DETAILED LESSON PLAN IN

TECHNOLOGY AND LIVELIHOOD EDUCATION GRADE 7 AND 8

Animal Production
______________________________________________________________________________

I. LEARNING OBJECTIVES
At the end of the lesson the students should be able to:
a. Identify the importance of building codes in constructing poultry and livestock houses.
b. Create or draw signs, signals or barricades that you have encounter before that are usually
displayed in any establishments or roads to avoid any accidents.
c. Reflect on the importance of understanding and learning building codes in constructing
poultry and livestock houses by expressing their opinions.
II. LEARNING CONTENT
A. Subject Matter
 Technology and Livelihood Education (TLE – Animal Production)
B. References
 Department of Education. (n.d.). TLE Learning Module - Animal Production. (pp. 78-86).
K to 12 Basic Education Curriculum.
 Commercial Smoke Detector Requirements & Guide (2024). (2024, September 8). Safe
and Sound Security. https://getsafeandsound.com/blog/commercial-smoke-detector-
requirements/#:~:text=Strategic%20Placement%3A%20Smoke%20detectors
%20should,or%20area%20as%20dictated%20by
 Junaid. (2021, June 5). Types Of Structural Systems In Buildings - The Structural Blog.
The Structural Blog. https://thestructuralblog.com/types-of-structural-systems/
 Safesite Facilities. (2021, July 16). Building And Construction Safety Regulations And
Standards. https://www.safesitefacilities.co.uk/knowledge-base/building-and-
construction-safety-regulations-and-standards
C. Instructional Materials
 Instructional Materials (PowerPoint Presentation, Traditional IMs, Printout Activities)
D. Teaching Strategies
 Active learning approach (Recitation), Inquiry Approach, Discovery Approach and
Collaborative Approach (Group activities)
E. Values Infusion
 Cooperation, collaboration, cleanliness, perseverance, diligence, and respect to others

III. LEARNING PROCEDURES

Teacher’s Activity Students’ Activity
A. Preparation
1. Routinely Activities

1.1 Prayer
(A Prayer will be played) (request students to hold hands)

Before we proceed, I would like everyone to please arrange

your chairs following the first row, and make sure to keep
your areas clean.

1.2 Greetings
Good morning to everyone... Good morning, Ma’am.

You may now take your seat. (Students will answer in Chorus:
Thank you, Ma’am.)

1.3 Checking of Attendance

May I know who are absents for today? (Class secretary will answer)
Ma’am, no one is absent.

Wow a perfect attendance, with that give yourself a very good

clap! (Students will clap 3x, Very
Good!)

Now I want everyone to count 1-40, this number will serve as

my guide who will answer any of my questions today. (Student will count 1-40)

2. Review/ Apperception
Let’s have a quick recap of our previous lesson. What was our
lesson last meeting?
(Students will raise their hands)

Yes, Audrey...
(Student’s Answer: Last meeting,
we discussed about the Poultry
housing system.)

Exactly, good job and thank you for that Audrey!

Who among you is able to recall what are the types of poultry
housing?
(Student will raise their hands)

Yes, Shaine...
(Student’s Answer: Free-range,
Semi-intensive, Folding-unit
System and Intensive system.)

You remember it well, good job. The type of poultry housing

may vary depend on the amount of capital available.
Therefore, why is designing and constructing livestock houses
properly is important?
(Student will raise their hands)

Go ahead, Ivan....
(Student’s Answer: It is important
to design and build the livestock
houses properly to maintain the
good health and wellbeing of
livestock to obtain maximum
performance.)
Great point, Ivan. Thank you! Bear in mind that good building
may not improve health but prevents the increase of any
diseases.

3. Motivation
PictoGibberish Game
For our motivation game, I have prepared a game called
“PictoGibberish Game” I will be providing 3 pictures and a
gibberish on the screen and I will call a number, and that
student have to guess what it is. Is that clear to everyone? (Students will answer in Chorus:
Yes, Ma’am)

(Draw a number)

(Words to guess:
1. Fire safety Rules
2. Structural Rules
3. Health Stipulations) (Student answers:
1. Fire safety Rules
2. Structural Rules
3. Health Stipulations)

Good job everyone! Please settle down

B. Lesson Proper
1. Development of the Lesson

For our today’s lesson we are going to talk about the different
Building Codes and the different types of Signs, Signals and
Barricades.

