Detailed Lesson Plan (DLP) is a teacher’s “roadmap” for a lesson. It contains a detailed description of the steps a teacher will take to teach a particular topic. A typical DLP contains the following parts: Objectives, Content, Learning Resources, Procedures, Remarks and Reflection.
Table of Contents
SAMPLE DEPED DETAILED LESSON PLAN IN GRADE 9 TLE
Aquaculture and Global Common
Prepared by: Mark Anthony Llego
The students will verify, evaluate, and use results in a purposeful way. This includes analyzing and interpreting data, making predictions based on observed pattern, testing solutions against the original problem condition and formulating additional questions.
At the end of the lesson, the student be able to:
- Distinguish Aquaculture to Agriculture.
- Value the importance of Aquaculture in the Society.
- Perform an activity which can describe outcomes of a self-interest strategy versus a cooperative strategy for managing renewable resources.
Aquaculture is the controlled cultivation and harvest of aquatic animals and plants. There are many similarities between aquaculture and agriculture, but there are some important differences as well. Aquaculture, like agriculture, is necessary in order to meet the food demands of a growing global population with diminishing natural fisheries stocks. Unlike land under cultivation, the world’s oceans, lakes, river and streams are usually public or common resources, managing these common resources is often problematic.
The students may think that:
Aquaculture is just a way of culturing of fish or natural natural bodies of water and serve as hobby or as source of income.
The students will realize that:
Aquaculture can help overfish species recover, employ people, feed a growing population and help our local, regional and national economy.
References: AQUACULTURE SCIENCE – Parker Rick et. al.
Good Morning Class!
How’s your day?
Yesterday, we discussed the “the history of aquaculture in the world”
What have you learned?
|Good morning Ma’am!
We’re fine Ma’am
(Students raising their hands)
|Ma’am I learned that Aquaculture began in China around 3500 B.C. and Chinese developed the use of aquaculture, means the art of growing more than one species at a time.
|Very good Francis!
|So, who practiced to culture trout and mullet in both freshwater and saltwater aquaculture?
|Maam, the Romans practiced both freshwater and saltwater aquaculture. Fish such as trout and Mullet were raised in ponds called “stews”.
|Thank you my dear students for the good answers. Now we can proceed to our new lesson, are you ready class?
|Yes Ma’am we’re ready!
|Our lesson for today is about Aquaculture and global common. So class, what do you think this all about? Any idea?
|(Student raising their hands)
|I think our lesson for today is about Aquaculture practices Ma’am.
|Okay, another one
|Ma’am, For me it is about the present status of aquatic environment and how aquaculture can help to recover the species from to much stress that cause by humans.
|Very good class, so let’s find out what really our topic is all about
Class, I have question… Are Aquaculture and Agriculture similar?
|Ma’am based on what I read Aquaculture, like Agriculture is the cultivation and harvest of plants and animals for human use. In essence, aquaculture and agriculture are both farming.
|Very good Bianca, In addition on what Bianca said, Aquaculture is framing in water, therefore requires different set of knowledge, skills and technology.
|(One student raising his hand)
|I’ve got a question Ma’am, which is more difficult to do Aquaculture or Agriculture?
|Class, aquaculture and agriculture are both hard to do, they just differ in terms of Culturing/cultivating plants and animals and the environment of course in Aquaculture it means on water while agriculture it is on land. But if you have the knowledge and skills everything will be easy to do.
|I see, thank you Ma’am
|Class, aquaculture takes place in three general aquatic environments these are:
1. Warmwater Aquaculture- is culturing plants and animals which thrive in warn and freshwater.
2. Cold water Aquaculture-is culturing species in cool freshwater.
3. Mariculture-(marine culture) is culturing plants and animals which are accustomed to living in a saltwater or brackish environment.
|(Students listening to the discussion)
|Which aquatic species are cultured in warm water/Freshwater?
|The aquatic species culture or thrive in warm water are catfish, crayfish , bait-fish, sport-fish and ornamental fishes.
|How do you say that these species can be culture in warm water/ freshwater environment?
|Because these species Ma’am their biology is to thrive in fresh water or warm water environment, they cannot live in a aquatic environment which has high tolerant of salinity like sea or brackishwater.
|Very good Mary!
How about in Cold water environment?
Anyone? Okay no one raises their hands, so class the species that we can culture or thrive in cold water are trout and salmon because they can tolerate the low temperature of the water and it is also in their biology.
|(the students are thinking and no one raises their hand)
|For the last aquatic environment, what are the species that can be culture in marine environment and why?
|Ma’am, we can culture oyster, clams, mussels, and seaweed in marine waters. They can be culture in Marine waters because they can tolerate the high salinity of the sea.
|Very good class, now that we know the three general aquatic environments and the species which can thrive or culture in these environment. Who do you think practices aquaculture and why? So I have a slide here
|(Teacher showing the PowerPoint slide)
|Who wants to read the Public Sector/ Restoration Aquaculture?
|(one student read the Public/Restoration Sector)
|Thank you James!
Why do you think some official are attempting to protect a potentially threatened species such as the Atlantic Salmon? What is your idea class?
|Because Ma’am if the aquatic species continue to deplete the aquatic resources like salmon will be threatened and extinct, there will be no atlantic salmon that will be seen in the rivers or streams.
|Exactly James, because if the threatened species become extinct in the future there will be no Atlantic Salmon that can be catch, so we need to protect those species that are threatened so that they can produced more for our generation.
|Bureau of Fisheries and Aquatic Resources is one of the examples of a public sector because they are responsible for the development, improvement, management and conservation of fisheries and aquatic resources in the Philippines.
So, what else do you think is an example of Public Sector in the Philippines?
|Department of Environment and Natural Resources Ma’am.
|Very good, DENR is also responsible for the conservation, management, development, and proper use of the country’s environment and natural resources.
