Week 3

Lesson Title Chemicals and Hazardous Tools and Equipment Used for Farm Work

Learning Area/s TLE (AFA)

Name of Teacher/s

Grade Level and Section GRADE 7

No. of Sessions Session 1 Session 2 Session 3

References TLE 7 (AFA) LESSON EXEMPLAR (Lesson 3)

(books, websites, toolkits, etc.)

Declaration of AI use AI was utilized to format the lesson plan and scaffold learning activities and instructional materials based on
Cite how AI was used in the the provided lesson exemplar.
formulation of the lesson plan.

See DO 3 s.2026 Annex A.

Meaningful learning experiences are anchored in how we frame them. Start by deciding what you want
learners to master by the end of the lesson – keep it clear and simple.
Intentions.
Remember: Understanding your learners’ evolving context and designing around it ensure that your lessons
connect with and are relevant to them.

Learning Competency and Content Standard:

Curriculum Standards: The learners demonstrate an understanding of the concepts and skills in agri-crops and animal production.
Write the competency/ies from Performance Standard:
the curriculum that we are After this lesson, learners are expected to perform agricultural practices in crop production based on industry
targeting, and the content or standards.
performance standards Learning Competencies:
applicable to the sessions.  Discuss hazards and risks in farm operations.

Learning Objectives: Define occupational safety in Explain the specific function of Demonstrate the correct sequence of
Write the smaller knowledge, farm operations and various Personal Protective basic first aid steps for common farm
 skills, or tasks from the distinguish between a risk Equipment (PPE) required to injuries and emergency medical
competency that the learners will and various types of farm protect a farmer's body parts from situations through group simulations.
work on and be able to show by hazards. agricultural hazards according to
the end of the sessions. OHS standards.
Identify specific safety rules
for crop chemical spraying
and heavy equipment
operations to minimize
health risks and prevent
physical accidents on the
farm.
Learner Context: The learners are observant, The learners enjoy tactile, hands-on The learners are expressive,
Write your observations of your many of whom live in learning experiences and easily collaborative, and perform well during
learners, and how they have agricultural communities. recognize common gear like hats or physical roleplay or simulation
been performing or responding to While they have a strong boots. However, they need support activities. However, multi-step medical
learning experiences recently. practical familiarity with understanding why specific protocols can sometimes feel
Include strengths, interests, and everyday farm environments, technical gear like a proper overwhelming to memorize. Breaking
possible barriers to learning. they often mix up the respirator instead of a thin cloth down each procedure into clear,
technical differences between mask is required to shield the numbered actions helps them retain
a hidden hazard and an respiratory system from chemical the life-saving information accurately.
active risk. Using concrete vapors and mold spores.
definitions helps them bridge
this gap and improves their
reading comprehension.

Learning Experience. A learning experience is like a thoughtfully designed journey. Each activity and interaction builds towards
meaningful understanding and growth. Identify activities and interactions to help learners gain knowledge,
skills, or understanding in a purposeful way.

Pre-Lesson: The teacher will write the The teacher will lay a variety of The teacher will display a basic first aid
Describe how you will help the words "Hazard" and "Risk" protective items on the front table: kit containing a clean cloth bandage, a
learners get ready for the lesson. on the board. a wide-brimmed hat, safety cold compress towel, and a small pillow.
glasses, rubber boots, work gloves,
The teacher will ask the and a long-sleeve shirt. The teacher will ask the class: "If an
learners to share what they accident happens in a remote field
think these terms mean The teacher will invite individual far from a hospital, what should a
when applied to daily chores learners to come to the front, farmer do first?"
around a house or field. select one item, put it on correctly,
 and guess which specific part of The teacher will introduce the concept of
The teacher will ask the class the body it shields during work. immediate first aid as a vital skill that
by asking: keeps a victim stable during an
"Is a slippery, wet floor a The teacher will use this activity to emergency situation on the farm.
hazard or a risk?" lead directly into the detailed
breakdown of farm protective
The teacher will use their equipment.
initial ideas to transition into
the formal definitions of
safety and workplace
environments.

The teacher will show an

empty, thoroughly cleaned
chemical spray container and
a small toy tractor to the
class.

The teacher will ask the

learners: "How do you think
accidents happen in the
farm during spraying or
plowing?"

The teacher will write down

the learners' initial thoughts
on the board, grouping them
into chemical issues and
machinery issues to
transition into the core
discussion.

