7

Lesson Exemplar Quarter

for TLE 2
Lesso
n

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for TLE Grade 7
Quarter 2: Lesson 10 (Week 8)
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 inappropriate 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:
• Jeffrey C. Ginez (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 blr.od@deped.gov.ph.
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 animal production.
Standards
B. Performance The learners illustrate the housing requirements for poultry and livestock based on industry standards.
Standards

C. Learning Learning Competencies

Competencies 1. Identify products and byproducts of poultry and livestock production; and
and Objectives 2. Discuss farm waste management in poultry and livestock production according to RA 9003 or the Ecological Solid
Waste Management Act of 2000.

D. Content • Products and Byproducts of Poultry and Livestock Production

• Farm Waste Management in Poultry and Livestock Production

E. Integration Improvisation, SDG 11: Sustainable Cities and Communities, SDG 12: Responsible Consumption and Production,
SDG 13: Climate Action

II. LEARNING RESOURCES

Animal by-products. European Food Safety Authority. (n.d.). ht tps://www.efsa.europa.eu/en/topics/animal-by-products

Chapter 9 Agricultural Waste Management Systems - USDA. US DA National Resources Conservation Services. (2011) .
https://directives.sc.egov.usda.gov/OpenNonWebContent.aspx?content= 31493. wba
Poultry Products | Animal & Food Sciences. (2023). https://afs.ca.uky.edu/poultry/poultry-products

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge The teacher will conduct a
1. Short Review
short review based on the
Part 1: Review. The teacher will ask the following questions to the students. previous lesson. The teacher
1. What are the feeding management for poultry and livestock animals? will direct the students the diet
2. Can you describe the housing requirement of poultry and livestock? formulation, and nutrition of
poultry and livestock animals.
Part 2: Completing the KWLS Chart This short review will serve as
The students will accomplish the chart. On the K column, they will list down all springboard for the teacher to
what they KNOW about the lesson. On the W column, they will list down all establish the lesson purpose.
what they WANT to know about the lesson. The L and S column will be reserved The teacher may opt to use the
in the latter part of the lesson. The S column is an additional column in order second activity to determine the
for the students to have a critical understanding on the importance of the lesson. prior knowledge of the
students. Only the first two
columns are being
Know Want Learned So what? accomplished by the students
and the third and last column
will be completed at the end of
this lesson.

2. Feedback (Optional)

B. Establishing 1. Lesson Purpose

Lesson Purpose The teacher will ask the
Asking like Socrates: The students will ask the following questions:
suggested questions to assess
1. What are the potential products in raising poultry and livestock animals?
whether the students have
2. What are the byproducts that can be generated in raising poultry and prior knowledge and experience
livestock? on taking care of domesticated
3. What do we need to do to manage the byproducts generated in raising animals.
poultry and livestock?

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 2. Unlocking Content Area Vocabulary The teacher will present the
• Products. These are goods and services produced in poultry and livestock terms needed in the discussion
production. This includes traction, milk, eggs, fibers, wool, leather, feathers, of the lesson. The teacher may
and pharmaceuticals. strategize in presenting the
• Animal by-products (ABPs). These are the materials derived from animal vocabulary.
which are not beneficial for human consumption.
• Waste Management Systems. It is a system or process of managing waste
generated in poultry and livestock production. It involves generation,
collection, transfer, storage, treatment, and utilization.

C. Developing and SUB-TOPIC 3: Products and Byproducts of Poultry and Livestock Production,
Deepening and Farm Waste Management in Poultry and Livestock Production The teacher will activate the
Understanding prior knowledge of the students
1. Explicitation by providing the graphic
Think tank: Students will accomplish the graphic organizer on the products organizer. In the first section,
and byproducts of poultry and livestock production, and farm waste the students will define
management practices. product; give
characteristics/facts in the
second section; give examples
and non-examples in the 3 rd
and last section.

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 The teacher always ensures
Guide Question:
that a guide question will be
1. What will happen if there is no management of waste in a livestock farm?
asked after an activity.
DAY 2

2. Worked Example: The Destiny of the Waste The teacher will facilitate the
Directions: Students will form a accomplishment of flowchart to
group of three to share the fate of show the destiny of the waste if
the byproducts and waste if they it’s not managed or well
are well-managed or not. The managed. The teacher will give
students will draw a flow chart to a brief background of creating a
show the destiny of the flowchart.
byproducts and waste following
the RA 9 0 0 3 .

The students may use the sample

flowchart.

(See worksheet #1 for the

activity which students will
accomplish.)

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Reading Resources

Products of Poultry and Livestock Production

Livestock raising provides a wide array of benefits. While it is true that is
provides a source of employment of the community members, it also provides a
wide array of goods and services. These goods and services are intended for
human consumption. This includes traction, milk, eggs, fibers, wool, leather,
feathers, pharmaceuticals.

Traction. Farm animals such as cattle can serve as draft animals to draw farm
implements, agricultural supplies, and products.
Dairy products are derived from livestock that produces milk such as cattle and
goat. It can be processed to produce cheese, ice cream, butter, yogurt, etc.
Eggs and meat are excellent sources of protein and other nutrients.
Clothing can be made from animal skin and feather. Cattle skin can be made
into leather; goat fur can turn into wool; chicken feather serves as clothing
accessories.
Pharmaceutical products are derived from skin, bones, horn, hooves of
slaughtered livestock.