Do you think private sector can help the restoration of aquatic species or threatened species even their main motive is for profit? How?
|Yes Ma’am they can help in restoration of aquatic resources or threatened species because I believe that they have some programs which engaged in helping the aquatic environment to be productive again, I’ve read an article about a private company who planted mangrove in Siargao, and we all know that mangroves serve as nursery ground for fishes.
|In addition to that, not just because their priority is for profit it is not necessarily that they cannot help the aquatic species to be restored. They help in terms of culturing aquatic species like Tilapia, Bangus, Seaweed and other species because of that they help the economy to progress by exporting these product in the other country and supply the necessary needs of the community or the society rather.
Now, that we know the 2 sectors for aquaculture let us know the the different stages for Aquaculture for Finfishes and shellfish. I have here handouts
(Asking one student to distribute the handouts)
Now, that you have your handouts i want you to read it aloud in the class and give your own idea that stages and what comes to your mind whenever you heard that word.
|(student reading handout of the different stages for aquaculture)
|(The reading session took 10 minutes)
Okay class, I’ll give you 5 minutes to review the handouts that I gave to you and after that I want you to group yourselves into 4 groups.
|(Students grouped their selves into 4)
|Did you group yourselves into four?
Are you ready?
(Teacher giving instruction to the class)
|Okay class now that you have your groups I want you to form a circle and answer this activity sheet. The points or score that you will get from this activity will be added in your next activity later.
I’ll give you 5 minutes to answer your activity sheet.
|(Student Activity Sheet)
|(After 5 minutes)
Class, are you done?
Okay let see which group got the highest score
(Teacher checked the work of 4 groups)
|Yes Ma’am we are done!
|Class, are you excited for the result of this activity?
|Yes Ma’am we are excited to know whose group got the highest score.
|Group 3 got the highest score, they got 7 out of 10 give them a very good clap! The second group got the highest score is group 1, they got 6 out 10, give them a good clap. And group 2 and group 4 got the same score 5 out of 10 give them a good clap. I hope that in our second activity group 2 and 4 will get a highest score. You can do it class!
Now, that were done with our 1nd activity we will proceed in our next activity but before that I want you to give a short information that is essential for us, that can also help you in our next activity.
|(the students did the clap for the groups who got the highest scores)
|(Student Handout Picture)
|Now our next activity will be aquaculture and the global common. I will give you hand outs again and we will use peanuts and bowls. Each group has their own bowls of peanuts. But before that I will discuss the ground rules for this game.
• The object of the game is to harvest as many fishes as possible from the sea
• At carrying capacity, there are 16 fish (peanuts) in this sea (bowl). For every fish each student harvests, he/she will receive one point . the more fish you harvest , the more points you will receive.
• When the game begins, you may harvest all the fish, some of the fish or none.
• You will have 2, 20 second trials in which to harvest fish. You will be notified when to start and stop each trial.
• If the fish remain in the sea after each trial, a new fish will be added for each one remaining. If there are four fish left, four more can be added. But for each new trial. The total number of fish in the sea cannot be more than the carrying capacity of 16 fish.
Now that you know the rules let’s start the game
|(The students starts the Activity)
Group 1: Harvested all the fish inside the bowl no fishes left in the sea
Group 2: Harvested 10 fish inside the bowl 6 fishes are left in the sea
Group 3: Harvested 6 fish inside the bowl , 10 fishes are left in the sea
Group 4: Harvested 8 fish inside the bowl, 8 fishes are left in the sea
Group 1: No fishes were added
Group 2: 6 fishes were added with the total of 12 and they harvested 10 fishes
Group 3: 10 fishes were added to the sea with the total of 20 they harvested 12 fishes
Group 4: 8 fishes were added to the sea with the total of 16 fishes and harvested 8 fishes
|Hello Class, our game is done. Did you enjoy catching fish in the sea?
Now let’s go to our discussion about the game that we did.
|Yes Ma’am, we enjoyed the game!
|What were the maximum numbers of points achieved by individual? Any group? Group 1? Group 2? Group 3?
|Ma’am we had 16 points in the first trial but
Ma’am we got 20 points because in the second trial we had 12 fishes
Ma’am, our group got 18 points cause in second trial 10 fishes were added so it helps us to get fishes again
Ma’am. We got 16 points as well as group one
|Why were the fish only replaced if some remained in the bowl after trial?
|For me Ma’am it stimulates the natural condition; if all fishes are harvested no additional fish will be born.
|Very Good Jake!
Why is the population of the sea limited to 16 fish? What do you think class?
Carrying Capacity represents the maximum number of organism that can be supported by the ecosystem.
|No idea Ma’am
|What happens when members of a group do not use cooperative strategy?
|If a group don’t use a cooperative strategy they will come up with a wrong strategy because some of the group idea is not consider, it will be just a one sided decision. We must use a cooperative strategy so that you will be success in the activity like in the quote “two heads is better than one”
|What do you think was the best strategy for harvesting this commons?
Very good class!
How does aquaculture relate this common dilemma?
|Ma’am harvest 8 for each trial
Very good Bianca!
My last question from this activity, Aquaculture alone will not solve the commons dilemma why?
|Ma’am, If we culture more aquatic species and catch less wild species, depleted fish stocks will begin to recover
|Very Good James!
In addition to that, National and International regulations are needed, many aquatic species which are being overharvested are not currently being cultured.
|For me Ma’am Global population is still rising, cooperation is needed between different nations , corporations, fisherman and aquaculturist.
Very good! I hope you learned a lot in our discussion that overharvesting has a great impact in our aquatic environment, Aquaculture helps to recover the aquatic species that being depleted.