Flow: The teacher will explain that The teacher will explain that The teacher will state that today's lesson
Describe the activities that you today's goal is to understand today's lesson focuses on the is a hands-on simulation. Every student
can implement in 1 or more the foundational language of physical armor of a farmer will learn and practice the exact first aid
sessions to meet the learning occupational health and Personal Protective Equipment steps for shock, bleeding, chemical
objectives. safety. The teacher will (PPE). The teacher will explain burns, electrical burns, fainting, and
emphasize that mastering that using the right gear reduces heat stroke.
 Apply the Learning Design these terms will help them the number and severity of
Principles by thinking about how identify dangers before injuries and illnesses. The teacher will explain that even with
to: accidents happen on the proper safety rules and complete PPE,
● make the objectives clear for farm. The teacher will connect this to unexpected accidents can still occur.
the learners Session 2, explaining that when First aid is the critical response required
● guide learners before letting The teacher will connect this handling hazardous chemicals or when an incident takes place.
them try the task on their own lesson to previous heavy tractor implements, wearing
● check the state of the learners’ discussions on general the proper PPE is a mandatory Discussion
well-being, understanding, and agricultural tools, reminding requirement to maintain OHS Basic First Aid during emergency
mastery over the lesson the learners that every tool standards. situation and accidents in the farm
● connect today's new concepts requires a safe environment Shock
to past competencies to be effective. Discussion: 1. Do not give the victim anything to eat
● encourage collaboration among or drink.
learners The teacher will explain that To avoid possible hazard and 2. Lay the victim on his/her back but do
● invite learners to reflect on why safety is the physical risks in the farm PPE is advised. not move him/her if there is a neck or
this matters to them environmental condition of Safety is the physical back injury.
● ensure inclusion for learners’ work which complies with environmental condition of work 3. Make sure that the victim gets
varied abilities, learning styles, Occupational Health Safety which complies with Occupational adequate air.
and contexts (OHS) standards and which Health Safety (OHS) standards 4. Keep the victim warm.
allows the farmers to perform and which allows the farmers to 5. Raise the victim’s fee and legs with a
their job without or within perform their job without or within pillow.
acceptable exposure to acceptable exposure to hazards. 6. If the victim vomits, roll the victim on
hazards. One of the basic requirements to his/her side and keep the windpipe
maintain these standards is the clear.
The teacher will clarify that provision of PPE. This can reduce Bleeding and Wounds
Occupational Safety in farm the number and severity of 1. Place a clean cloth or gauze over the
operations refers to a farmers related injuries and wound. Apply firm, steady pressure for
practice set by farm owners illnesses. at least 5 minutes.
that involves the production Farm Respiratory Protection - 2. Elevate an injured arm or leg above
and work process of Since farmers use fertilizers and the level of the victim’s heart if possible.
farmworkers to ensure their other chemicals, it is necessary for 3. When bleeding stops, secure the cloth
well-being. them to use respirators to protect with a bandage. Do not lift the cloth from
themselves from inhaling mold the wound to check if the bleeding has
RISK - as the term used to spores and chemicals. Respirators stopped. Be sure that the bandage is not
describe the possibility of a must be properly selected, worn, too tight.
hazard to exist. and maintained to ensure 4. Check the victim for shock.
maximum protection. 5. Use torniquets only when you cannot
MECHANICAL HAZARD - Eye Protection - This is used to control the bleeding.
can be caused by electrically protect farmers’ eyes from possible Chemical or Compressed Gas Burns
operated machineries or flying objects, liquid sprays, or 1. Use a drench hose, emergency shower,
devices that can cause other elements that may enter or eyewash for at least 15 minutes to
electric shock or their eyes. There are several types rinse away all traces of chemicals while
electrocution. of eye protectors like goggles and removing any contaminated clothing
glasses with safety shields, among from the victim.
BIOLOGICAL HAZARD - others. 2. Cover the burn loosely with a clean,
includes bacteria, viruses, Foot Protection - A farmers’ feet dry cloth or special burn dressing.
mold, mildew, insects, and is one of the most exposed parts of 3. Check the victim for shock.
vermin, among others. the body during work. Wearing Heat or Electric Burn
appropriate footwear protects the 1. Submerge the burned area in cold,
GUIDED PRACTICE: farmer from stepping on sharp clean running water if the skin is not
The teacher will read out a objects or animal bites. It can also seriously affected.
few everyday farm examples. protect him/her from slipping. Ordinarily, fainting victims
The teacher will guide the Hand Protection - Farmers use immediately regain consciousness after.
class to classify each gloves to protect their hands from If this
example as either a hazardous elements such as For the first aid, the victim should
mechanical hazard or a holding chemicals or removing be laid down on their back and allow
biological hazard based on infested crops. Use disposable plenty of fresh air. Apply cold compress
the definitions discussed. gloves when dealing with infested in the forehead and if the victim vomits,
crops. keep the windpipe clear by rolling him to
The teacher will divide the Head Protection - Since farmers his/her side.
learners into small groups of are commonly exposed to heat of
three. Each group will write the sun, it is important for them Guided Practice (Simulation Activity):
down two simple, real-life to wear a hat. This is also The teacher will implement the lesson's
examples of a mechanical necessary to protect their head core activity by dividing the class into 5
hazard and two examples of a from slip or fall. groups. Each group will be assigned one
biological hazard that a Body Protection - It comes in emergency situation
person might encounter in a many forms, depending on the job.
rural community field. Farmers often wear long sleeve Group 1: Shock
clothes and jeans. This is Group 2: Bleeding
The teacher will walk around necessary to protect them from Group 3: Chemical Burns
the room during the group harmful elements. Group 4: Fainting
activity to check if the Group 5: Heat Stroke
learners are differentiating Guided Practice: The teacher will
correctly between the terms. present specific farm tasks The teacher will guide them as they
The teacher will offer verbally ("An operator is clearing assign roles for a victim, responders, and
immediate, gentle guidance if out a thick field of diseased, a narrator.
any groups confuse biological insect-infested crops").
hazards with mechanical The teacher will guide the class to The groups will collaborate to rehearse
ones. list the exact combination of PPE and present a quiet, step-by-step
needed, reminding them of the physical simulation of their assigned first
specific rule to use disposable aid response for the rest of the class,
The teacher will explain that gloves for infested plants. with the narrator describing each step as
spraying fertilizers and it is performed.
pesticides is common in The teacher will organize the
farming to control pests, learners into small groups of four. The teacher will watch the simulations
weeds, and mollusks, and Each group will select one major closely to ensure the learners handle
that farm owners should type of protection (Respiratory, each other gently and follow the exact
always consult a local Eye, or Foot) and write a short safety protocols.
agriculturist for the narrative paragraph describing a
appropriate chemicals to use. day in the life of that gear, Reflection (Situational Analysis): The
highlighting how it actively shields teacher will lead a final discussion:
The teacher will detail the a farmer from a serious injury.
rules for spraying: "If you are a farmer working alone
 Do not attempt to The teacher will monitor the planting crops in the field and you
spray if there is a groups to ensure a supportive suddenly feel a severe hypertension
strong wind and its environment where all learners or heat attack, what actions should
direction is towards can contribute ideas. The teacher you take?"
the body of water or a will check that the learners
house. understand that different jobs
 Never wash the spray require different forms of body
equipment with water protection.
running down into
open drains or Reflection: The teacher will ask
towards a dam or a the learners to complete their
 Refrain from using daily takeaway statement:
used chemical "Today, I have learned that
containers. using appropriate PPE can...”