This time I would like to ask everyone to think, what do you

understand when we say Building Codes. Anyone who would
like to share their thoughts? (Students will raise their hand)

Yes, Andrei? (Student’s Answer: Building codes

are a set of rules that must be
followed to satisfy the minimum
acceptable levels of safety for
buildings and non-building
structures.)

That is correct! Thank you, Andrei! Building codes are utilize

for the safety of everyone including outsiders, passerby and so
on.

Lecture-discussion

To gain a richer understanding of our topic, we'll engage in a

brief thought-sharing activity. We have three categories, and
for each category, you'll share your thoughts on three related
topics. I'll call a number, and the corresponding student will
choose a phrase from this container. Then, you'll share your
insights and ideas related to that phrase. (Students will answer in Chorus:
Do you have any questions about this activity? None, Ma’am)
(Topics on the box:
 Fire Safety Rules
1. Install and Maintain Smoke Detectors
2. Develop and Practice an Evacuation Plan
3. Keep exits clear
4. Be Cautious with Fire
5. Know how to use a Fire Extinguisher
 Structural Rules
1. Load-Bearing Capacity
2. Lateral Resistance
3. Foundation Stability
4. Code Compliance
5. Regular Inspection and Maintenance
 Health Stipulation
1. Proper Ventilation
2. Proper Sanitation
3. Natural Light
4. Temperature Control
5. Accessibility

This time let’s learn about different Signs, Signals &

Barricades.

Let's split into four groups of 10 members based on your

seating arrangements. Once divided, each group will choose a
representative to pick a topic. You'll then have two minutes to
brainstorm ideas related to that topic.

After the brainstorming session, select another representative

who hasn't spoken yet to share your group's ideas on the
chosen topic. Each representative will have one minute to
present their group's thoughts.

Are there any questions about this activity? (Students will answer in Chorus:
None, Ma’am)

(Topics to draw:
1. Danger Signs
2. Caution Signs
3. Exit Signs
4. Safety Signs)

(After 2 minutes of brainstorming, each representative will

have 1 minute to share.)

Different types of signs, signals and barricades;

 Danger Signs
 Caution Signs
 Exit Signs
 Safety Signs
 Directional Signs
 Traffic Signs
 Flagmen
 Barricades
 Good job everyone! Thank you for your participation.

2. Application
Draw It

For our last activity, using a crosswise yellow paper draw 1

sign, signal or barricade you have encounter today. You have
3 minutes to finish the activity. Do you have any questions?
(Students will answer in Chorus:
None, Ma’am)

(After 3 minutes submission of papers)

3. Generalization

To wrap up todays lesson I would to answer this question;

Why do we have to put up these signs, signals and barricades?

Expected answers:
1. To let other people be
informed and be able to
know what to do in case of
any emergency.
2. To help people be
informed of what is
happening around them.

(for objective c)

Good job! Thank you so much everyone for participating on

our today’s discussion! May God bless you all!

IV. EVALUATION
The student’s output will be evaluated using the following criteria given below.

Criteria 5- 4 - Very Good 3 - Good 2 - Fair 1 - Poor

Outstanding
Demonstrates Provides Shows a basic Demonstrates Shows a lack of
a clear accurate understanding limited understanding of
understandin explanations of of the topic understanding of the topic, with
g of the topic the topic but with some the topic with little to no
Clarity lack some inaccuracies or significant accurate
depth or gaps in inaccuracies or information
clarity. explanation. misunderstandin provided.
gs.
Concise Extremely Very concise. Somewhat Not very Not concise at
concise. Uses Uses a few concise. Could concise. Uses all. The message
the fewest extra words be more too many words, is unclear and
than necessary, concise, but making the difficult to
possible
but the the message is message understand due
words to message is still still difficult to to excessive
convey the clear and easy understandable follow. wordiness.
 message to understand. .
clearly and
effectively.

Overall Score: Rating:

 1.1

Criteria 5- 4 - Very Good 3 - Good 2 - Fair 1 - Poor

Outstanding
Message is Message is Message is Message is No message is
clear, mostly clear somewhat unclear and conveyed. The
concise, and and unclear or difficult to drawing is
easy to understandable incoherent or
Message confusing. The understand. The
understand. , but could be irrelevant.
The intended more concise intended intended
meaning is or direct. meaning is not meaning is lost.
conveyed fully
effectively. conveyed.

Overall Score: Rating:

V. ASSIGNMENT
 Review for the upcoming long quiz.

-TO GOD BE THE GLORY-