Byproducts of Poultry and Livestock Production

Animal by-products (ABPs) are materials derived from animals which are not
intended for human consumption. This includes:

a. Slaughterhouse waste are byproducts derived when livestock are

butchered in the slaughterhouse. Slaughtering leaves skin, bones, horn,
hooves, blood, fat and offal (internal organs) .
b. Catering waste are materials used in the entire livestock production. It
includes food waste, plastics and packaging of the feeds, glass bottles of
medicines, boxes and cardboards.
c. Fallen stock are farm animals died due to natural causes, diseases or
killed prior to harvest.
d. Materials produced by animals such as manure, eggshells, feathers,
wool, and fiber.
f. Former foodstuff of animal origin are products that are no longer
suitable for human consumption such as milk, eggs, and meat.

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ABPs provide benefits because some have high nutritional value. Thus, it can be
used to develop products such as fertilizer, feed, biofuels, and cosmetics
following the waste management system in the following section.

Waste Management Systems

There are six basic functions consisting of the Waste Management Systems:
production/generation, collection, transfer, storage, treatment, and utilization.
The following figure 1 shows the WMS.

Production. This refers to the amount and

nature of agricultural waste generated.
Management of waste considers the quantity
of waste generated as it becomes a major
concern in dealing with it. The generation of
waste should consider the following: kind,
consistency, volume, location, and timing.
The production of unnecessary waste should
be minimized such as leaking water facilities
and drainage. It is also important to have a
good record keeping on data of waste
generation that could be used for future
references such as expansion.

Collection. It is referred to as the initial capture and gathering of waste from its
source or deposition to a collection point. It should consider the method of
collection, location, scheduling, labor requirement, needed equipment and
facilities, management, and impact.
Transfer. This refers to the transfer and transportation of waste throughout the
system. This considers the transport of waste from collection point to the storage
facility, treatment facility, and utilization facility. The system plan should involve
consistency (liquid, slurry, semisolid or solid) of the waste to be moved, method
of transfer, distance, frequency and scheduling, necessary equipment,
installation and management cost.
Storage. This refers to the temporary containment of the waste before transfer.
Thus, a temporary storage facility is needed before it is being scheduled for pick-

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up. This process should consider the storage period, required storage volume,
estimated size, location, installation and management cost, impact of the
storage.
Treatment. This process involves the reduction of impact the waste can bring
such as pollution and modification of the physical characteristics of the waste.
Pre-treatment is an effective method to facilitate more efficient and effective
handling of waste. This stage should consider the characteristics of waste,
determination of the desired characteristics, selection of the type, estimated size,
location, and installation and management cost. Treatment includes solid/liquid
separation, anaerobic digestion, thermo-chemical conversion, and anaerobic
and aerobic treatment lagoons.
Utilization. This process
involves reusing or
recycling of waste products
such as source of energy,
and source of organic
matter through
composting. Proper
treatment of agricultural
waste can be profitable.
Land application is the
common practice of
utilizing the energy and
nutrients of the waste. This
process should consider
selection of field,
scheduling, design of the
distribution system,
selection of necessary
equipment, determination
of application rates and
volumes, value, and
installation and
management cost.
The following figure 2 shows the handling of waste in a dairy farm.

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 DAY 3
3. Lesson Activity: My Farm Waste Management
Directions: Students will act as farm owners. They will utilize the knowledge The teacher will assist students
and insights gained from this lesson. As farm owners, they will create their to accomplish this task by
farm lay-out incorporating the solid waste management. Their farm lay-out providing sample or
should include. highlighting the previous task
a. Identified various facilities. which is creating a flowchart on
b. Identified path of waste management (They may utilize or refer to the farm waste management.
previous taks) .
c. Implementing guidelines of the solid waste management.

D. Making DAY 4
Generalizations
1. Learners’ Takeaways
Completing the KWLS Chart: The students will revisit their initial output on The teacher will ensure that the
KWLS chart. This time the students will now accomplish the L and S column. initial outputs of the students
The L column is intended to all the learnings and insights gained from the three on KWLS are kept in order for
lessons covered. The S column provides way for students to determine the the students to have their self-
importance and benefits they derive from learning the lessons. reflection on their own learning.
For the reflection, the students
Know Want Learned So what? will work on weekly reflection
log to provide feedback on their
own learning.

2. Reflection on Learning
The students will accomplish the weekly reflection log.

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IV. EVALUATING LEARNING : FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment

Learning Students will answer the following questions: The teacher will ask the
1. What are the various products and by-products of poultry and livestock? following questions to conclude
the lesson. This will provide
2. Why is it necessary to management farm waste?
plenty of ideas and insights
2. Homework (Optional) from the students. The teacher
will integrate the SDG 11, 12
and 13.
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

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 materials used utilizing the different strategies,
materials used, learner
learner engagement and other related
engagement/ stuff.
others Teachers may also suggest
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?

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