To reduce the risk of

hazardous chemicals, do
the following:
 Appropriate PPE must
be used.
 Store the chemicals in
locked cabinets or
storage area.
 Know the first aid
 procedures.
 Provide a list of
hazardous chemicals
used in the farm.

Land Preparation using

Heavy Equipment and
Implements – the use of
mechanical equipment for
land preparation like tractor
might involve risks such as a
person being run over by it.
The tractor also has the
tendency to overturn,
especially if it is running too
fast, or the operator makes a
sharp turn, sudden swerve,
or sudden stop.

Here are some things to

remember when using
heavy farm implements:
 Do not use a tractor
for transportation. It is
not a passenger
vehicle.
 Use a seatbelt when
driving a tractor.
 Use of PPE can save
the operator from
serious injuries.

Guided Practice: The

teacher will describe a
scenario to the class:
"A farmer decides to spray
crops on a very windy
afternoon next to a
community creek while his
assistant rides on the side
mudguard of a moving
tractor."

The teacher will guide the

class to analyze the situation
and call out every safety
violation committed based on
the text.

The learners will work in

pairs to write down a
narrative safety checklist
statement for a local farmer,
detailing exactly three things
to remember before spraying
chemicals and two things to
remember when operating a
tractor.

The teacher will ask the

learners to complete the
takeaway activity:

Today, I have learned that

safety is …

The teacher will move around

the classroom, listening to
the pairs' discussions and
ensuring that both students
are actively participating in
phrasing their statements.

Reflection: The teacher will

encourage the learners to
think about how sharing
these simple rules can save a
neighbor or family member
 from a catastrophic accident.

