the major research assessment.
demands and trends? strategy and is a popular form of
data collection.

C. Presenting examples /instances of Ask the learners. Before the Show a video on how a survey is The class presents the results of the The lesson for today is how to Divide the class into four (4) groups.
conduct of election, what is being being conducted. survey by group. assess/evaluate Assess the food items by group.
the new lessons done by some groups to know the Ask the class what part in the video processed/preserved food. Refer to the rubrics prepared by the
choice of the people at a specific will help them in conducting the Ask the learners what their idea of teacher.
period? survey. assessment is? Example:
Answer: Survey Show another video on how a Assessment is the evaluation of the The group who brought pineapple
Ask the learners why the survey is simple survey results will be quality of something.. juice will compare the two different
being conducted? processed. The teacher will bring out banana brands – Dole and Del Monte.
A survey is being done to know Ask the class what part in the video chips. It will be distributed to the
who or what the choice of the will help them in conducting the class.
people is. survey.
It is the same way for determining
market trends or demands. A
survey is conducted to know what
the people feel, what they want etc.
Based on the results of the survey,
the learner will know the
preference of their market. The
product that they will produce is
based on the choice of that
market..
Survey is a data collection tool for
research.
D. Discussing new concepts and Survey is Build on the insights and Continuation of presentation Ask the class:
-a major research strategy observations presented by the How will we assess the quality of
practicing new skills #1. -a way of collecting data through learners. the banana chips?
asking people The learners will continue working Generate answers from the
 interviews on their survey preparation based on learners.
 questionnaires the information that they have Categorize them. Proposed
 focus group discussions learned. categories are as follows:
 forums  Packaging
 Crispiness
Tell the class that they will be  Taste
conducting a survey on the current  Value for money
market demands and trends.  Other comments
E. Discussing new concepts & practicing Research will entail an extensive The class refiines their survey The class were able to determine Based on the categories, assess Provide suggestions on how to further
discussion. It is a very broad topic. instruments and plans in conducting the specific market demands for the banana chips. improve the product/s
new skills #2 The class will focus only on the activity, preserved/processed food.
conducting a survey which as Generate comments on :
mentioned is a major research  Packaging
strategy and a popular way to  Crispiness
collect information or data.  Taste
Before starting, tell the learners to  Value for money
 ask themselves:  Other comments
 Why am I conducting the
survey?
 What do I want to know?
 What question needs to be
answered?

In this case, the question that

needs to be answered is “What are
the market demands/trends in food
preservation/food processing?”
Emphasize that the research
question is very important in the
conduct of a research.
The following need to be identified
when conducting a survey:
 Participants/respondents
 Number
 Characteristics
The survey will be on market
trends and demands.
The survey contains questions that
a learner wants to know from the
respondent/participant.
For example:
Survey on Market Demands and
Trends:
1. If you were to choose a fruit to
be preserved, what will it be?
a. Mango
b. Banana
c. Pineapple
d. Others
Please specify ______
F. Developing Mastery /Leads to Divide the class into four (4) The teacher asked the learners to Ask the class: Based on the results Bring out another example of Show a video of processed
groups. Each group will conduct a simulate the activity. Two groups will of the survey, how will you address processed food – potato chips foods/preserved foods. The video will
Formative Assessment survey. be assigned to do the simulation. the market demands? Assess the quality of the potato describe the quality of each item.
 Identify the number of chips. The learners willl be asked if there
respondents; characteristic Generate comments from the are other categories which they can
of each respondent (age, learners. use to assess processed food quality.
gender)
 List the questions that will be Can we use the same category in
included in the survey (refer assessing the quality of the banana
to example) chips?
 Date of the survey – Are there other categories which
Tuesday afternoon can be included?
 Indicate at the start of the
survey the purpose why it is
being conducted.
 Tabulate the results of the
survey

It is suggested that the survey be

administered in the school or at the
home of the learner. What is
important is the learners will be
able to apply what they have
learned in conducting a survey.
G. Finding Practical Applications of The group will discuss how the Based on the simulation, ask the Ask the class based on their Based on the generated comments, Ask the learners about their favorite
activity will be conducted. learners what their observations are. experience on working on the the teacher will prepare a rubrics food that can be
concepts and skills The questions for the survey are Building on the learnings shared by activity, what are their insights and for assessment. If there is an preserved/processed.
developed. the class, provide reminders on how perspectives on: available rubrics, use the said Ask the different brands. Compare
the survey will be conducted  preparing the survey rubrics. them based on the categories. Ask if
instruments there is something in the
 conducting the survey processed/preserved food that can be
 processing of the results of the further improved or enhanced.
survey

H. Making Generalizations and Survey is one of the major Remember that in developing the There is a need for standards in It is important to assess the quality of
research strategies and a popular survey instruments, the class should order to evaluate a specific product preserved/processed foods among
abstractions about the lessons way of data collection. ensure that the information that is in this case the banana chips and others. That is why the learners need
needed will be generated through the potato chips. to know what a “quality” product is.
the questions included in the survey.

I. Evaluating Learning Provide examples of questions The class was able to finalize their The completion of the activity and Ask the learners what the categories
which may be included in the survey instruments with the applyiing the results of the activity in for food assessment are.
survey. guidance of the teacher. determining the direction for
The plans on the conduct of the processed/preserved food.
survey was polished by the class.

J. Additional activities for application or The group will continue working on The survey is administered by the Divide the class into four (4)
their activity. learners. groups. Bring examples of
remediation preserved/processed food for
assessment.
For a specific food item, bring
different food brands for
comparison.
Example:
Group x
Pineapple juice – Dole, Del Monte
Group xx
Raisins – Ram, Del Monte
Group xxx
Candied Sampaloc – sampaloc with
at least two brands
V. Remarks

VI. Reflection
A. No.of learners who earned 80% in the
evaluation

B. No.of learners who requires additional acts.for

remediation who scored below 80%
C. Did the remedial lessons work? No.of learners
who caught up with the lessons

D. No.of learners who continue to require

remediation

E. Which of my teaching strategies worked well?

Why did this work?

F. What difficulties did I encounter which my

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