Nabangka National High School

Guinayangan, Quezon

Semi-Detailed Lesson Plan in TLE 8 (AQUACULTURE)

Second Quarter (S.Y. 2020-2021)
G8- Jaena, Rizal, Ponce
March 1, 2021

I. OBJECTIVES
At the end of an hour session, at least 75% of the students must be able to:
a. Identify and differentiate units or compartments of fish ponds according to use
b. Use resources effectively in constructing pond layout
c. Construct a pond layout giving considerations to pond units/compartments

II. SUBJECT MATTER

a. Topic: Aquaculture Facilities
b. Sub-topic: Compartments/Units of Fish Ponds and Pond Support Structures
c. References: PIVOT 4A Learner’s Material- TLE pp. 30-34
d. Materials: PowerPoint Presentation, LCD Projector, Laptop, Cellphone,
Cartolina, Printed Materials
e. Values Integration: Resourcefulness, Cooperation

III. PROCEDURES

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

 Preliminaries
Everybody standup, let us start our learning
activities with an opening prayer. May I have
a volunteer?
(One student will lead the opening prayer)
When I clapped my hands once, you’ll say
“Good morning Sir” and when I stamped my
feet twice, you’ll say “Good morning
classmates, let’s learn anew”. Okay?
(students will follow the given instructions)
Alright. Before you sit down, please arrange
your tables and chairs, and pick up the
pieces of paper or candy wrappers under
your chairs.
(students will arrange their respective area, pick
up the trash, and throw in the trash bin.)
You may now sit down.

Once your name was called, please say

“here” if you are present. Understood?
Yes, Sir.
 A. ACTIVITIES
 Priming Activity/Motivation
“Finding Nemo”
The teacher will present a game where
students will be asked to click for a specific
box. Behind the boxes are fish of different
kinds. Students will have to find Nemo
(clown fish)
(the teacher will set standards for doing
highly engaging activities)
(the students will enumerate the standards in
doing a group activity)
Do you know the movie Finding Nemo?
Yes, Sir/No, Sir
What species of fish is nemo?
(students will give their idea about what type of
fish is nemo?
Is nemo (clown fish) an edible fish?
(varied responses from students, not edible)
If a fish is not edible, what would you do to
it then? Will you be able to process those
fish to be eaten?
(varied responses from students, enumerate
processes such as fish processing techniques)
Where do you usually put the fish that is
used for recreational purposes?
(students will answer according to their
observations/experiences)
If those kinds of fish are being raised and
cared for in an aquarium, how about the
marine animals that are meant for
consumption? Where do we usually raise
them?
(Aquarium or tanks)
Level of Technology Integration- Active
Entry (*technology integration matrix of
Florida Center for Instructional Technology,
College of Education, University of South
Florida)

 Main Activity
“Pond Racing”
(The students will be grouped into 4. Each
group will be given two pond illustrations
that are labelled according to the
units/compartments of fish pond)

In what manner do you want to be grouped?

(students will choose their grouping style
according to their preference)
I’ll be showing you the words allocated for
each group through my presentation. I’ll be
giving you a minute to brainstorm on which
word/s will be put accordingly in each box.
After a minute, the race will begin. How
should it be done?
(the teacher will play the presentation (students listen attentively as the teacher
containing instructions of the game) discuss the game mechanics and process)
1. Each member will pick a word to write
on the given paper
2. He/she will paste it to the illustration
that they think the word belongs to
3. She will return to the base camp to
accommodate the next member who
will be posting his/her chosen word.
4. The process will continue until all the
words has been pasted.
5. The group to finish fish and the group
with the greatest number of correct
answers will receive a token at the
end of the session.

Am I understood?
Yes, Sir.
Is there anything else that you want to
clarify?
(students will ask questions depending on their
needs and clarifications)
If there is none, what are the things that we
need to keep in mind during the activity?
I think a maximum of 5 minutes is enough to
complete the task given to you. Do you want
additional time?
(students will give standards in doing activity)
(the students and the teacher will negotiate if
the students need additional time)
Alright! Let’s do this!
(students will do and finish the task in the
allocated time)
Level of Technology Integration: Active and
Collaborative Entry

B. ANALYSIS
How did you find the activity?
(Students’ answer will vary according to their
experiences on the activity)
What did you do to finish the activity on the
allotted time given to you?
(students will share their strategies made during
the activity)
Very nice. I guess you’ve strategized very
well and I can see that in your output. Give
yourselves a hand of applause. (the teacher
will also announce the winner)
 (students will clap their hands)
Now, let us see what words did you place in
each pond.
(the teacher will call a representative/s from
each group to present their group work)
(the leaders/representatives of each group will
give his/her idea about the words that they
formed and their considerations in placing those
words in each box/illustration)
How were you able to identify that these
words belong to this specific
unit/compartment?
(the student volunteers will give their insight
that depends on their prior knowledge and
experiences on the activity)
Alright, let’s see if you are correct.