Learning Resources:  Printed definitions  Real samples or clear,  Clean strips of cloth to simulate
List down the learning resources handout. printed illustrations of bandages, small pillows, and
that will help you reach your  Alternative: Hand- safety goggles, respirators, clean towels for cold compresses.
objectives. Ensure that they are drawn vocabulary protective boots, heavy  Printed step-by-step first aid
available and inclusive. flashcards if a gloves, hats, and long- protocol sheets based on the
projector is sleeve clothing. reference text.
Include options and alternatives unavailable.  Alternative: Clear drawings  Alternative: Recycled clean linens
in case of emergencies. identifying the six body or clothing pieces to use as mock
protection zones if real gear medical dressings.
is unavailable.

Opportunities for integration: Language Arts Integration: Health and Home Economics Health and Physical Education
Write down any possibilities to Focuses heavily on Integration: Connects directly to Integration: Combines disaster risk
meaningfully another learning vocabulary development, consumer health education, reduction, basic emergency medicine,
area, special topic, or technology. structural definitions, and personal wellness choices, and and physical coordination through
Write N/A if none. concept classification skills. occupational apparel standards. structured group movement and
roleplay.
Environmental Science
Integration: Connects
directly to water systems,
pollution of open drains, and
chemical absorption in soil
ecosystems.

Assessments reveal what learners have gained and what they still need help with. These are helpful in
Assessment.
providing you with information to guide your future instruction throughout the entire session.
Formative Assessment: I. The teacher will The teacher will provide a 5-item The teacher will distribute a 5-item
Create a task, activity or questions administer a 5-item identification assessment on the situational written assessment. Learners
to evaluate learning and provide multiple-choice quiz to board. will read each emergency farm scenario
feedback every now and then. the learners. carefully and write the letter of the
Include ways for learners to ask The learners will read the correct first aid action on a clean sheet of
for guidance or support throughout 1. What is Occupational descriptive statements and write paper.
each session. Safety in farm operations? down the exact type of PPE being
a. Practices that may described on their paper. 1. A farmworker slips on an
Remember to provide appropriate cause injury or irrigation ditch and suffers a deep,
accommodations so all learners health problems. 1. This protective item is used severely bleeding wound on their
can demonstrate their b. Practice set by to shield a farmer's eyes lower leg. What is the correct
understanding (e.g., varied farm owners that from sudden liquid initial action?
response formats, small group involves production chemical sprays, dust a. Apply cream or a heavy layer of
options, visual or auditory and work process of particles, and flying objects. ointment immediately to soothe the skin.
supports) farmworkers. Answer: Eye Protection / Goggles / b. Place a clean cloth over the wound
c. Practices that can Safety glasses and apply firm, steady pressure for at
cause fire and 2. This gear must be properly least 5 minutes.
explosion that come selected, worn, and c. Keep lifting the cloth every 30 seconds
from pesticides, maintained to protect the to check if the bleeding has stopped.
cleaning agents, farmer from inhaling d. Give the victim plenty of cold water
acids, and poisons. dangerous mold spores and and food to keep their strength up.
d. Practice of using farm chemicals. Answer: b
fertilizers and Answer: Farm Respiratory
pesticides. Protection / Respirator 2. While mixing fertilizers in the
Answer: b 3. This item should be worn storage shed, a liquid chemical
on the hands when holding splashes directly onto a worker's
2. Which term is described chemicals, and it must be arm and torso. What must a
as the possibility of a disposable when dealing responder do first?
hazard to exist? directly with infested crops. a. Wrap the contaminated clothing
a. Harm Answer: Hand Protection / Gloves tightly around the arm with a heavy
b. Injury 4. This protection keeps a blanket.
c. Risk farmer from stepping on b. Submerge the arm in a bucket of
d. Safety sharp objects, experiencing stagnant pond water for 2 minutes.
Answer: c animal bites, or slipping on c. Use a drench hose or emergency
slick mud. shower for at least 15 minutes to rinse
3. What is mechanical Answer: Foot Protection / Boots / away all traces of the chemical while
hazard? Appropriate footwear removing contaminated clothing.
a. It includes weak 5. This piece of clothing d. Apply a thick burn cream and check if
platform, slippery typically includes long the victim wants something to eat.
 stairs, or floorings. sleeves and durable jeans Answer: c
b. It includes to shield the farmer's skin
bacteria, viruses, from harmful field 3. A helper collapses due to heat
mold, mildew, elements. stroke after working under the
insects, and vermin, Answer: Body Protection / Long intense sun during midday land
among others. sleeve clothes and jeans preparation. Which action should
c. It can cause fire be avoided?
and explosion that a. Moving the victim to a cooler, shaded
came from pesticides, place immediately.
cleaning agents, b. Loosening tight clothing and removing
acids, and poisons. their heavy footwear.
d. It can be caused c. Forcing the unconscious victim to sit
by electrically upright and swallow a hot beverage.
operated machineries d. Applying cold compresses or wet
or devices that can towels to the forehead, neck, and
cause electric shock armpits.
or electrocution. Answer: c
Answer: d 4. A farmer begins to experience
signs of shock after a minor
4. Which of the following tractor accident. While laying the
hazards includes bacteria, victim on their back, how should
viruses, mold, mildew, their legs be positioned if there is
insects, and vermin, among no suspected neck or back injury?
others? a. Keep the legs perfectly flat and place a
a. Chemical hazard heavy weight on the knees.
b. Physical hazard b. Raise the victim's feet and legs up
c. Psychosocial with a pillow.
environment hazard c. Bend the knees tightly toward the
d. biological hazard chest.
Answer: d d. Have the victim stand up and walk
around to increase air flow.
5. Which term is described Answer: b
as the physical 5. An assistant faint in the field but
environmental condition of immediately regains
work which complies with consciousness a few moments
Occupational Health Safety later. While they are recovering on
(OHS) standards, and which their back in a fresh, airy space,
allows the farmers to what step must be taken if they
perform their job without or suddenly begin to vomit?
within acceptable exposure a. Roll the victim onto their side to keep
to hazards? the windpipe clear.
a. Harm b. Quickly lift their head and give them
b. Injury solid food to eat.
c. Risk c. Keep them flat on their back and apply
d. Safety a warm blanket over their mouth.
Answer: d d. Immediately rub ointment or
medicated lotion all over their face.
II. Read each narrative Answer: a
situation and write
"Correct Protocol" if it
follows safety rules, or
"Violation" if it breaks
them.

