The document is a daily lesson log for an agricultural crop production class. It outlines four days of learning activities focused on processing farm waste. The lessons cover principles of reducing, reusing and recycling farm waste; disposing of processed waste according to environmental regulations; and maintaining a clean and organized work area. Students will be assessed through multiple choice questions and applying the concepts to analyzing farm waste and practicing techniques like composting.

1. Name:Vanessa M. Fadre Daily Lesson Log
Agricultural Crop Production
Grade Level: 7 Week: 6
Quarter: 1 Date:
TOPIC:
Day 1 Day 2 Day 3 Day 4
Processing Farm Waste Processing Farm Waste Processing Farm Waste Processing Farm Waste
LEARNING COMPETENCY: Process farm waste following
environmental legislation and
codes.
Apply principles of 3Rs
(Reduce, Reuse and Recycle)
accordingly.
Dispose processed farm waste
according to environmental
legislation and codes.
Display appropriate warning
signs and labels in conspicuous
places around the workplace.
Clean work area according to
5S principles.
Check, clean and stow away
tools according to established
industry procedures and
following user’s manual.
Store materials following
industry standard procedures
and manufacturer’s
specifications.
Check PPE for damage and
ensure that clean and
undamaged
equipment is properly stored.
Perform record keeping
accordingly to industry
requirements.
LEARNING RESOURCES: Agricultural Crop Production –
Self-Learning Module for Grade 7
Powerpoint Presentation
Web and Internet Resources
Agricultural Crop Production –
Self-Learning Module for Grade 7
Powerpoint Presentation
Web and Internet Resources
Agricultural Crop Production –
Self-Learning Module for Grade 7
Powerpoint Presentation
Web and Internet Resources
Agricultural Crop Production –
Self-Learning Module for Grade 7
Powerpoint Presentation
Web and Internet Resources
LEARNING DELIVERY MODE: I. Activity
“Critics the Lyrics”
Direction: Read or sing the lyrics of
the song and answer the guide
questions. Waste Not, Want Not by
David & Jenny Heitler-Klevans
II. Analysis
Begin the lesson by asking students
about their knowledge of
agriculture and the waste it
I. Activity
Direction: The following are some
of the words you encountered in
this
lesson. To decode the terms, write
the letter of the alphabet that
comes after each letter on the
boxes below. The definition that
follows might be a great help. The
underline letter does not need to
change.
I. Activity
II. Analysis
The 5S Techniques
5S (Japanese & English term)
Seiri (Sort)
Seiton (Set in order)
I. Activity
Encourage them to share ideas for
fostering a culture of safety within
their workplace.
II. Analysis
Multiple-Choice Questions (MCQs)
 The test will contain 20
multiple-choice
questions.

2. produces. Write their responses on
the whiteboard.
Introduce the concept of farm
waste and its impact on the
environment. Discuss the different
types of farm waste, including crop
residues, animal manure, and
agricultural chemicals.
Divide the class into small groups
and provide each group with a
sample of farm waste. Ask them to
discuss and identify the type of
waste, its origin, and its potential
negative impact on the
environment.
III. Abstraction
The 3 R’s- Reduce, Reuse and
Recycle
To apply the 3Rs means consuming
intelligently, thus making
important savings (in terms of
money, time, pollution,
agricultural waste and energy).
Specifically in the field of
agriculture, this is applicable to
lessen the production of waste.
The aim of the waste hierarchy is to
extract the maximum practical
benefits from products and to
generate the minimum amount of
waste.
IV. Application
“Waste-fully handled”
II. Analysis
Recap the previous lesson,
emphasizing the benefits of
composting and its role in waste
management.
Take the students outside to a
designated compost area or
provide a compost bin/worm bin in
the classroom.
In their groups, students create
their own compost piles, following
the demonstrated process.
Encourage them to be creative by
adding layers of different materials
and keeping a record of their
components.
III. Abstraction
“Sorting out”
IV. Application
“Applying the 3R's”
Direction. Below are some of the
accumulated agricultural farm
waste, what you can do is fill in the
appropriate ways in
reducingreusingrecycling these
wastes.
Seiso (Shine)
Seiketsu (Standardize)
Shitsuke (Sustain)
Your work place is like your
lifestyle; hence working in disorder
is neither productive, nor safe. The
5S is a simple and practical method
to instill a quality culture at the
work place. It is relatively easy to
undertake, and requires minimal
additional resources to be
maintained. A successful
housekeeping program is an
essential component of
occupational safety and health
management programs.
Definition
Distinguish between necessary and
unnecessary items.
Enforce the dictum “a place for
everything and everything in its
place.
Clean up the workplace and look
for ways to keep it clean. Maintain
and monitor adherence to the first
three 5s.
Follow the rule to keep the
workplace 5s-right. Hold the gain.
III. Abstraction
Methods in practicing 5S
Decide what is essential and not
essential. To find out unnecessary
items you
should not only check the floor but
cabinets, storehouse, and the like.
Put a color tag on unnecessary
items and keep them in isolated
area.
 Each question will have
four answer choices (A, B,
C, D).
 Learners will select the
most appropriate answer
for each question.
III. Abstraction
After the test, learners will receive
feedback on their performance,
including the correct answers to
the multiple-choice questions and
suggested improvements for short-
answer responses.
IV. Application
Scoring and Grading:
Each correct answer in the
multiple-choice section will be
awarded one point.
The total score will be calculated
out of 20 points (20 points MCQs)

3. Throw those items which have not
been used in the past one year.
Things that you used always should
be near on your work station.
IV. Application
“The 5S”
Direction: Give the brief definition
of the following Japanese terms for
fulfilling the housekeeping
techniques in you workplace.
1. Seiri -
2. Seiton-
3. Seiso -
4. Seiketsu-
5. Shitsuke-
ASSESSMENT Learners will be assessed through
different modes of evaluation. The
teacher will recap and synthesize
the salient points to equip learners
with the needed knowledge during
the assessment.
Learners will be assessed through
different modes of evaluation. The
teacher will recap and synthesize
the salient points to equip learners
with the needed knowledge during
the assessment.
Learners will be assessed through
different modes of evaluation. The
teacher will recap and synthesize
the salient points to equip learners
with the needed knowledge during
the assessment.
Learners will be assessed through
different modes of evaluation. The
teacher will recap and synthesize
the salient points to equip learners
with the needed knowledge during
the assessment.
Remarks: N = ___ X = ___
% of Mastery ___
N = ___ X = ___ % of Mastery: ___ N = ___ X = ___ % of Mastery: ___ N = ___ X = ___ % of Mastery: ___ N = ___ X = ___ % of Mastery: ___
No. of learners within “Mastery Level”
No. of learners needing
“Remediation/Reinforcement”

4. A reflection for the teacher: On the
teaching learning episodes (RRE)
Divide students into small groups and provide them with art supplies and recycled farm waste materials (e.g., dried plant stems, animal manure for papermaking).
Allow students to showcase their creations to the class, explaining the process and highlighting the value of reusing processed farm waste.
Engage the class in a discussion about the importance of recycling and creative reuse beyond the classroom, emphasizing the collective responsibility of waste
management.