But before that, let us define first what these

words are. You may use your dictionary to
find the meaning of the words.
(the students will bring out their cellphones and
open applications such as dictionary)
Level of Technology Integration:
Constructive Adoption

Have you seen a fish pond already? Where?

What is the importance of fish ponds here in
our community? (answers will vary depending on their
experiences)

Did you know that culturing of fish in the fish

pond originated from Asia? It is in our
culture even before the commercial fish
culture began. (students will listen attentively as the teacher
discusses)

What is a nursery pond? What sort of fish is

being raised in there and for what purpose?
Are these words correct?
(same processing to all units of ponds)
(the teacher and the students will collaboratively
check the students output)
Who got the highest score?
(the teacher will give a token to the group
with the highest score)
(students will be given tokens based on the
results of their activity)
C. ABSTRACTION
I have here a graphic organizer. I want you
to help me fill out these with the similarities
and differences of each unit/compartment of
fish pond.
 (students will actively participate in the filling-
out of graphic organizer)
Level of Technology Integration-
Constructive Entry

We also have Other Pond Support

Structures. Why do we need these for?
(students will answer according to their
observations and experiences)
First we have the Water Supply Canal. Why
is it important to have such structure?
(students will answer according to their
understanding/observations/experiences)
Alright. That is for the water to run through
from our water supply.
(students will give their insight and share their
own experience as well)
Next is Drainage canals. Why do we have to
drain water from the ponds?
(answers of students may vary depending on
their understanding)
Very well. That is to facilitate better water
management.
(students will answer based on their
understanding)
The third one is flume. Why is oxygenated
water important?
(students will answer according to their
understanding/observations/experiences)
Similar with Flume is an aerator. How do
they differ in function?
(students will answer based on their
understanding)
Right. Aerators are being used only when the
oxygen level is at critical level.

And the last one is pump or a water pump.

What is the purpose of a water pump?
(students will give their insight and share their
own experience as well)
Very good. But is it only for filling in water in
the pond?
(students will give their insight and share their
own experience as well)
Right. We can also use water pump in
draining water in the fish pond.

What are the pond support structures again?

(the teacher will call a volunteer to

enumerate)
(students will enumerate the different pond
support structures)
Do you have any questions about this?
(students will raise questions if there is any)

D. GENERALIZATION

Now, what do you think is the importance of

creating fish pond compartments? Can we
just have one fish pond and let the fish grow
until they are ready for harvest? Why?
(students will brainstorm and share their ideas
and experiences depending on what they’ve
learned)
Do you think fish ponds are enough without
the pond support structures? Will fish still
grow up to desired size? Why?
(students will share their opinion, may give both
sides of the argument)
E. APPLICATION

At this point, let us have another activity.

Using the same groupings, I want you to
construct a fish pond layout that comprises
of all the 8 units/compartments. Also, please
include in your layout the different pond
support structures.
(students listen and prepare themselves for the
activity)
I am giving you 7 minutes to do the task,
and 1 minute each to present. I have here a
scoring rubric to guide you as to what
elements would I want to see in your output.

Am I understood?
Yes, Sir.
Do you have any questions?
(students will raise their questions if any)
See attached rubric.

(the teacher will give each group a scoring

rubric)
Level of Technology Integration- Authentic
Entry
[Link]
Identification: Analyze the questions carefully. Write your answer on a ¼ sheet of
paper.
_____1. It is a pond compartment where eggs are being deposited until hatched
_____2. Where do we usually construct a transition pond?
_____3. Which pond will serve as the compartment for producing natural food such
as lumut?
_____4. It is a process where a fish needs to adapt their body temperature in the
water. It is usually done in the transition pond.
_____5. To ensure that the fish are ready for selling (in the marketable size), you
will go to the __________ pond to catch/harvest them.

V. ASSIGNMENT
1. Make a research about the characteristics of each pond unit/compartment.
2. Study about the specifications of a conventional fish pond layout.

Prepared by:

PHILIP REYMOND G. STA CRUZ

JHS Teacher I

Checked by:

MARISSA C. BALMES
Principal I
 Scoring Rubric for Group Activity and
Presentation

Criteria 4 3 2 1 Score
Content Exhibits a Exhibit Exhibit some Exhibits little
thorough knowledge of knowledge of knowledge of
knowledge of the subject the subject the subject
the subject matter, at matter, drawn matter, drawn
matter, all least 7 4-6 pond 1-3 pond
compartments compartments compartments compartments
were were drawn
completely
drawn
Presentation Creative, neat, Creative, Minimal No creativity
and and has a very neat, and has creativity and no impact
Workmanship strong appeal a strong with minimal
appeal impact
Promptness Completed Completed Did not Did not
the task ahead the task on- complete the complete the
of time time task within task within
the specified the specified
timeframe but timeframe
only lacks and
minimal completed
content only a little of
the given task
Collaboration The The Some Only 1-2
participation participation members of members of
of every of every the group the group are
group group show no working to
member is member is interest on the complete the
highly evident evident given task task
Total: Highest possible score 16