1. A farmer stops
spraying crop fields
because the wind is
blowing strongly
towards a neighbor's
house.
Answer: Correct Protocol
2. A worker takes an
empty pesticide
container and uses it
to store water for
washing tools.
Answer: Violation
3. An operator drives a
farm tractor slowly
and carefully around a
sharp, muddy bend in
the field.
Answer: Correct Protocol
4. A driver allows three
farm helpers to sit on
the back of the
tractor to transport
them quickly to the
 main road.
Answer: Violation
5. A tractor driver
fastens their seatbelt
securely before
starting the engine to
prepare the land.
Answer: Correct Protocol

Ways Forward. Meaningful learning can also happen beyond the classroom – for both the learners and the teacher.
Pause and reflect on what happened today.

Extended learning The learners will explain the difference The learners will create a simple, The learners will bring home a family
opportunities: between a hazard and a risk to a family hand-drawn safety poster showing first aid integration plan. Each learner
Suggest other learning member at home and write a short, a completely protected farmer will look for a clean, sturdy box or a
experiences outside the two-sentence reflection on how their wearing all six types of PPE, which reusable container at home to designate
classroom/class hours family stays safe during daily they can display in their home or as their family’s official household
that learners may household tasks. neighborhood garden plot. emergency kit. They will write out a
want to access to complete safety list of necessary,
reinforce what they The learners will check the chemical available first aid supplies such as clean
have learned, to spark containers or garden inputs at home to cloth for bandages, soap for washing
their curiosities further, see if they are stored in a locked space, wounds, and clean towels for cold
or that may provide and draft a short narrative note compresses and secure this list to the
them support in their reminding their household about proper top of the container.
areas of difficulty. chemical storage locations.

Reflections:
Think about what you
need to change for the
next session based on
what happened today.
Is there something the
learners are interested
in exploring?

Are there some things

you would like to share
with your co-teachers,
parents, or school
leaders about your
classroom experience?
What would you like
your instructional
coach to help you
with?
 RUBRIC FOR LESSON PLANNING SELF-CHECK AND/OR PEER COACHING

Not
I can say that in my lesson plan… Yes Why?/ What will make it better?
Yet

Intentions are clearly stated, with

appropriate learning competencies
articulated.

Intentions are evident across all

sections, there is coherence.

Learning experience is clear – another

teacher can implement this lesson
without additional explanation.

Learning experience is well-designed,

with intentionally embedded Learning
Design Principles.

Learning experience maximizes

available opportunities for integration.

Learning experience is inclusive,

provides opportunities to support
learners with disabilities, barriers, and
unique contexts.

Assessment strategies are integrated

throughout the session to see learners’
progress or if they need support.

Assessment strategies generate

evidence if learning is successful.

The following interventions are

actionable, providing ways to extend or
adjust learning based on reflections.

Notes for my instructional coaching session: